Family Social Science (FSOS) has launched a new master’s degree program in prevention science that will help prepare family science practitioners to prevent or moderate major human dysfunctions before they occur.
The Master of Arts (M.A.) in Prevention Science will equip students to confront many of the daunting challenges facing today’s families and communities, including trauma and drug addiction. The M.A. in Prevention Science will also help students develop strategies to promote the health and well-being of families.
Core coursework for the M.A. in Prevention Science gives students a solid foundation in statistics and research methodology, family conceptual frameworks, and ethics. Students can choose the Plan A which includes a thesis, or the Plan B which includes a project and a paper.
The M.A. in Prevention Science is intended for individuals who would like to build a career that supports families and works to redirect maladaptive behaviors.
The program is currently accepting applications for Fall 2017. The application deadline is March 1, 2017.
FSOS Ph.D. student Renada Goldberg was recently awarded a grant from the Minneapolis Foundation. Renada will work with the Center on Women, Gender, and Public Policy to conduct a community-based participatory research project in partnership with African American parents, caregivers, and leaders of nonprofits to study and ultimately help shape state and municipal public policies such as the new paid leave policy in Minneapolis.
FSOS professors Abi Gewirtz and Bill Doherty offered post-election thoughts in local and national media outlets, respectively.
Local NBC affiliate, KARE 11 featured Abi Gewirtz and her thoughts on talking to kids regarding the current mood in the country.
The Wall Street Journal featured Bill Doherty and his thoughts on moving forward in familial relationships when parties disagree on the outcome of the election. Independent.co.uk also featured Doherty’s thoughts.
Department of Family Social Science faculty members Cathy Solheim and Liz Wieling, along with FSOS Ph.D. student Jaime Ballard, recently published a breakthrough textbook titled, Immigrant and Refugee Families: Global Perspectives on Displacement and Resettlement Experiences.
While they were preparing to teach “Global Perspectives on Immigrant and Refugee Families,” Solheim and Wieling noticed that while there was a wealth of information regarding the immigrant experiences of individuals, very few textbooks focused on immigration experiences as it pertained to the family as a whole.
With the help of Ballard, Solheim and Wieling created a text that discusses current theoretical frameworks and synthesizes current research specific to immigrant and refugee families.
Bic Ngo, associate professor in the Department of Curriculum & Instruction, and Josephine Lee of the College of Liberal Arts received a five-year grant from the U.S. Department of Education to increase services for Asian American students at the University of Minnesota Twin Cities (UMTC) campus. The $1.75 million grant is specifically aimed at providing “assistance to Asian American and Native American Pacific Islander-serving institutions to enable such institutions to improve and expand their capacity to serve Asian Americans and Native American Pacific Islanders and low-income individuals,” according to the award letter.
“The project seeks to provide our Asian American students with culturally relevant learning environments and programs in ways that nurture cultural integrity and academic success,” said Ngo.
The implementation of the grant at UMTC will be called the “Asian American College Excellence (AACE) Project.”
Ngo and Lee plan to roll out the AACE Project via several avenues, including a resource center (with computer lab and tutoring space), a teaching and learning library, an increased number of Asian American Studies classes, a speaker series, a youth summit, a teaching pathways program, and a tutoring and mentoring program among others.
One of the major tasks for the first year of the grant is to establish the resource center that will provide a place for many of the project activities as well as a dedicated space for the students to study, hang out, and build community.
Dr. Ngo is committed to analyzing issues relating to educational equity and cultural identity in immigrant students’ education. She teaches in the Ph.D. program for Culture & Teaching.
A project titled “Impact of an East African Mother-Daughter Physical Activity Program and Co-Designed Activewear” received a $75,000 University of Minnesota Extension FY 2016-2018 Block Grant. The project is led by:
Elizabeth Bye, Ph.D., Professor and Department Head of the Apparel Design Program in the College of Design at the University of Minnesota
Jennifer Weber, Behavior Specialist and Volunteer Coordinator/Athletic Director at the Cedar-Riverside Community School
Mary Marczak, Director of Urban Family Development and Evaluation at University of Minnesota Extension
The project aims to engage 10-15 urban, East African mother-daughter (in 2nd-5th grade) pairs in a two-year intergenerational physical activity program. The goal of the program is to increase physical activity opportunities through physical activity and healthy living education, practice and the co-design of culturally sensitive activewear. The study extends Bye, LaVoi, Thul & Hussein’s 2013-2015 culturally sensitive activewear co-design project with East African adolescent girls, which resulted in the design of a general physical activity garment and the first-ever sport uniform for adolescent Muslim girls in the U.S., to a wider range of girls and their mothers.
