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ABLibrary Rare-Item Analysis: Artifacts Related to EBB’s Aurora Leigh
Constant, Alicia; King, Joshua S., 1979-
After The Feminine Mystique : redefining women of color in higher education.
(2014-11-13) Palacios, Elizabeth, D.
Fifty years ago, Betty Friedan’s The Feminine Mystique demystified the notion of the “Happy Housewife Heroin” and dismantled the American construct of the “fulfilled” White, middle-class, college-educated housewife and mother. American culture had built an expectation that everything a woman pursued should lead to finding the perfect husband to please. This included going to college in order to be able to converse intelligently with her future husband, which, by the way was an excellent place to find a prospective mate. Female college students in the 1960’s were largely comprised of middle- to upper-class, White women. Many of the colleges emphasized knowledge and skills that would enhance their marketability as prospective wives for intelligent and well-established men who would be able to provide comfortable lives for them. Women who attended college tended to pursue female-oriented occupations such as teaching, social work, nursing, etc. Yet, there remained colleges and universities who had not opened their doors to women and were unapologetically male centered. Males dominated college campuses and flourished in a structure designed for them. Today, women outnumber men on college campuses. Females have surpassed males in earning bachelors’ and graduate degrees (Ph.D. included). Nonetheless, women and minorities are still underrepresented in the STEM majors, and those females who do major in STEM areas are less likely to pursue jobs in those areas after college graduation. Women continue to earn less than their male counterparts at 82 cents for every dollar men earn. As female enrollment was gradually growing in American colleges, minorities were still banned from attending many of the mainstream institutions of higher education. It would be in the mid- to late-sixties that the Brown vs. Board of Education (1954) decision would be enforced in some of the more resistant states where legal obstacles had been put into place. Although desegregation was mandated and implemented, there still remained disparities in education among women and minorities. That holds true today. There has been a steady increase in minority enrollment, but adversity and challenges continue to threaten college success. Cultural expectations continue to define female roles where education is not a priority. Many young women still have to combat parental views that women should live at home until married, college might conflict with finding a viable husband and having children, or education is for the sons, not the daughters. After 50 years of celebrating the revolutionary work of Betty Friedan, there still remain barriers to remove, paradigms to change, and educational access to champion
Availability of New Releases in Streaming Audio Databases
(2018-03-27) Crenshaw, Clayton E.; Crouch Fine Arts Library, Baylor University
In this study, three streaming audio databases used in music libraries were compared with an extensive list of new classical recordings that is published monthly. Each database was tracked for a separate period of three consecutive months to determine the extent to which new releases were available. A final check was done 30-60 days later for recordings on labels represented in the database, but not found during the monthly searches. The Naxos Music Library was found to have the largest number of labels with new releases, and a high percentage of the new recordings were available for use. Classical Music Library contained a good representation of labels, but very few of the new releases were available at the time the searches were conducted. Only a few of the labels on the list were found in DRAM, but a high percentage of the new recordings on those labels were available.
Baron Alfred Tennyson Manuscript: “To the Queen” Draft [N.D.]
Warf, Loren; King, Joshua S., 1979-
Before The Feminine Mystique : the educational philosophies of early women's colleges.
(2014-11-13) Turpin, Andrea Lindsay.
