\u27Who am I?\u27: Autophotography as a Teaching and Learning Tool

This paper describes a low cost, high student appeal technique for teaching and learning about the self concept via student produced photographs. Autophotography (AP) is a photographic approach to understanding the social world from the perspective of the respondent with reference to one\u27s self concept. The technique\u27s use is described relative to social psychology, the self, and the traditional symbolic interactionist measure -- the Twenty Statement Test (TST). The AP course assignment, evaluation, assessment, and limitations are presented Learnings for both the undergraduate student and sociology instructor are discussed

Book Reviews in The Great Plains Sociologist: The Continuation of a Regional Tradition

On the tenth anniversary of publication of The Great Plains Sociologist, we examine the book section for content and for participation by residents of the Great Plains. Since the inception of this journal feature in 1991, women have published 57 percent (N=57) of all book reviews. Moreover, women at masters and doctoral degree granting institutions have published a greater number of book reviews (52%. N=52) than their male counterparts (41%, N=41) and than women or men at 2-year,four-year, and tribal colleges (5%, N=5 and 2%, N=2 respectively). While there are differences in the topical areas evaluated by women and men, the primary area of interest for both is rural issues(16%, N=16). We conclude that the journal has met its goal of providing opportunities for regional scholars to publish their work and that The Great Plains Sociologist clearly plays a unique role in the region and in the discipline

Intersecting Identities: Race, Military Affiliation, and Youth Attitudes towards War

African-Americans in the U.S. military encompass at least two distinct identity groups: a racial status associated with lower support for the wars in Afghanistan and Iraq, and a military status which tends to be more ‘hawkish\u27 in perspective. This study examines the intersection of these two status characteristics utilizing survey data of American military academy cadets, Reserve Officer Training Corp (ROTC) cadets, and civilian students (n = 5,051). Majorities of military cadets, regardless of race, supported both of these wars more than their civilian counterparts, but African-Americans are significantly less supportive of the wars relative to their peers within each group. African-American cadets support both wars less so than whites and cadets of other races, but African-American cadets supported both wars more than African-American civilians. It appears that racial and military affiliations combine to yield a unique perspective on war, adapting elements of both statuses. These findings support the concept of intersectionality

Teaching and Learning the West Point Way: Educating the Next Generation of Leaders

Teaching and Learning the West Point Way is a unique compendium of the best teaching and learning practices from one of the most celebrated and storied undergraduate teaching and learning environments and institutions in America – the United States Military Academy at West Point, New York, USA. Drawing on the broad academic curriculum that the students follow at West Point – in addition to military leadership, character development, and competitive athletics – this book describes proven and effective undergraduate pedagogy across a number of academic disciplines. Case studies, strategies and techniques, empirical teaching and learning research results, syllabi, and assignments developed and deployed by West Point faculty are included, which faculty in other higher education institutions can adapt and apply to their own programs and courses. An accompanying companion website provides videos of classroom, laboratory, and fieldwork teaching and learning activities, as well as additional syllabi, course guides, lesson plans, and PowerPoint activity and lecture slides. This is an opportunity to gain an in-depth insight into the programs and practices inside one of the world’s premier leadership development and educational institutions. It should appeal to new and experienced faculty and administrators interested in course creation and syllabus design across a wide range of disciplines in educational institutions and military academies across the globe

Cadet and Civilian Undergraduate Attitudes toward Transgender People

We explore American military academy, Reserve Officers\u27 Training Corps (ROTC) and civilian undergraduate attitudes toward transgender people in general, in the workplace, and in the military. Earlier this decade, the US military experienced both the repeals of the Don\u27t Ask, Don\u27t Tell policy and the exclusion of women from combat, yet transgender people are prohibited from serving openly in the military. This study explores tolerance toward perceived gender nonconformity by military affiliation, race/ethnicity, sex, religious affiliation, and political leaning. Most members of our sample, regardless of military affiliation, do not report that having a transgender person in the workplace would impact their job. At first glance, military academy and ROTC cadets are least tolerant of transgender people in the military and in society more generally. Further analyses shows that the impact of military affiliation is reduced substantially by controlling for background characteristics, especially political ideology and religious affiliation

Inclusion in the American Military: A Force for Diversity

Co-authored by David Rohall, MSU faculty. The U.S. military can be thought of as a microcosm of American society, bringing in people from diverse backgrounds and history to defend one nation. Military leaders must address the same issues and concerns as those found in the civilian world, including exclusion, segregation, and discrimination. In some cases, the military has led the nation by creating policies of inclusion before civilian laws required them to do so. In other causes, the military has lagged behind the larger society. The goal of this book is to provide an overview of the ways in which diversity has been addressed in the military by providing information about particular forms of diversity including race, ethnicity, religion, gender, and sexuality. Subject matter experts provide their insights into the roles that each of these groups have played in the U.S. armed services as well as the laws, rules, and regulations regarding their participation. Ultimately, the authors utilize this information as a way to better understand military diversity and the unique ways that individuals incorporate the military into their sense identity.https://bearworks.missouristate.edu/books/1011/thumbnail.jp

Character strengths and performance outcomes among military brat and non-brat cadets

Although many studies have compared military vs. civilian samples on a wide variety of characteristics, few have examined these differences within the context of those who commit a portion of their life to the military. In this study, we explored how West Point cadets with (“military brat cadet”) or without (“non-brat cadet”) a family military background might differ in terms of their character strengths. Although the cadets shared many similarities, we found that several strengths related to self-control were higher in non-brat cadets than brat cadets and that many of these self-control-related strengths were important predictors of performance for brat cadets (but not non-brat cadets). For non-brat cadets, strengths related to a drive to fully involve themselves and navigate relationships with others were better predictors of performance. In a second study utilizing a different class of cadets, we again found support for the idea that nonmilitary brat cadets possessed more self-control than military brat cadets. Better understanding the unique strengths and weaknesses of those within the military who have vs. don’t have a military background may provide important insights for future recruitment, training, and military preparation