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
Jose Causadias, Ph.D., Arizona State University, Sanford School of Social and Family Dynamics
Title: "Do We Overestimate the Role of Culture in the Behavior of Minorities and Underestimate it in the Behavior of Whites?” Friday, October 7, 2016, 1:15-2:30 pm, McClelland Park RM 402
Abstract: While cultural processes influence all human beings, there is a tendency to see minorities first as members of a group who are shaped primarily by social-level cultural processes, and to perceive Whites as autonomous and independent actors whose traits and behaviors are shaped by individual-level processes (e.g., personality). Three studies investigated this issue using archival (N = 724 research articles), experimental (N = 308 psychologists), and survey (N = 247 psychologists) methods. Results provide converging evidence supporting the tendency to favor cultural explanations over other potential explanations when psychologists consider behavior and cognition among minorities, while they favor individual-level explanations when they consider Whites. Implications for theory, research, and interventions are discussed.
Title: “Moving Beyond Salmon Bias: Assessing Health Selection among Mexican Migrants”
Friday, November 18, 2016, 1:15-2:30 pm, McClelland Park RM 402
“Decomposing the Emergence and Transmission of Multigenerational Educational Inequality”
Friday, December 2, 2016, 1:15-2:30 pm, McClelland Park RM 402
Abstract: Recent multigenerational stratification research focuses on direct grandparental effects on child outcomes. This study adapts semiparametric decomposition techniques to examine the multigenerational educational stratification process more thoroughly, assessing both direct and indirect pathways that link grandparents’ and children’s educational attainment. I use data from the Child and Young Adult Cohorts of the National Longitudinal Survey of Youth 1979, which provides measures of several mediating constructs in both the parent and child generations, including characteristics of their upbringing, cognitive and noncognitive skills, and educational orientations. I find that multigenerational effects emerge solely through grandparents’ influences on parents as youth, that most multigenerational effects ultimately operate through children’s experiences and attributes, and that direct grandparental influences on children explain a trivial amount of educational inequality. Together, the findings underscore the primacy of parent-child transmissions as foundations educational stratification in the U.S.
Workshop Materials: https://youtu.be/a6ri3nfjeeI
Eric Swank, Ph.D., Arizona State University, Professor of Practice in Social and Cultural Analysis
“Sexual identities, Resistance, and Protesting”
Friday, February 17, 2017, 1:15-2:30 pm, McClelland Park RM 210
Abstract: Social Movements often contest social inequalities through the means of individual and collective resistance. After defining different types of political resistance, this presentation focuses on how sexual identities are related to a person’s tendency to join socio-political protests. In blending theories from Political Science, Psychology, and Sociology, Swank first explores the reasons behind LGBT activism for sexual Minorities. Later, the presentation focuses on why sexual minorities are more inclined to join feminist, anti-racist, labor, and environmental social movements than heterosexuals. In offering quantitative analysis of local and national surveys, special attention is given to issues of educational attainment, exposure to discriminatory events, and the framing of social hierarchies as well as the racial, gendered, and class divisions within LGB communities.
Workshop Materials: https://www.youtube.com/watch?v=gHkufLM4EpA
Rebecca White, Ph.D., Arizona State University, Sanford School of Social and Family Dynamics
“New Approaches to Neighborhood Effects Scholarship for a New America”
Friday, March 24, 2017, 1:15-2:30 pm, McClelland Park RM 402
Abstract: In this presentation I will integrate both mainstream and cultural developmental perspectives to inform research on neighborhood influences on children, youth, and families. First, I will suggest that a comprehensive understanding of neighborhood influences on child development must be informed by research on ethnic and racial minority children’s development in neighborhoods. Second, I will suggest that cultural-developmental frameworks provide good tools for theorizing ethnic and racial minority children’s development, but limited tools for theorizing what is happening in ethnically and racially structured neighborhoods. Third, I will suggest that mainstream neighborhood frameworks – like social disorganization and collective efficacy theories – provide good tools for theorizing the neighborhood, but limited tools for theorizing ethnic and racial minority children’s development. I will close by sharing some examples of the types of research that can begin to decompartmentalize mainstream from cultural developmental perspectives to inform a new generation of neighborhood effects scholarship, one that recognizes changing U.S. demographics.
Workshop Materials: https://youtu.be/hKh3T2Y3vzc
Jina Yoon, Ph.D., University of Arizona, College of Education
"The role of teachers in peer victimization: Implications for school based prevention and intervention"
Friday, April 14, 2017, 1:15-2:30 pm, McClelland Park RM 402
Abstract: Although a positive class and school environment is considered to be an important context for anti-bullying efforts, the way teachers may influence peer victimization experiences among students has not been well understood in the literature. Recent studies provide evidence that teacher and other adult responses to bullying play a role in the level of bullying behaviors and in bystanders’ willingness to intervene. The presentation will provide an overview of teachers’ role as a socializing agent in the classroom and school and report the findings from recent projects (teacher surveys, student surveys, and a focus group). Implications for supporting teachers and students and reducing peer victimization will be discussed.
Workshop Materials: https://youtu.be/VBQZrRSDwdg