Betty Friedan graduated Smith College in 1942. Fifteen years later she prepared a survey for her classmates on the event of their upcoming reunion. Her goal: to disprove the belief that a college education made women unhappy. An overwhelming number of respondents reported regretting not having planned to put their education to work beyond the home. Friedan concluded that dissatisfaction sprang not from education itself, but from the failure to use it in a vocation besides homemaking. It was this survey that inspired and informed her 1963 best-seller The Feminine Mystique. As graduates of a women’s college, Friedan and her classmates stood in a long line of women who chose to pursue higher education in that setting. Although state universities in the West opened to women as well as men shortly after the Civil War, long-standing Eastern colleges did not. In the East, therefore, the women’s college became the dominant model of higher education for women. The earliest prominent women’s college, Vassar, opened in 1865, followed a decade later by Wellesley and Friedan’s alma mater Smith. Radcliffe opened in 1879 and Bryn Mawr in 1884. Throughout their early years, these colleges earnestly sought to articulate a vision of how their graduates could best use their education to make a meaningful contribution to society. This paper analyzes how leaders of these early women’s colleges articulated different versions of this vision. It will focus on the first decades of women’s higher education, 1865-1920, to underscore the historical depth of the problem to which Friedan called attention: women and men received the same education, but women had fewer opportunities open to them after graduation. Christianity--of various types--still permeated American higher education during these years, and the paper argues that different theological assumptions underlay different responses to this problem. Some educators did not push graduates toward any particular life path because they believed God should be the one to direct each individual woman. Others believed a college education gave women a moral responsibility to pursue a profession. Still others specified women best served God beyond the home in fields such as social work where their unique strengths were of greatest use. Finally, some believed women best used their education as intelligent homemakers. A great variety of possibilities existed in the minds of the earliest generation, but theological shifts soon made specifying a particular use for women’s education the norm. This change helped women envision a clearer purpose for their education, but it simultaneously constrained their options further.
Beyond bibliographic instruction: Science research workshops
(2016-09-15) Chan-Park, Christina Y.
Over the past three academic years, I have offered a series of Science Research Workshops that have gone beyond basic bibliographic instruction and database searching. Although these workshops are available to any undergraduate, graduate student, or faculty, the primary attendees are undergraduate students who are working on honors theses. The workshops are interactive so groups of 3-6 are ideal, but up to 8-12 can be accommodated. Topics include the Scientific Research Process, Data Management, Reading a Scientific Article, Writing a Scientific Abstract, and Creating a Scientific Poster Presentation. For the last three workshops, students are asked to bring a scientific article, an experiment proposal, and a data example, respectively. During the workshop, I give a short introduction to the structure of an article, abstract, or poster and then spend the bulk of the time guiding students through the process of reading, writing, or creating. As I lead the students through the different steps, we stop to share their progress with each other. Students like the interactive format because they can ask questions freely and because they see others having to work through the progress. After the workshop, students not only feel more confident in their research skills but also gain a better understanding of their own research project. I will present outlines of materials at these workshops in addition to insights I have gained on the popularity of the different types of workshops.
Charting the Landscape of the “Inner Life”: Editing, Publishing, and Categorizing the Religious Verse of Christina Rossetti
Travers, Elizabeth E., 1981-; King, Joshua S., 1979-
Class, Nature and Sectarianism in Robert Browning's "Christmas-Eve"
Dickinson, Christian S., 1983-; King, Joshua S., 1979-
Coleridge's Original Intentions Seen Through Rare Editions of His Work
DaVee, Karoline; King, Joshua S., 1979-
Coleridge, Politics, and the Role of Government
Adams, Daniel; King, Joshua S., 1979-
Complex systems.
(2014-11-13) Grabow, Paul C.
The “extension” of the self is a dominant theme in McLuhan’s (1911-1980) Understanding Media, in which “all technologies are extensions of our physical being”. His discussion of “extension of consciousness” via “electric technology” was prophetic, whereby “the entire business of man becomes learning and knowing” and “all forms of wealth result from the movement of information”. The net result is a “total field of inclusive awareness” where we are both aware and affected by things outside of us -- as part of a large, complex, system. In Technology & Justice, Grant (1918-1988) wrote that “... modern technology is not simply an extension of human making ... but is a new account of what it is to know and to make in which both activities are changed ...”, where “... technology is the pervasive mode of being in our political and social lives”. In other words, technology has permeated the whole of society. This too can be regarded as a large, complex system. Both writers recognized that technology simplifies this complex system to conform to its assumptions and goals. Consequently, the system often behaves badly. “Even specialist learning in higher education proceeds by ignoring interrelationships; for such complex awareness slows down the achieving of expertness” (McLuhan). And “… technology … tends to pare down the actual novelness of our situation, so that we are not allowed to contemplate that situation for what it is” (Grant). In other words, the messy (often, human) elements are simplified to fit the assumptions and goals of organizational structure, terminology, or methods. Unfortunately, neither writer addresses how to deal with this oversimplification. Nassim Taleb (b 1960) suggests that a complex system should be seen for what it is (volatile and random) and not what we often imagine it to be (stable and deterministic). In particular, he advocates making decisions (and building systems) that are antifragile, i.e, capable of benefiting from random events, errors, and volatility. He also warns against cause-effect predictions with complex systems, recognizing that “… the notion of cause itself is suspect; it is either nearly impossible to detect or not really defined.” The presentation will sketch some concepts from Taleb for problems described by McLuhan and Grant.
