Women have always contributed to family farming operations; however, their labor was largely positioned as “women’s work” and ignored as contributing to the economics of the farming enterprise. ...Through examining the stories of farmers’ wives, this essay examined how the gender division of work and the ideology of domesticity silenced women’s contributions to family farming operations. Through oral history interviews and thematic analysis, this research project presents stories from two farmers’ wives (Annie and Belle) from western Illinois. The resultant analysis reveals that Annie and Belle labored on their family farming operations for most of their lives.
In this article, we provide an overview of the overturning of Roe v. Wade and consider its implications for communication classrooms in higher education. We assert that we as communication educators ...have a moral imperative to consider the role of intersectionality and reproductive justice in our teaching philosophies and implementation, and to do so, we discuss the interrelated nature of intersectionality, reproductive justice, and critical communication pedagogy.
Cassandra Book called on scholars to examine how communication was taught in K-12 classrooms. For nearly 30 years, scholars have expressed concern regarding the decline of K-12 communication ...scholarship (Hunt et al., 2014), argued for the importance of communication in K-12 teacher certification (Rudick & Dannels, 2020; Wright, 2020), and most recently, advocated for the National Communication Association's (NCA) involvement in developing a K-12 communication pedagogy research agenda (Yastremski & Morreale, 2021). In their article, Yastremski and Morreale's (2021) proposed four strategies for advancing scholarship and advocacy in this realm. This essay will address their first strategy, which asks scholars to develop a communication pedagogy K-12 research agenda.
This study engaged in ethnographic observation and qualitative interviewing research practices to examine an educational program involving self-identified LGBTQ individuals who participate on ...classroom panel discussions and question/answer sessions about their coming out experiences. By observing ten LGBTQ discussion panels and conducting 35 interviews with panelists and student audience members, we explored the classroom as a space capable of allowing for nuanced understanding of gender and sexual minoritized experiences. Our observations sensitized us to the LGBTQ panelists' stories and student audience members' insights. Thematic analysis of fieldnotes and interview transcripts led to the emergence of three themes: creating conditions for engagement, establishing accountability, and witnessing stories of difference. Implications for future research are also offered.
In this article, we welcome the reader into our embodied teaching experiences. We invite the reader into our classrooms to see how our social justice pedagogies occur in real time and are experienced ...by the intersections of our race/ethnicity, gender, and sexuality. In this article, using narrative vignettes and autoethnography as our method, we explore the following research question: What contradictions and tensions characterize the relationship between traditional approach instructional communication and social justice/critical pedagogies? We discuss the concept of embodied positionalities, which we refer to as teaching from the flesh, and we introduce several short vignettes that highlight the intertwined nature of our identities, embodied teaching, and the importance of social justice activist approaches to communication pedagogy.
Refugees and other displaced people have been the object of much research related to how people are adapting. Few have focused specifically on women even though women and children are by far the ...majority of refugees in general and especially in Utah. One of the few focused on narratives of newly arrived women refugees. Narratives are an important method for hearing authentic lived experiences versus assuming researchers can know the answers. However, questions arose about how those narratives might change after being in the U.S. for a longer period of time. Eleven refugee women who had been in the U.S. longer than 10 years were interviewed for this study.
Narratives allowed us to present this scholarship in a way that is accessible to anyone. Five themes were found: language, education, family, assistance, and transition. These themes demonstrate both the resilience of the women and the difficulty and complexity of long-term adaptation.
This essay explores the everyday experiences of farmers' wives who live and work on family farms in western Illinois. Through oral history interviews, I examined how farmers' wives narrated their ...life stories and what these stories tell us about women's gendered lives in rural farming spaces. The farmers' wives, Margaret and Joy, present stories that elucidate a type of gendered and invisible labor performed on family farming operations. The emotional labor they performed contributed to maintaining the success of the farm and to family farming as a way of life. My inductive analysis was informed by ethnographic and oral history interviewing practices, fieldwork experiences, and resultant field notes.
This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or ...creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and completed tests of student learning. The control and relevant message groups earned a 10-17% higher letter grade, scored 70% higher on recalling information, and scored 50% higher on note-taking than students who composed tweets or responded to irrelevant messages. Sending/receiving messages unrelated to class content negatively impacted learning and note-taking, while related messages did not appear to have a significant negative impact.
Lesbian, gay, and queer (LGQ) teachers often deal with the tension between disclosing and concealing their sexual orientations in the college classroom. This article presents the results of a ...qualitative interview study with 29 self-identified LGQ college teachers about their choices to disclose or conceal their sexual identities. Using Communication Privacy Management (CPM) as a theoretical framework, interview transcripts were thematically analyzed for privacy rule criteria and disclosure/concealment strategies. This study contributes to previous understanding of CPM by magnifying five strategies for disclosing or concealing sexual identity: selection, reciprocity, ambiguity, deflection, and avoidance. These findings are discussed in greater detail, and implications for CPM theory and teacher sexual identity disclosure in the classroom are further explored.
Objectives: This study examines how the transition to remote delivery during the spring of 2020 affected student learning in the basic communication course. Methods: Participants in three different ...course delivery modes (face-to-face, online, and live interactive) were enrolled in a public speaking course with standardized adaptive reading quizzes, exams, and speech assignments. Participants completed several measures over the course of the semester and had their responses paired up with their end-of-semester grade book data. Results: Results of this study indicate that students who were enrolled in a face-to-face course and transitioned online during the COVID-19 pandemic were outperformed by online and learning interactive students in several of the standardized assignments in the course. Conclusions: Overall, face-to-face (FtF) students performed four percentage points lower in the course than the learning interactive and online groups while also demonstrating more emotional interest in the course than the other two groups. Implication for Theory and/or Practice: In future transitions to remote learning, FtF students may experience greater disruption than existing online students. Instructors should be mindful of this finding in transitioning to remote learning during the semester.
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