8 research outputs found
That \u2770s Show: A Realistic Depiction of Sexism
No full textOverview: I have been a loyal viewer of the hit sitcom, That ‘70s Show, for years. In total, I have probably watched the entire series two or three times. However, it was not until recently that it struck me how sexist the show was. Upon first watching That ‘70s Show, I thought it was a surface-level sitcom celebrating the colorful and hazy 1970s. After rewatching and evaluating the stances presented in multiple episodes, however, I see that it is more representative of society’s view on women than I originally thought. I believe that both the subtle and obvious sexism in That ‘70s Show, which is shown throughout the entire series, is an accurate representation of the time period the show is based on and made in, but many of the viewers, including myself, overlook the problematic nature of the show because it is shown in a light hearted and joking manner.
Author\u27s Reflection: My name is Meleah Hartnett, and I am a Media and Communication major here at St. John Fisher College. I minor in Film and TV Studies. My research paper focuses on the sexism shown in That ‘70s Show. I wrote about That ‘70s Show because it has been a favorite of my family’s for years; we actually have the box set of all of the seasons on DVD. I was rewatching it, for probably the third time, when I was deciding what I wanted my 199 research project to be, and finally caught on to the sexist undertones of the show. The process of writing this paper was more enjoyable than I anticipated it would be, probably because the majority of my research involved watching a show. A challenging aspect of the process was finding perfect moments in the show to illustrate my point. There were plenty of sexist scenes to choose from, but I wanted ones that had a punch to them. It was also very time consuming. When it came to writing, I found it difficult to focus on a few major topics. Once I started looking for issues in the show, it was hard to stop. Originally, I was going to also discuss the issue of race and racism in my paper, but my professor advised me to narrow my focus. The 199 experience has helped me grow comfortable with writing in a more structured form. I have always loved writing, but had never found it enjoyable to write in a research-based writing style. This class taught me that there could be just as much freedom and creativity in this style of writing as creative writing. The intimidation of writing in such a long form has also lessened after taking this class.
Professor Styrt\u27s Reflection: Meleah was a very focused student. She grasped the course’s emphasis on how we depict other times quickly and went immediately to the topic of That ’70s Show. The most impressive element of her progress was her dogged pursuit of sources; as you can imagine, ’90s TV does not have a lot of scholarly material written on it yet, and so she had to rely extensively on primary documents mixed with her own cogent analysis. One of her main areas of work was on her counterargument, where she had to do a lot to portray the opposing voices carefully and fairly
Understanding the Implications of Work Based Learning for Students PK-12 School Systems Institutions of Higher Education and Hosting Organizations
No full textThis literature review by the Metropolitan Educational Research Consortium (MERC) and Institute for Collaborative Research and Evaluation (ICRE), in partnership with the Virginia Talent + Opportunity Partnership (V-TOP) and State Council of Higher Education for Virginia (SCHEV) explores work-based learning and its implications for PK-12 institutions, institutions of higher education, and hosting organizations (e.g. employers). The report also provides background information about the foundations of work-based learning and concludes with a series of recommendations for practice, policy, and future research related to work-based learning. There is also an accompanying podcast episode where report authors discuss the key takeaways with partners from V-TOP and SCHEV
Disparities in Pediatric Mental Health Care in Emergency Departments: A Scoping Review
No full textCONTEXT: Mental health disorders affect nearly 20% of adolescents across the United States, with notable racial and ethnic inequities in the provision, access, and outcomes for care. OBJECTIVES: To understand the breadth of existing literature on racial and ethnic inequities and disparities in pediatric mental health care in emergency departments (EDs). DATA SOURCES: PubMed, Science Direct, ProQuest, SCOPUS, Cochrane CENTRAL, hand search, and gray literature. STUDY SELECTION: 2 reviewers screened titles, abstracts, and full text. A third resolved disagreements. Studies were included if published between 2002 and 2024, included care for pediatric mental health in EDs, and provided information on outcomes by race and ethnicity. DATA EXTRACTION: Extracted variables included publication year, author, objectives, setting, data source, study type, sample size, child age range, approach/methods, diagnosis, and findings. RESULTS: 50 articles of 2121 screened met inclusion criteria. These were categorized into the following groups related to disparities/inequities in ED mental health visits (n = 14), ED disposition (n = 7), outpatient and follow-up care (n = 3), diagnosis (n = 3), ED referral and prehospitalization care (n = 6), length of stay and boarding (n = 7), anxiety care (n = 1), suicidal ideation/self-harm care (n = 4), and restraint use in EDs (n = 7), with 2 articles in multiple sections. A total 43 articles (86%) found that racially marginalized patients experience unequal treatment in EDs compared to their non-Hispanic white counterparts. LIMITATIONS: We cannot be certain that all pertinent literature was identified. Generalizability is limited due to geographic variability. CONCLUSIONS: Racially marginalized youth commonly receive unequal mental health care in EDs. Addressing these disparities will require evidence-based interventions and policies that confront systemic racism, implicit bias, and barriers to mental health access
Career and Technical Education: Historical Insights, Current Impacts, and Policy Implications
No full textThis research and policy brief from the Metropolitan Educational Research Consortium (MERC) summarizes recent peer reviewed literature, publicly available trend data, and policies at the federal, state, and school division level related to Career and Technical Education (CTE) courses. It explores the following questions:
1. What are the purposes of CTE courses?/= / \u3e2. What are the trends in CTE participation and how does this vary by student and school demographics?/= / \u3e3. What are the impacts or benefits of CTE?/= / \u3e4. What are evidence-based practices and innovative programs related to CTE?/= / \u3e5. What are policies guiding the provision of CTE in schools?
The report concludes with a series of key takeaways and recommendations
Block Schedules in Virginia Schools: Purposes, Outcomes, and Policy Considerations
No full textWhen schools and divisions choose a daily schedule structure to follow, it is important to consider its purpose and potential impacts on students, educators, and families. The purpose of this MERC research and policy brief is to inform the work of school division leaders and school board members making decisions about whether to adopt or continue the use of block scheduling in middle and high schools. It explores the following questions:
1. What are block schedules and where are they used?
2. How are school schedules related to student outcomes and educator quality?
3. What policies at the federal, state, and local level inform decisions about course schedule adoption in the MERC region?
It concludes with five key takeaways and recommendations
Supporting Students in Transition to and from High School
No full textThis report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:
1. What are key considerations for supporting students in transition to and from high school in the MERC region?
2. How do federal, state, and division policies guide support for student transitions to and from high school?
It concludes with a series of key takeaways and recommendations. An executive summary is provided at the beginning of the report
Supporting Students in Transition to and from Elementary School
No full textThis report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of elementary school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:
1. What are key considerations for supporting students in transition to and from elementary school in the MERC region?
2. How do federal, state, and division policies guide support for student transitions to and from elementary school?
It concludes with a series of key takeaways and recommendations. An executive summary is provided at the beginning of the report
Trends, Challenges, and Evidence-Based Strategies for School Dropout Prevention in Virginia
No full textThis MERC research and policy brief explores school dropout prevention by focusing on recent trends and research. It addresses the following questions:
1) What are recent trends in school dropout?2) What factors contribute to school dropout?3) What are the consequences and implications of school dropout?4) What are evidence-based strategies for school dropout prevention?5) What are federal, state, and division-level policies related to school dropout prevention in the MERC region?
It concludes with a series of key takeaways and recommendations