tpt MN Channel 2.2 Friday, September 9, 2016 at 2:00 AM
Friday, September 9, 2016 at 8:00 AM
Friday, September 9, 2016 at 2:00 PM
Friday, September 9, 2016 at 8:00 PM
The video builds on a research-based examination of the amount and type of coverage given to female athletes with commentary from expert scholars and award winning coaches and athletes who discuss this timely issue from a variety of perspectives as they help dispel the common—but untrue—myths that “sex sells” women’s sport , and no one is interested in it anyway. Effective strategies for increasing media coverage and creating images which reflect the reality of women’s sports participation and why this is so important are also discussed.
To view the entire program online now, click here. For more information on upcoming broadcasts, click here.
WCCO recently featured Department of Family Social Science professor Bill Doherty in a segment about how much time parents spend with their children.
According to the “Good Question” segment with Heather Brown, moms are spending about four hours a week more with their kids than they did 40 – 50 years ago. Dads are also spending more time with their kids.
“The big thing is interacting with them compared with just being around,” said Doherty.
He said there is no magic formula, but the key is being intentional with your time, and balancing quantity and quality of time.
Department of Family Social Science professor Bill Doherty was recently quoted in a Wall Street Journal article about the importance of doing spontaneous things as a family.
The author of the article tells the story of how she listened to her 10-year old son when he said he wanted to go from Pittsburgh to Cleveland to see the victory parade for the Cleveland Cavaliers, who won the 2016 NBA Championship.
Despite the crowds, booked hotel rooms, and the heat, the family took an impromptu road trip from Philadelphia to Cleveland for one reason: it would be memorable.
While parenting is often about structure and setting limits, “sometimes it’s good to say ‘what the heck’, and break out of what we normally do,” Doherty said.
He also said, “The thing about spontaneous family events is that they are a bit over the top. That is what makes them memorable.”
In a recent Star Tribune article about how kids spend their summers, Family Social Science associate professor Jodi Dworkin says it’s okay for kids to be bored.
Every year, parents in Minnesota face the quandary of what to do with their children during the summer, when school is not in session, according to a recent Star Tribune article.
For parents of young children there are many options, like day care or summer camp, but for parents of “tweens” (ages approximately from 12 to 15), summer can be a challenge. Tweens are too old for day care, but too young to work.
As a result, parents try to fill summers with activities for tweens, which are often expensive, to keep them active, off their phones, and out of trouble.
However, Dworkin says despite the pressure parents feel to fill up their kids’ summers with enriching activities, it’s OK for them to be bored, too.
“Allowing your children to be bored not only gives them a chance to be creative, it also gives them a chance to refresh and get ready for another school year,” she said.
The project investigates homeless youth’s perceptions of their education and employment interests, needs, and potential interventions. This award will bring together the Office to End Homelessness (OEH) and FSOS to give voice to youth interests and desires.
Lesa Clarkson, associate professor of mathematics education in the Department of Curriculum & Instruction, was honored with the INSIGHT into Diversity 2016 Inspiring Women in STEM Award and will be featured in the September issue of INSIGHT into Diversity magazine. The award honors “remarkable women in STEM professions who continue to make a significant difference through mentoring and teaching, research, successful programs and initiatives, and other efforts worthy of national recognition.”
Clarkson’s research agenda focuses on mathematics in the urban classroom, specifically identifying successful strategies that increase student achievement primarily among underrepresented student groups. She focuses on African-American students, specifically, because this group of students historically has the lowest scores on the national and state assessments. Clarkson believes, “The color of a student’s skin is not correlated to their achievement in mathematics.”
Clarkson’s research aims to find best practices that will provide all students with engaging mathematics experiences in addition to the basic “tools” that are essential for students.
