Pamela J. Turbeville graduated with distinction from the University of Arizona in 1972 as a double major in Family and Consumer Sciences and Education. Upon graduating, Ms. Turbeville pursued graduate degrees (MBA in Finance from the University of Denver, MS in Environmental Science from the University of Texas at Dallas) and executive education (Stanford Executive Program). She was selected to receive the 2000 College of Agriculture and Life Sciences (CALS) Alumni Achievement Award at the Homecoming event. Ms. Turbeville has strong family ties to the University of Arizona. Her father, John H. Turbeville, two aunts, and many other family members received UA degrees. In 2000, to support faculty research and teaching, Ms. Turbeville established The Pamela J. Turbeville Endowment in the School of Family and Consumer Sciences. Read More
Matthew Lapierre, Ph.D., University of Arizona Department of Communication
Title: Negotiating the Child’s Consumer Environment: Current Challenges for Parents and Children
Friday, March 27, 2020, 1:15PM-2:30PM, McClelland Park RM 402
Abstract: The average child growing up in the United States is typically exposed to hundreds of thousands of marketing/advertising messages by the time they reach adulthood. Companies are eager to reach these young consumers because they spend their own money on products, represent a lifetime of future purchases, and are vital contributors to family spending. However, researchers and child advocates have long worried that commercial exposure is potentially harmful to children and families and that targeting children with these messages is fundamentally unfair because of children’s cognitive/affective immaturity. This talk will explore these particular issues by reviewing the author’s research on children’s consumer environments, the issues parents face regarding children’s consumer behavior, and how children’s development is specifically implicated as they enter the consumer environment.
Ada Wilkinson-Lee, Ph.D., University of Arizona Department of Mexican American Studies
Title: Using Community-Based Participatory Research to Address Health Disparities in Latinx Communities
Friday, April 17, 2020, 1:15PM-2:30PM, McClelland Park RM 402
Abstract: In this session, Dr. Wilkinson-Lee will explore the benefits and strategies of using community-based participatory research approaches in order to conduct culturally responsive research within Latinx communities. Latinxs in Arizona are disproportionately affected by chronic disease and social conditions that contribute to health disparities. Dr. Wilkinson-Lee’s centered research efforts have focused on community health workers (CHWs),or promotoras,as agents of health and social change. Trusted members of the communities they serve, CHWs are frontline public health workers who understand and represent community needs within and outside traditional health systems.She will provide examples from her current research projects to illustrate how collaborating with community health workers and community action boards, guide the research agenda and provide additional assets to how data is collected, interpreted and utilized to create evidence-based prevention approaches meant to advance systemic policy changes at various institutional levels.
Title: The Push and Pull of Objectification: Investigating the Roles of Traditional Media and New Communication Technologies in Adolescent Self-Objectification
Friday, September 13, 2019, 1:15PM-2:30PM, McClelland Park RM 402
Workshop available on demand: https://www.youtube.com/watch?v=7cd7wlWtBB8&t=194s
Joan Timeche, M.B.A., Native Nations Institute, University of Arizona
Title: Taking Lead from Tribal Communities: Visioning the Future for Our Families
Friday, October 11, 2019, 1:15PM-2:30PM, McClelland Park 402
Abstract: The Native Nations Institute works with Native American tribes all across the nation to increase their capacities for self-determined, sustainable community and economic development. Part of those efforts to rebuild Native nations is to envision the future beyond the present challenges. Joan Timeche will share information collected since 2011 on what tribes are actively working towards for their future families and generations.
Workshop available on demand: https://youtu.be/_tJpHgeJalE
Alyssa Croft, Ph.D., University of Arizona Department of Psychology
Title: Causes and Consequences of Asymmetrically Changing Gender Role Stereotypes
Abstract: Gender equality is often perceived as a “women’s problem.” Most gender equality movements have aimed to allow women access to the rights, privileges, and roles automatically afforded to men, and much progress has been made during the past century. For example, since WWII, women have played an increasingly important role in the workforce, slowly earning their place among the ranks of men, who have traditionally been the primary breadwinners for their families. This major shift toward egalitarianism, however, only represents one piece of a much larger gender-equality puzzle; there is still a distinct asymmetry in the extent to which gender roles are changing for men as compared to women. Specifically, whereas women’s traditional roles of caregiving and domestic responsibility have been expanding to include paid work outside the home, men’s roles have not been expanding in a complementary fashion. And while much social psychological work has been dedicated to promoting gender equality in traditionally-male domains such as science and leadership, surprisingly little has sought to understand the lack of gender equality in female-dominated roles and occupations. In this talk, I will discuss my ongoing research exploring both the causes and consequences of asymmetrically changing gender roles stereotypes.
Workshop available on demand: https://youtu.be/wayBG_eZN2w
Friday, January 31, 2020, 1:15PM-2:30PM, McClelland Park RM 402
Abstract: This presentation integrates findings from multiple studies that have corroborated published research that students continue to evidence insufficient sleep, and that sleep deficiency is associated with poorer academic/cognitive, social-emotional, behavioral, and health-related outcomes. Randomized clinical trials or school-wide programs aimed at optimizing sleep have traditionally focused on extending sleep or sleep hygiene without adequately addressing cultural or complex family contexts. This presentation will describe efforts to incorporate family input and increase parental engagement in the design and development of several interventions. Although most school-based programming research has examined the impact of sleep promotion in the context of health curricular, our team has developed a technology-based school-wide sleep science curricular. Attendees will have the opportunity to observe Interactive lesson examples and hear about findings from the longitudinal evaluation involving over 300 students with data collected across 1 – 5 timepoints. The presentation will also feature a series of studies examining sleep in youth with T1DM by reviewing case-control findings (Father’s Day Council, University of Arizona Foundation), sharing results from a brief (one-week) RCT comparing sleep extension to fixed sleep duration to improve glycemic control and neurobehavior, and describing the protocol of a 3-month intervention aimed to improve disease-related and psychosocial outcomes. Challenges associated, strategies, and outcomes related to involving caregivers will be discussed.
Workshop available on demand: https://www.youtube.com/watch?v=WWzLqGcPgDc
Rajni Nair, Ph.D., Arizona State University College of Integrative Sciences and Arts
Title: Socio-Cultural School Climate: Definitions, Measurement and Implications
Friday, February 14, 2020, 1:15PM-2:30PM, McClelland Park RM 402
Abstract: Latinx students are a large and growing population in U.S. public schools who consistently evince educational and socioemotional inequality. To address these disparities, it is critical to examine and identify how systemic sociocultural mechanisms and processes that occur within schools contribute to these alarming statistics. Sociocultural school climate represents a school- level process that has the potential to amplify, protect, or reduce risk for youth. Yet a concise definition and conceptualization of the construct remains elusive. Theoretical cultural models suggest that whereas some aspects of schools could be salient to all youth there are likely specific sociocultural characteristics and processes within schools that are experienced uniquely by marginalized youth. The inclusion of types of processes is limited within larger empirical literature on school climate. In this talk, I will discuss my ongoing research, which explores the narratives of Latinx youth and their parents around sociocultural school climate. I will also demonstrate how these narratives can help to shed light on the definition and measurement of sociocultural school climate and the larger implications these narratives have for our understanding of the educational settings of marginalized youth.
Workshop available on demand: https://www.youtube.com/watch?v=ol-tOw0EROI