Sarah K. O’Connor, Rachna Vanjani, Rachel Cannon, Mary Beth Dawson and Rebecca Perkins
The US prison population has recently reached an all-time high, with women representing the fastest growing subpopulation. Correctional health-care system in the USA remains…
Abstract
Purpose
The US prison population has recently reached an all-time high, with women representing the fastest growing subpopulation. Correctional health-care system in the USA remains fragmented and nonuniform in practice, particularly in women’s health care, with poor transitions between incarceration and release. This study aims to examine the qualitative health-care experiences of women while incarcerated and their transition into the community health-care setting. Additionally, this study also examined the experiences of a subset of women who were pregnant while incarcerated.
Design/methodology/approach
After obtaining institutional review board approval, adult, English-speaking women with a history of incarceration within the past 10 years were interviewed using a semi-structured interview tool. Interview transcripts were analyzed using inductive content analysis.
Findings
The authors completed 21 full interviews and identified six themes that were both the most significant and most novel: “feeling stigmatized and insignificant,” “care as punishment,” “delay in care,” “exceptions to the rule,” “fragmentation of care” and “obstetric trauma and resilience.”
Originality/value
Women face numerous barriers and hardships when accessing basic and reproductive health-care services while incarcerated. This hardship is particularly challenging for women with substance use disorders. The authors were able to describe for the first time, partially through their own words, novel challenges described by women interacting with incarceration health care. Community providers should understand these barriers and challenges so as to effectively reengage women in care upon release and improve the health-care status of this historically marginalized group.
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Rachel Cannon, Jessica M. Madrigal, Elizabeth Feldman, Kelly Stempinski-Metoyer, Lillian Holloway and Ashlesha Patel
The purpose of this paper is to examine the risk of unintended pregnancy among women during Cook County Jail intake by assessing basic contraceptive history, the need for…
Abstract
Purpose
The purpose of this paper is to examine the risk of unintended pregnancy among women during Cook County Jail intake by assessing basic contraceptive history, the need for emergency contraception (EC) at intake, and contraception at release.
Design/methodology/approach
This is a cross-sectional study of women 18–50 years old at Cook County Jail in Chicago, Illinois from June 2011 through August 2012. The authors administered the survey at the time of intake on 33 convenient evenings. Surveys consisted of multiple-choice close-ended questions administered via interview. Topics included contraceptive use, pregnancy risk and pregnancy desire. The authors computed frequencies to describe the distribution of question responses and used logistic regression modeling to identify factors significantly related to the use of contraception at intake and to the acceptance of contraception at release.
Findings
Overall, 194 women participated. Excluding women not at risk for pregnancy (4.6 percent currently pregnant, 17.5 percent surgically sterilized/postmenopausal and 4.6 percent using long-acting reversible contraceptives), 73.2 percent of women were at risk for pregnancy (n = 142) and, therefore, had a potential need for contraception. Among these women at risk for unintended pregnancy, 68 (47.9 percent) had unprotected intercourse within five days prior to survey administration. When asked about EC, most women (81.4 percent) would be interested if available. Additionally, 141 (72.7 percent) of women would be interested in contraceptive supplies if provided free at release.
Originality/value
Newly incarcerated women are at high risk for unintended pregnancy. Knowledge about EC and ability to access birth control services are both significantly limited. These conclusions support providing an intake screening in jails to identify women at risk for unintended pregnancy.
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Many literature teachers, operating with good intentions, include in their presentations of multicultural literature moral lessons on the importance of tolerating difference…
Abstract
Many literature teachers, operating with good intentions, include in their presentations of multicultural literature moral lessons on the importance of tolerating difference. Unfortunately, as long as teachers continue to label someone or some point of view as “diversity,” they reify the ideal of normal versus abnormal and keep the definition of the latter in the hands of the former. How can a teacher who is dedicated to teaching diversity respond to this problem? I propose that school leaders and teachers can address this dilemma through the medium of literature if reading instruction is utilized to shape students into novice narrative researchers. Working with a current teacher, I applied this approach to the graphic novel, American Born Chinese (Yang, 2006) constructing a unit for ninth grade students in a suburban, Midwestern high school. The curriculum – which infuses principles of narrative research into extant district and state guidelines for teaching literature – frames the text not as a lesson in tolerance, but as a disruptive and potentially transformative experience. I include a description of this process, a selection of lessons, and reflections from the teacher. Considering these elements, I end with a reflection on the potential for narrative and disruptive methodology to (truly) promote diversity. All of us – even teachers – find it hard to confront, accept, and appreciate differences in others, but these activities also have the potential to enrich our communities and lives. Thus, we, with eyes on the future, need to foster these capacities in young people.
