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2009 - AWP Annual Conference Words: 61 words || 
1. Burke, Mary. "Teaching the Class about Class: Infusing Class into Graduate Level Clinical Training" Paper presented at the annual meeting of the AWP Annual Conference, Marriott Newport Hotel, Newport, Rhode Island, <Not Available>. 2019-11-22 <>
Publication Type: Presentation
Abstract: Social class creates differential access to resources and is a form of social inequity. Social class impacts the lived experience of individuals and impacts men and women differently, and merits increased attention from feminist psychologists (APA, 2007). Are we addressing issues of social class in our classes? Suggestions for teaching clinicians to develop class-sensitive knowledge, skills and attitudes will be provided.

2006 - American Sociological Association Pages: 27 pages || Words: 9283 words || 
2. Yang, Myung Ji. "Class Politics as a Ruling Strategy: Working Class Exclusion and Middle Class Inclusion during the Park Chung Hee Regime in South Korea?" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 Online <PDF>. 2019-11-22 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Many writings emphasize repressive aspects of authoritarian regimes and resistance against them from society. Paying attention to long-standing stability of the Park Chung Hee regime (1961-1979), this paper attempts to investigate one way in which repressive regimes generate political legitimacy and examines class politics as a ruling strategy of the regime and its reactions. In the 1960s, both working class and middle class were the beneficiaries of a rapid economic developmental project and pseudo-hegemony was formed corresponding to the expansion of the total economic scale. However, the social base for popular support attenuated in the 1970s as income disparity deepened and political repression grew severe. At times when anti-regime worker mobilization intensified, the urban middle class opted for the status quo aligning themselves with state ideology. In short, working class exclusion and middle class inclusion constituted the central mechanism for the generation of regime legitimacy and the necessary political coalition between the working and middle classes for wide opposition and democratization was blocked.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: 476 words || 
3. Radmacher, Kimberley. "Negotiating Class Identity: Class Identity Management Strategies among Ethnically Diverse Poor and Working Class Emerging Adults" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-11-22 <>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Recent research has begun to examine social class as a domain of social identity development, in particular, among poor and working class adolescents and emerging adults. Building on an Eriksonian model of identity development (1968), research has found that interactions with middle class peers can make class and self-similarities and differences salient for upwardly mobile adolescents and emerging adults, thus triggering the reflective processes that allow them to develop theories about themselves and class in general (Bettie, 2003; Jones, 2003). These upwardly mobile adolescents and emerging adults use dissociation and resistance strategies (Tajfel, 1986) to deal with the stigma associated with their class status and maintain their self-esteem. While class stereotypes often conflate class with race/ethnicity and may make it easier for white emerging adults (and more difficult for persons of color) to conceal their class status (Bettie, 2003), few studies have examined ethnic differences in the identity management strategies used. To address this gap in the literature, this study aimed to assess ethnic variations, if any, in the events that bring about class awareness and the identity management strategies that upwardly mobile emerging adults use to negotiate their class-related experiences.
We analyzed the identity narratives of 122 ethnically diverse poor and working class college-going emerging adults (99 women) from a study examining the role of family and friends in the transition to college. Participants narrated a time they were aware of their social class and their reaction to this event. Two researchers independently coded the narratives using a focused coding approach to identify the events, or “triggers,” that prompted emerging adults to think about their social class and the dissociation and resistance strategies that they used negotiate this event. Dissociation strategies involved a cognitive or behavioral disengagement from their class status whereas resistance strategies involved attempts to counter class stereotypes.
We found that cross-class interactions were most likely to trigger emerging adults’ class awareness regardless of ethnic background: 75 narratives involved recognizing a disparity in resources and opportunities whereas 36 narratives involved class and race prejudice. While emerging adults used multiple strategies, the most common strategy used across ethnicity was reevaluate and reformulate class conceptions (53.1%), especially among those who narrated a time they experienced class and/or race prejudice (69.4%). Emerging adults also used a mixture of dissociation strategies (see Table 1). Chi-square tests revealed that emerging adults from all ethnic backgrounds used dissociation and resistance strategies to a similar degree. While the similarities were more pronounced than the differences, emerging adults of color were more likely to mention race/ethnicity in their class-based narratives, particularly during their discussions regarding experiences of prejudice. Emerging adults’ use of dissociation and resistance strategies suggests a sense of ambivalence as they negotiate their evolving class identity. Both avoiding and resisting the stereotypes of their poor and working class identity allows them to diminish the salience of their devalued identity while maintaining an authentic sense of self. Moreover, these findings address the important and unique role that social class plays in identity development.

2006 - APSA Teaching and Learning Conference Pages: 16 pages || Words: 4052 words || 
4. Vengroff, Richard. and Bourbeau, James. "In-class vs. On-line and Hybrid Class Participation and Outcomes:Teaching the Introduction to Comparative Politics Class" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2019-11-22 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In this study we compare participation and learning outcomes of students taking the introductory comparative politics class in three different formats, in the traditional, although technology based, classroom with a fully on-line course and a hybrid version. The classes we examine were taught by the same instructor with assistance by the same TA. All three classes were taught using WEBCT, Power Point Slides of the lectures, similar reading and research paper assignments, similar exams, and discussion groups. We provide a preliminary but systematic analysis of :
1. rates of class participation in discussions;
2. the quality of student comments and analysis of critical issues;
3. student performance on required papers;
4. understanding of key concepts in comparative politics, including a differentiation between more and less complex types of material;
5. student satisfaction with the instruction and class material.
The authors hypothesize that the student perceptions and learning outcomes for the two courses will differ significantly between the two introductory political science classes. We then examine some data from a hybrid version of the same course.

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