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2004 - American Political Science Association Pages: 34 pages || Words: 10191 words || 
Info
1. Adams, Melinda. "State Feminist Initiatives in Cameroon: Empowering Women or Empowering the State?" Paper presented at the annual meeting of the American Political Science Association, Hilton Chicago and the Palmer House Hilton, Chicago, IL, Sep 02, 2004 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p60585_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2011 - 96th Annual Convention Words: 13 words || 
Info
2. Okoye, Nkeiru. "Composing an Empowered Harriet Tubman, for an Empowered Audience" Paper presented at the annual meeting of the 96th Annual Convention, TBA, Richmond, VA, <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p522259_index.html>
Publication Type: Invited Paper
Abstract: When I chose Harriet Tubman as a subject for
a large--‐scale musical piece,my work
started
with
researching
ways
in
which
other
artists
represented
Tubman
theatrically.
What
I
found
changed
my
perception
of
how
historic
African
Americans
are
represented
in
general,
and
Tubman,
in
specific
by
European
Americans.
Overwhelmingly,
I
saw
‘master
narratives’
in
which
Blacks
were
portrayed
patronizingly,
spoke
in
dialect,
and
were
unable
to
function
without
White
counterparts
who
saved
them.
The
pieces
were
rife
with
historical
inaccuracies,
often
based
on
Tubman
myths
that
a
junior
researcher
could
have
debunked.
Additionally,
White
composers
portraying
Tubman
through
music
made
little
to
no
effort
in
referencing
the
rich
musical
fabric
of
Tubman’s
life

and
those
that
did
tended
to
use
spirituals
alone,
as
though
there
was
no
other
folk
music
to
be
found
within
African
American
culture.
Worse
yet,
most
of
the
pieces
were
written
for
education
audiences,
thus
unknowingly
inculcating
young
audiences
with
racist
portrayals
of
American
icons.
In
light
of
this,
as
a
composer,
an
educator,
and
a
Black
woman,
I
became
aware
quickly
of
a
need
to
use
specific
methodology
in
writing
about
Tubman’s
world,
and
that
beyond
this
challenge
was
the
greater
one
of
reaching
an
often
neglected
audience:
one
that
found
my
medium

classical
music

worse
yet,
opera

to
be
elitist,
inapproachable,
and
even
repugnant.
This
paper
and
accompanying
recital,
explores
my
combating
these
challenges
and
revealing
an
empowered
heroine
when
writing
the
folk
opera,
HARRIET
TUBMAN:
How
I
Crossed
that
Line
to
Freedom.

2008 - American Sociological Association Annual Meeting Pages: 25 pages || Words: 6513 words || 
Info
3. Nasser, Randa. and Barghouti, Fidaa. "Palestinian Women Activists: How Empowered are the Empowered?" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA, Jul 31, 2008 Online <PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p242809_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Abstract
This is the first quantitative research which examines the empowerment of a sector of Palestinian women who may be considered the most empowered in their society: the activist in the national or the women’s movements. The research employs a survey design on a nonrandom sample of 172 women. Empowerment is measured by indicators which represent first-order strategic life choices. The indicators include access to education, paid employment, agency in household finances, who to marry, how many children to have, freedom of mobility, and egalitarian gender consciousness and behaviors. Depending on the perspective we choose to use to adjudicate the results with, the optimistic or the pessimistic, Palestinian women activists’ empowerment would be judged as high with the former and as low to modest with the latter perspective. The results show that the only indicator of agency impacted by education is women’s equality in the decision-making process of the household’s finances. Work participation has a very small positive impact on all the agency indicators but a negative one on the mobility indicator of agency. Further, neither of the indicators of achievements (gender egalitarian consciousness or behavior) is affected by the resource or agency indicators. The effects of education did not change when the orientation of the social context the women were raised in was controlled for. This questions the interpretation in much of the literature (e.g. Kabeer) regarding the influence the traditional social context has on the pattern of associations between empowerment and its preconditions.

2011 - SCRA Biennial Meeting Words: 227 words || 
Info
4. Kirk, Chris. and Lewis-moss, Rhonda. "The Empowering Schools Project: Exploring the school as an empowering setting" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, Jun 15, 2011 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p496430_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Few settings have as much potential for transforming the lives of adolescents as do the schools they attend. At best, schools can be empowering settings which prepare students for a lifetime of thriving. The literature on empowering settings and adolescent empowerment has identified key characteristics and processes which are present in settings that promote youth empowerment. The Empowering Schools Project applies this work directly to the high school setting. A qualitative case-study was conducted of one urban high school. With an enrollment of more than 1,900 students, the school has a handful of identified challenges. More than half of the students speak English as a second language and more than 37 gangs are represented within the school population. Despite this, the school is performing above district averages in graduation rates, test scores, and attendance rates. The Empowering Schools Project explored the practices, policies, and procedures within the school setting that promote empowerment and positive outcomes for its students. A community-based participatory research approach was used to conduct observation, focus groups, and interviews with students, staff, and parents from the school. Results reveal promising practices that apply to both the empowerment literature and the application of educational reform. Key themes include a shared, open dialogue between administration and students, culturally-appropriate programming, and the establishment of a relational environment between students and teachers. Limitations and future steps will be included.

2015 - American Sociological Association Annual Meeting Pages: unavailable || Words: 9709 words || 
Info
5. Padamsee, Tasleem. "The EMPOWER Project: Empowering Diverse Women at Elevated Risk of Breast Cancer" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton Chicago and Palmer House Hilton, Chicago, Illinois, Aug 20, 2015 Online <PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p1008815_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: One in eight U.S. women will be diagnosed with breast cancer in her lifetime, and this risk can rise to 60% or higher for women who have mutations of the BRCA genes or a strong family history of the disease. Effective biomedical mechanisms have been developed to prevent cancer among these women, but they are utilized far less frequently – and sometimes by different women – than the medical literature would recommend. Bilateral prophylactic mastectomy, for instance, is chosen by only a fifth of mutation carriers, for whom clinical recommendations consider it an option, but is also undergone by many women for whom it is unlikely to reduce risk. It is simultaneously unknown why women make the choices they do, and evident that women rarely receive the systematic information and support that would allow them to make educated, health-protective choices fully aligned with their values.
The key missing element from our ability to effectively leverage available methods of prevention is an understanding of the decision-making processes women utilize between learning that their risk is elevated and choosing a course of preventive action. Absent this link, we do not know how women decide among prevention options, how well their choices reflect their preferences, how their choices affect health, or how choices or health effects vary across sub-groups. This presentation reviews literatures relevant to women’s breast cancer prevention decisions, outlines a program of research designed to fill these critical gaps, and presents preliminary findings from the first phase of this ongoing research.

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