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Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of…
Abstract
Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of critical theory, the purpose being twofold: first, to highlight the film’s fit with, and within, several issues that have been important to critical theory and, second, to explore some questions, criticisms, and extensions of those issues – the dialectic of identity/difference most crucially – by speculations within and on the film’s text. The exploration is similar in approach to studies of specific films within the context of issues of social, cultural, and political theory conducted by the late Stanley Cavell. Interrogations of dimensions of scenarios and sequences of plotline, conceptual pursuit of some implications, and assessments of the realism at work in cinematic format are combined with mainly descriptive evaluations of character portrayals and dynamics as these relate to specified thematics of the identity/difference dialectic. The film puts in relief evolving meanings of prosthetics – which is to say changes in the practical as well as conceptual-semantic boundaries of “human being”: what counts as “same” versus “other”? “domestic” versus “foreign”? “integrity” versus “dissolution”? “safety” versus “danger”? And how do those polarities, understood within a unity-of-opposites dialectic, change, as human beings are confronted more and more stressfully by their own reproductions of “environment” – that is, the perspectival device of “what is ‘text’ and what is context’?” – and variations of that device by direct and indirect effects of human actions, as those actions have unfolded within recursive sequences of prior versions of perspectival device, a device repeatedly engaged, albeit primarily and mainly implicitly, as a “prosthetic that could not be a prosthetic.”
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Rachel Itabashi‐Campbell, Julia Gluesing and Sheri Perelli
The purpose of this paper is to provide empirical evidence of engineering knowledge creation in the context of product failure management, thereby extending knowledge about…
Abstract
Purpose
The purpose of this paper is to provide empirical evidence of engineering knowledge creation in the context of product failure management, thereby extending knowledge about organizational learning and mindfulness to a largely unexplored context. The study addresses a gap in the literature by illustrating “engineering epistemology” as a critical knowledge asset that gives rise to superior problem solving – and potentially – superior business performance.
Design/methodology/approach
The authors conducted qualitative research based on phenomenological interviews with product engineers to generate a grounded theory about organizational knowledge creation. Rigorous analysis of narratives detailing the “lived lives” of problem solvers relied on a research protocol recommended by Corbin and Strauss.
Findings
The findings show that engineers' real‐world problem‐solving practices mirror Nonaka and Takeuchi's five phases of knowledge creation and the three stages of sensemaking in enactment theory, the genesis of Weick's notion of mindfulness. A synthesized model illustrates how a five‐step problem‐solving process facilitated by environmental conditions resulting in organizational learning is influenced by an “engineering epistemology”.
Research limitations/implications
The sample was limited to engineers based primarily in the US Midwest. While the authors' methodology (grounded theory) was appropriate for theory generation, the results invite quantitative testing involving a larger and more diversified sample of engineers.
Practical implications
The paper highlights the social aspects of engineering problem solving that firms can optimize for effective problem investigation and higher organizational learning.
Originality/value
The paper conceptualizes problem‐solving teamwork as epistemic collaboration, with the often un‐optimized potential of generating organizational learning. It is, to the authors' knowledge, the first research to concentrate on modeling the dynamics of knowledge creation in an engineering problem‐solving context.
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Elizabeth Henry, Rachel Longstaff and Doris Van Kampen
The intent of this article is to illustrate outcomes and results of a collection analysis done by a smaller academic library.
Abstract
Purpose
The intent of this article is to illustrate outcomes and results of a collection analysis done by a smaller academic library.
Design/methodology/approach
The collection was evaluated using an online analysis tool combined with a physical inventory of the collection.
Findings
Peer group comparisons revealed some of the problems with this particular collection were also widespread among the comparison libraries. The value of the e‐book collection to patrons was clear: not only did e‐books provide resources to remote students; they help compensate for shortfalls in the print collection.
Practical implications
The catalog more accurately reflects what is on the shelf and also what is reported to OCLC. Access to the collection has been improved and enhanced. Steps were taken to refocus the library's collection development procedures and management. The changes made have led to increased faculty involvement in selection and a more balanced, more comprehensive collection management plan.
Originality/value
For any library considering whether they can or should do an analysis, the article illustrates that the benefits are well worth the time and expense. The analysis had a positive impact on collection development and management.
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Kim Brown, Lara Sanderson, Rachel Spronken-Smith and Claire Cameron
This paper aims to understand the experiences of disabled doctoral students at one Aotearoa New Zealand University, identifying barriers to accessibility and meaningful…
Abstract
Purpose
This paper aims to understand the experiences of disabled doctoral students at one Aotearoa New Zealand University, identifying barriers to accessibility and meaningful participation, and enabling practices.
Design/methodology/approach
This research was underpinned by the social model of disability and used an explanatory sequential mixed methods approach. A survey comprising closed and freeform questions was distributed to all doctoral students. From the 64 respondents, 12 also took part in an unstructured, narrative interview. Data were analysed using a combination of methods: descriptive statistics, thematic analysis and poetic inquiry.
Findings
Findings are presented mainly as data poetry. The poems centre on complexities faced by disabled doctoral students, and articulate challenges, enabling practices and possibilities for the future encountered by students in this study. Findings are additionally supported with quotes from narrative interviews, open-ended survey questions and descriptive data analysis.
Originality/value
The poetic inquiry approach gives voice to the collective experiences of disabled students. The poetic texts bear witness to the intersections of disability, impairment, chronic illness, neurodiversity and doctoral study, and the lives of students who navigate these intersections. These poems voice and seek to be lightning-rods for social change.
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Karen Landay and Rachel E. Frieder
Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others…
Abstract
Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.
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I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable…
Abstract
I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.