Cultivating ORCIDs on Your Campus: The Who, What, How, and Why of Implementing Open Researcher and Contributor iDs
(2018-04-04) Chan-Park, Christina; Peterson-Lugo, Billie; Baylor University Libraries
ORCID (Open Researcher and Contributor iD) is a versatile and global ID system that benefits researchers and administrators. Learn more about ORCID and brainstorm how to work with possible partners to implement a program at your institution.
Data Management in a Nutshell
(2016-09-13) Chan-Park, Christina Y.; Baylor University Libraries
Following up on my presentation last year on Science Research Workshops: Beyond Bibliographic Instruction, this year I will present material I cover in my Data Management workshop. Although originally designed for professors, I have revamped the workshop to meet the needs of undergraduate (and graduate) students working on theses and other long-term research projects. I generally get a mixture of science and social science students attending with a handful of humanities students. The main takeaway point for the workshop is that a little bit of planning will make the research process easier for you (and for those who come after you). The structure of the workshop is based on the Data Life Cycle: Creating Data, Processing Data, Analyzing Data, Preserving Data, Giving Access to Data, and Reusing Data which leads back to Creating Data. The life cycle is not purely cyclical as new data can be created after processing or analyzing data. The researcher is basically in charge of the first three steps, but what she decides to do during those steps can greatly help the archivist/librarian/lab manager who often is in charge of the last three steps. Specific data management tasks for both active and archived data that I remind students to consider include: decide what data needs to be managed/archived, convert/digitize data when necessary to archival formats, choose an appropriate file hierarchy, establish a file name convention, maintain multiple backups with appropriate security, and create README files.
The differential effects of Protestant fundamentalism on female and male environmental cooperation.
(2014-11-13) Martinez, Brandon C.
A number of recent studies indicate that Protestant fundamentalism is associated with lower levels of generalized trust. In this paper, we ask: What are the implications of fundamentalists’ lower trust levels? We focus specifically on cooperative decisions that benefit the greater good. Past research finds that trust promotes cooperation, but more recent work suggests that trust matters more for women than men in making decisions about cooperation. We theorize that because fundamentalism undermines trust, and women’s but not men’s cooperation is predicated on trust, fundamentalism should negatively impact cooperation for women, but not men. That is, we suggest an interaction between gender and fundamentalism on cooperation. We test the arguments in the context of environmental social dilemmas including decisions about recycling, water and energy consumption, and political participation using data from the 2010 General Social Survey. Findings support our predictions and suggest that fundamentalism more acutely undermines cooperation for women versus men.
Digital Projects Group (Library Cabinet Meeting)
(2013-01-21) Stuhr, Darryl
A presentation given by Darryl Stuhr at the Library Cabinet meeting on 2013-01-15. Presentation includes group name change from Digitization to Digital, projects update and upcoming projects, and project tracking.
Do the thoughts expressed in EBB’s letter to Jane Willis Sandford reveal a connection between Aurora Leigh’s thoughts about the work of an artist and EBB’s own convictions about her work?
Branstetter, Kaley; King, Joshua S., 1979-
Dorothy Wordsworth’s Letter and Its Significance
Wu, Crystal; King, Joshua S., 1979-
Downloading Library E-Books
(2013-10-22) Chan-Park, Christina Y.; Baylor University.
Early and First Editions of Percy Bysshe Shelley’s Works
Speciale, Moriah; King, Joshua S., 1979-
Elizabeth Barrett Browning on the Death of Lord Byron
Landrith, Robin; King, Joshua S., 1979-

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