Constructing ethnographic relationships: Reflections on key issues and struggles in the field.

An ethnographer shares his insights from the field about constructing relationships in research. Focusing on a case study in a New Zealand area school, he reflects on his experiences in the field and the key issues he struggled with related to building relationships. He explores these issues from three theoretical perspectives: building ethical relationships, building trustworthy and authentic relationships, and building relationships as methodology. After identifying these key issues, he discusses some of the choices made in the field, including becoming deeply involved in the school, balancing remaining true to the data and at the same time respecting the dignity of participants, and creating friendships

Recipes for Building Relationships

This thesis explores the history of women\u27s access to education and the issues of gender disparity in education. I focus on single-gendered schools as I write from personal experience to describe the benefits for individuals in single-gender educational systems. I cite conflicting research on how men and women learn regarding biological, cognitive, and developmental differences. I illuminate some of the benefits of single-gendered education through research, experience, and personal communications. I write about the controversies and disparities regarding education and single-gender schools. I document research on the issues women face in education and the politics of women’s bodies and minds in educational spaces. In these spaces, I explore the importance of educating individuals and provide evidence for the importance of inclusion and accessibility

Reaching Out: Board Ambassadors for Growth in Community Foundations

Outlines how community foundations can maximize trustees' roles in building relationships, visibility, and credibility in the community by providing clear expectations, continuous education, equipment, positive experiences, and a supportive environment

Student Athletics and Honors: Building Relationships

Few university administrators today would argue against having more student athletes applying for and successfully completing honors curricula. Such students are great for PR. But, sad to say, coaches and faculty, at least at tier-1 universities like the University of Washington, are often suspicious of each other’s intentions. Some coaches see too much focus on education as a threat to their team’s success and ultimately their jobs; some faculty see athletes, especially in the revenue sports, as uncommitted to education, exploited by universities, and biding their time in school to enter the lucrative professional careers they believe await them. Yet, there exists a goal that both honors students and student athletes, faculty and coaches, share, a goal that could well provide the basis for beginning a productive relationship, namely the pursuit of excellence. In what follows, we make the case that Honors is uniquely situated to assist in the creative development of the way professors and coaches see student athletes. Our case is based on courses offered to student athletes that were overseen by the UW Honors Program and on the useful exchanges the program developed with Student Athletic Services and Undergraduate Academic Affairs, the unit in which the honors program is housed at the University of Washington. This three-way relationship was not part of a preconceived plan; rather, we followed where circumstances led. What we offer here thus represents observations and suggestions, not a fully developed model