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Why Surgeons Struggle with Work-Hour Reforms
On July 1, 2003, work-hour reforms were enacted nationally for the roughly 129,000 resident physicians in the United States. The reforms limit weekly work hours (a maximum of eighty per week) and in-hospital call (no more than once every three nights), mandate days free of clinical and educational obligations (one day in seven), and regulate other aspects of resident work life. Why Surgeons Struggle with Work-Hour Reforms focuses on general surgeons, a historically long-hour specialty, who fiercely opposed the reforms and are among the least compliant. Why do surgeons struggle with the reforms? Why do they continue to work long hours and view the act of doing so as reasonable if not quintessentially professional? Although the analysis is situated in the growing scientific literature on the consequences of fatigue, the authors do not adjudicate between the claims of surgeons and reform advocates about the effects of long work hours on patient or provider safety. Rather, the aim is to explore and explain how aspects of the occupational culture of surgeons and the social organization of surgical training and practice interlock to impede the reforms.
Handbook of the Sociology of Gender
This handbook provides a comprehensive view of the field of the sociology of gender. It presents the most important theories about gender and methods used to study gender, as well as extensive coverage of the latest research on gender in the most important areas of social life, including gendered bodies, sexuality, carework, paid labor, social movements, incarceration, migration, gendered violence, and others. Building from previous publications this handbook includes a vast array of chapters from leading researchers in the sociological study of gender. It synthesizes the diverse field of gender scholarship into a cohesive theoretical framework, gender structure theory, in order to position ...
Fighting Discrimination in a Hostile Political Environment
The book investigates the experience of ethno-racial discrimination in France and the forms that resistance takes in a colour-blind context. Among pluriethnic, multi-religious, post-colonial states with a long immigration history, France holds a specific place in international comparisons due to its distinct colour-blindness. It does not recognize racial or ethnic groups either as legitimate social or political categories or as targets for policy. Nevertheless, the book embarks in testing existing theories on the experience of discrimination, and on the diverse repertoire of collective action to fight discriminatory practices in France. It features chapters that draw on empirical qualitative...
Medical Sociology
The most comprehensive major academic textbook available on its topic, this classic text presents the most important research studies in the field. The author integrates engaging first-person accounts from patients, physicians, and other health-care providers throughout the text. Since the book’s inception, its principal goal has been to introduce students to the field of medical sociology and serve as a reference for faculty by presenting the most current ideas, issues, concepts, themes, theories, and research findings in the field. This 16th edition is heavily revised, with updated data and important new additions. New to this edition: Updated chapter on the social causes, impacts, and r...
Promoting Equity and Justice Through Pedagogical Partnership
Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often ...
Feeling Medicine
Honorable Mention, Sociology of the Body and Embodiment Best Publication Award, given by the Body and Embodiment Section of the American Sociological Association The emotional and social components of teaching medical students to be good doctors The pelvic exam is considered a fundamental procedure for medical students to learn; it is also often the one of the first times where medical students are required to touch a real human being in a professional manner. In Feeling Medicine, Kelly Underman gives us a look inside these gynecological teaching programs, showing how they embody the tension between scientific thought and human emotion in medical education. Drawing on interviews with medical students, faculty, and the people who use their own bodies to teach this exam, Underman offers the first in-depth examination of this essential, but seldom discussed, aspect of medical education. Through studying, teaching, and learning about the pelvic exam, she contrasts the technical and emotional dimensions of learning to be a physician. Ultimately, Feeling Medicine explores what it means to be a good doctor in the twenty-first century, particularly in an era of corporatized healthcare.
The Sociology of Health, Healing, and Illness
With thorough coverage of inequality in health care access and practice across the field it surveys, The Sociology of Health, Healing, and Illness is widely acclaimed by instructors as the most comprehensive of any available. Written in an engaging and accessible style, with multiple student-friendly features, it integrates and contextualizes recent research in medical sociology and public health to introduce students to a wide range of issues affecting health, healing, and health care today. This new edition links information on COVID-19 into each chapter, providing students with timely and familiar examples to deepen their understanding of the many social dimensions of health care, such as...
Doing Research as a Native
"When I started fieldwork for my PhD dissertation, I was fresh out of Edward Schatz's qualitative methods graduate seminar at the University of Toronto. The seminar was based on his edited volume Political Ethnography (Schatz 2009), which I devoured, but I have only recently grasped the book's importance in my discipline of political science. Political Ethnography signaled that questions of positionality were finally being taken seriously by political scientists, many years after their integration in fields such as anthropology, sociology, and geography. Around the same time, the late Lee Ann Fujii, whose 2018 book Interviewing in Social Science Research in many ways defined the direction of qualitative methods in political science, gave a job talk in my department. Mesmerized by her account of how local ties shaped mass-scale violence in Rwanda, I asked Fujii to join my doctoral committee. Looking back, I realize just how much these formative mentors influenced what I would see as my key responsibilities during my first fieldwork trips to the former Yugoslavia region in 2010 and 2011"--
Disrupting the Culture of Silence
CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals–independently and collectively–take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to th...
Human Rights in Higher Education
This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a “human rights campus,” promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explore opportunities within the classroom by highlighting dynamic cou...
