The Four Cs of Promising Practices in Community Colleges

To address the achievement or opportunity gap of underrepresented populations in community colleges, this qualitative field methods study investigated five California community college programs that have demonstrated progress in improving (or show significant potential to improve) student achievement. This research found that promising practices have several conceptual conditions in common-cohesion, connection, cooperation, and consistency-referred to as the Four Cs. Although many of the key components that contribute to the development of promising practices in community college programs are unique to their specific contexts, the presence of these more general Four Cs may be transferable to other community college sites because they can be cultivated in different contexts while respecting the idiosyncrasies of particular community colleges. © 2014 Copyright Taylor and Francis Group, LLC

The hybrid and dualistic identity of full-time non-tenure-track faculty

Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe's shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a "job." Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty. © 2011 SAGE Publications

Graduate student dissonance: Graduate students of color in a U. S. research university

This qualitative investigation examined the experiences of a population of graduate students - graduate students of color - in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university's graduate programs that have considerable influence upon graduate students' decisions about pursuing an academic career. For graduate students of color, professional and social identity alignment is a significant condition for decisions about academic career choices, and the institution's norms and behavioral patterns have considerable influence on graduate students' experiences and career choices. © 2013 National Association of Diversity Officers in Higher Education

“Dangerous Work”: Improving Conditions for Faculty of Color in the Community College

This qualitative investigation of the experiences of faculty of color at community colleges identifies current conditions for this population and suggests potentials for ameliorating conditions that inhibit their job satisfaction. We argue that the current conditions for faculty of color, based upon their expressed experiences at the community colleges, are deleterious to their professional performance, to their positive self-image, and to their contributions to their institutions. Alterations to these current conditions are unlikely without systemic institutional change. Indeed, without improvement to these conditions, the job satisfaction of faculty of color is not likely to change

The Divided Self: The Double Consciousness of Faculty of Color in Community Colleges

Through qualitative field methods research addressing faculty of color in four California community colleges, this investigation examines and explains faculty experiences and professional sense making. By combining critical race theory with social identity theory, our perspective underlines the potential social and ethnic identity conflicts inherent in the daily lives of faculty of color. The professional and social identities of faculty of color are not necessarily compatible, leading to a condition of "double consciousness," or what we refer to as "the divided self." © The Author(s) 2013

Developmental Exposure of Rats to Chlorpyrifos Leads to Behavioral Alterations in Adulthood, Involving Serotonergic Mechanisms and Resembling Animal Models of Depression

Developmental exposure to chlorpyrifos (CPF) causes persistent changes in serotonergic (5HT) systems. We administered 1 mg/kg/day CPF to rats on postnatal days 1–4, a regimen below the threshold for systemic toxicity. When tested in adulthood, CPF-exposed animals showed abnormalities in behavioral tests that involve 5HT mechanisms. In the elevated plus maze, males treated with CPF spent more time in the open arms, an effect seen with 5HT deficiencies in animal models of depression. Similarly, in an anhedonia test, the CPF-exposed group showed a decreased preference for chocolate milk versus water. Developmental CPF exposure also has lasting effects on cognitive function. We replicated our earlier finding that developmental CPF exposure ablates the normal sex differences in 16-arm radial maze learning and memory: during acquisition training, control male rats typically perform more accurately than do control females, but CPF treatment eliminated this normal sex difference. Females exposed to CPF showed a reduction in working and reference memory errors down to the rate of control males. Conversely, CPF-exposed males exhibited an increase in working and reference memory errors. After radial-arm acquisition training, we assessed the role of 5HT by challenging the animals with the 5HT(2) receptor antagonist ketanserin. Ketanserin did not affect performance in controls but elicited dose-dependent increases in working and reference memory errors in the CPF group, indicating an abnormal dependence on 5HT systems. Our results indicate that neonatal CPF exposures, classically thought to be subtoxic, produce lasting changes in 5HT-related behaviors that resemble animal models of depression

The Underestimation Of Egocentric Distance: Evidence From Frontal Matching Tasks

There is controversy over the existence, nature, and cause of error in egocentric distance judgments. One proposal is that the systematic biases often found in explicit judgments of egocentric distance along the ground may be related to recently observed biases in the perceived declination of gaze (Durgin & Li, Attention, Perception, & Psychophysics, in press), To measure perceived egocentric distance nonverbally, observers in a field were asked to position themselves so that their distance from one of two experimenters was equal to the frontal distance between the experimenters. Observers placed themselves too far away, consistent with egocentric distance underestimation. A similar experiment was conducted with vertical frontal extents. Both experiments were replicated in panoramic virtual reality. Perceived egocentric distance was quantitatively consistent with angular bias in perceived gaze declination (1.5 gain). Finally, an exocentric distance-matching task was contrasted with a variant of the egocentric matching task. The egocentric matching data approximate a constant compression of perceived egocentric distance with a power function exponent of nearly 1; exocentric matches had an exponent of about 0.67. The divergent pattern between egocentric and exocentric matches suggests that they depend on different visual cues