Biomedical subjects

Regina Day Langhout

Publications and source records attributed to Regina Day Langhout.

4 recordsLinked to original sources

PubMed2006

Where am I? Locating myself and its implications for collaborative research.

This paper examines how a younger white female graduate student and an African American female undergraduate viewed the relationship between the graduate student and older African American working class women. This relationship was formed around a community garden project. The graduate student understood the relationship to be based on gender and class background similarities; the undergraduate viewed it based on race differences and unexamined white privilege. Both interpretations are challenged as unidimensional. Through this re-telling, questions are raised about why situating ourselves via our identities is not practiced more frequently. Possible explanations of this lack of attention to situativity include a Cartesian philosophy of science that separates objectivity and subjectivity, a general unawareness of privilege by those who have it, and a dominant scientific discourse that neglects the role of the researcher. This paper illustrates why reflexivity is crucial for the work of community psychology.

Adolescent↗

PubMed2004

Facilitators and inhibitors of positive school feelings: an exploratory study.

This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings. Within this framework, the goal is to think of school as a place comprised of multiple behavior settings, disentangle behavior and engagement, and problematize the construct of engagement. Results indicate that children liked places where the physical space was open, and they had some autonomy, independence, choice, opportunities for leadership, and social support. Conversely, they disliked places that were physically chaotic, where they perceived an abuse of power, and that inhibited choice, independence, and autonomy. Finally, children engaged their disliked places by attempting to personalize these spaces to bring in other parts of their identities. Implications include creating behavior settings that lead to positive experiences, attending to social justice, and the use of project-based pedagogies.

Adolescent↗

PubMed2003

Reconceptualizing quantitative and qualitative methods: a case study dealing with place as an exemplar.

A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern-focused study, while also attending to the values and goals of community psychology. The substantive research goal is to understand a child's experience of places related to school. Methods include ethnographic long-term participation and observation, interviews, multidimensional scaling, and social network analysis. Most quantitative method variables are generated from study participants; no outside structure is imposed. The quantitative methods extend and inform the qualitative methods, just as the qualitative methods extend and inform the quantitative methods. The quantitative and qualitative methods work reciprocally to extend and inform each other.

Black or African American↗

PubMed2002

The (un)reasonableness of reporting: antecedents and consequences of reporting sexual harassment.

This study places the reporting of sexual harassment within an integrated model of the sexual harassment process. Two structural models were developed and tested in a sample (N = 6,417) of male and female military personnel. The 1st model identifies determinants and effects of reporting; reporting did not improve--and at times worsened--job, psychological, and health outcomes. The authors argue that organizational responses to reports (i.e., organizational remedies, organizational minimization, and retaliation) as well as procedural satisfaction can account for these negative effects. The 2nd model examines these mediating mechanisms; results suggest that these mediators, and not reporting itself, are the source of the negative effects of reporting. Organizational and legal implications of these findings are discussed.

Adaptation, Psychological↗