Each year, the Institute on Diversity, Equity and Advocacy grants Multicultural Research Awards that “transform the University by enhancing the visibility and advancing the productivity of an interdisciplinary group of faculty and community scholars whose expertise in equity, diversity, and underrepresented populations will lead to innovative scholarship and teaching that addresses urgent social issues.” Associate Professor in Curriculum & Instruction, J.B. Mayo, Jr., received one of the prestigious grants for his proposal to integrate LGBTQ history into the social studies curriculum that covers the Harlem Renaissance.
The research project entitled “Uncovering Queer Spaces During the Harlem Renaissance” is aimed at breaking the silence within social studies education about LGBT people, themes, and histories. Mayo plans to engage intersectional realities that include race, gender, and sexual orientation while helping teachers to be more inclusive of LGBT people, themes, and histories within their social studies classes.
Another goal of Mayo’s research is to allow LGBT students, and particularly queer students of color, to see themselves positively represented. He plans to conduct intensive archival research this summer in Harlem’s Schomburg Center for Black Culture to find the stories of gay artists of color working during the Harlem Renaissance. He will then co-create an LGBTQ-inclusive curriculum with local social studies teachers that center on the chosen artists’ work and identities. The finished curriculum will be field tested in area social studies classes. Mayo plans to observe the lessons as they are taught and follow-up with interviews with the participating teachers and selected students to discuss their impressions and to gather their perceptions of the impact of these lessons, which are aimed at not only changing young people’s views of history, but diminishing homophobia within communities of color and in society more generally.
Tracey Hammell and Don Riley, academic advisers in CEHD student services, presented this month at the National Academic Advising Association (NACADA) Region 6 Conference in Omaha. Their presentation — “Microaggressions: Did that just really happen?” — examined what steps can be taken to understand and limit microaggressions in our own way of being as well as creating awareness of microaggressions with others.
Hannah Jacobs, a master’s student in the school psychology program, has accepted a Minority Fellowship Program Fellowship in Services for Transition Age Youth (STAY)! with the American Psychological Association (APA). Through this fellowship, Hannah will receive a $6,000 stipend for one year in addition to trainings, professional development, mentoring, and lifetime access to the APA’s network of over 1,700 fellows.
Now in its third year, the MFP STAY! Fellowship is awarded through a federal grant to the APA form the Substance Abuse and Mental Health Services Administration (SAMHSA).
FSOS department head, Lynne Borden, recently traveled to Washington, D.C. for an event with Joining Forces.
As part of the event titled, “Operation Educate the Educators: Sharing Successes and Setting Sights for the Future,” Dr. Borden met Dr. Jill Biden.
Joining Forces is an organization that works on behalf of military families. In addition to her duties as department head, Dr. Borden also runs the REACH lab, which also focuses on helping military families.
The play, titled Saplings, deals with the role of stress, health and education in the lives of African American youth. The first part of the play is based on Gibson’s research about African American grandmother caregivers and how they are affected when the grandchildren they are raising are suspended from school. The second part features the experiences of parents of African American children and is based on the research of Sonya S. Brady, associate professor in the University of Minnesota School of Public Health, into factors that affect the well-being and future success of African American youth.
University faculty, students and teaching artists used Gibson and Brady’s research findings to craft the “scripted facilitation” play which raises issues about race, school suspensions, and relationships between families and school staff. Organizers hope that Friday’s performance will be viewed by many social work and education students and professionals who will participate in a discussion afterward. The goal of the discussion is to generate respectful dialogue about school discipline policies and to create opportunities to bridge the gaps between institutions of learning and the communities that they serve.
The play and discussion are scheduled from 6 to 8 p.m. at the Nolte Experimental Theatre in Rarig. Parking vouchers will be offered and food and refreshments will be provided after the performance. Audience members who participate in the discussions after the performance will receive a $25 gift card. Please RSVP here.
Other organizations involved in the project are the African American Resource Center in collaboration with the University’s Institute for Advanced Study and the Imagine Fund.
Department of Family Social Science associate Professor Joyce Serido teamed up with Extension educators across the state to create a pilot program that helps students and families make better choices about financing higher education.
The program began in January, and Serido will meet with Extension educators in February to fine tune the program to make it accessible to various groups statewide.