Academic superstars Andrew Ross, Edward Said, and Henry Louis Gates Jr. Bad boy filmmakers Quentin Tarantino, Spike Lee, and Brian de Palma. What do these influential contemporary figures have in common? In Cool Men and the Second Sex, Susan Fraiman identifies them all with "cool masculinity" and boldly unpacks the gender politics of their work.
According to Fraiman, "cool men" rebel against a mainstream defined as maternal. Bad boys resist the authority of women and banish mothers to the realm of the uncool. As a result, despite their hipness—or because of it—these men too often feel free to ignore the insights of feminist thinkers. Through subtle close readings, Fraiman shows that even Gates, champion of black women's writing, and even queer theorists bent on undoing gender binaries, at times end up devaluing women in favor of men and masculinity.
A wide-ranging and fair-minded analysis, Cool Men acknowledges the invaluable contributions of its subjects while also deciphering the gender codes and baring the contradictions implicit in their work. Affirming the legacy of second-wave feminist scholars and drawing as well on the intersectional work of third-wavers, Cool Men helps to reinvent feminist critique for the twenty-first century.
- Disrupting Ableism and Advancing STEM Promoting the Success of People with Disabilities in the STEM Workforce
- BEYOND COMPLIANCE: PROMOTING THE SUCCESS OF PEOPLE WITH DISABILITIES IN THE STEM WORKFORCE
- BOARD ON HIGHER EDUCATION AND WORKFORCE
- BOARD ON SCIENCE EDUCATION
- Reviewers
- Contents
- Acronyms and Abbreviations
- 1 Introduction
- BACKGROUND AND MOTIVATION FOR THE WORKSHOP SERIES
- RECURRING TERMS AND THEMES
- Ableism and Disableism2
- Strengths Mindset or Perspective
- Universal Design
- ORGANIZATION OF THE WORKSHOP SERIES AND PROCEEDINGS
- OPENING REMARKS
- 2 Toward Disrupting Ableism and Advancing STEM
- LEADERSHIP DISCUSSION
- Why Now?
- Disrupting Ableism
- THE INTERSECTIONS OF DISABILITY, EQUITY, AND STEM
- Lived Experience
- What Does It Mean to Have Equity in STEM?
- Taking Action
- What Can Others Do?
- REFERENCE
- 3 Centering Disability and Identifying Equity
- DESCRIBING DISABILITY AND ABLEISM
- Impairment and Disability
- Ableism versus Disableism3
- Talking about Disability and Assumptions in STEM
- Models of Disability
- Statistics in STEM
- REFLECTIONS
- Myths of Ableism
- Leadership that Challenges Ableism
- REFERENCES
- 4 Cultivating Accessible Educational Pathways and Spaces
- CHANGING MINDSETS: SYSTEMS, PROGRAMS, AND POLICIES
- Disability Resource Providers and the “Real World”
- Institutional Changes
- Sharing Practices
- Wider Changes
- DISABILITY-FRIENDLY SPACES IN HIGHER EDUCATION AND UNIVERSAL DESIGN FOR LEARNING
- Social Construction of Disadvantage
- Universal Design for Learning Framework
- Accessibility is Foundational
- CAST’s Suggestions for Lab-Based Learning
- Artificial Intelligence and Accessibility in Educational Spaces
- KEY ADDITIONS FROM REFLECTIONS PANEL
- Shifting Accessibility to the Beginning
- Approaches for Decision-Makers
- 5 Lived Experiences of Disabled STEM Students
- WHAT MAKES AN INCLUSIVE EDUCATIONAL SPACE
- Changing the Culture
- Mindset in Policies and Procedures
- TRANSITION TO WORK
- Relationships and Barriers
- Apprenticeships and Building Career Aspirations
- OVERCOMING BIAS AND STIGMA
- Attitudinal Barriers
- Experiences of Accessible, Inclusive Spaces
- Strategies for Overcoming Bias
- 6 Fostering Effective Mentorship in the STEM Ecosystem
- THE ROLE OF MENTORSHIP IN STEM
- Challenges Specific to People with Disabilities
- Roles for Mentors
- Roles for Mentees
- Roles for Organizations
- MENTORSHIP PAIRS SHARE THEIR EXPERIENCES
- Accessibility Adaptations Can Benefit Everyone
- Access and Inclusion
- Communication across Multiple Methods
- MUTUAL MENTORSHIP IN THE DISABLED STEM COMMUNITY
- Lessons Learned
- Different Aspects of Life and Disclosure
- Defining Roles and Expectations
- Visibility and Training
- REFERENCES
- 7 Understanding Workforce Barriers and Reimagining Access
- BARRIERS AND UNMET NEEDS
- Infrastructure
- Policies and Procedures
- Culture
- Unmet Needs
- TOOLS AND REIMAGINING JUSTICE
- REFLECTIONS
- REFERENCES
- 8 Creating Disability-Inclusive Workforces and Workspaces
- THE COMPLEXITIES OF WORKPLACE ECOSYSTEMS
- National Institutes of Health’s Role
- Philanthropy
- Private Sector
- Scientific Publishing and Universities
- Action Items
- What Should Be Measured?
- How to Approach Administrators or Leaders?
- MOVING BEYOND COMPLIANCE
- How the Americans with Disabilities Act (ADA) Has Changed
- Americans with Disabilities Act in Higher Education Employment
- Common Issues with Employers and Employees
- What Is Next for the Americans with Disabilities Act?
- WORKPLACE EXPERIENCES
- Challenges in the Workplace
- What Can Employers Do?
- CAREER ADVANCEMENT AND PROFESSIONAL DEVELOPMENT
- Trainings for Workplace and Workforce
- Strengths and Confidence
- Attending Conferences
- 9 Reflections and Next Steps
- IDEAS FOR ACTION ACROSS ALL WORKSHOP DAYS
- U.S. NATIONAL SCIENCE FOUNDATION REFLECTIONS AND SOLICITATION
- Appendix A Agendas
- DISRUPTING ABLEISM AND ADVANCING STEM: A NATIONAL LEADERSHIP SUMMIT
- 11:00– 11:10 AM ET Welcome from the Planning Committee Chair
- 11:10- 11:45 AM ET Towards Disrupting Ableism and Advancing STEM
- 11:45– 12:45 PM ET The Intersection of Disability Identity, Equity, and STEM
- 12:45– 2:00 PM ET Lunch – Located at the Keck Atrium (3rd Floor)
- 2:00– 2:45 PM ET Describing Disability: Language and Models
- 2:45– 3:15 PM ET Break
- 3:15– 4:15 PM ET The Complexity of Workplace Ecosystems
- 4:15– 4:30 PM ET Summit Reflection and Overview of Upcoming Series Sessions
- 4:30 PM ET ADJOURN
- DISRUPTING ABLEISM AND ADVANCING STEM: CREATING DISABILITY-INCLUSIVE WORKFORCES AND WORKPLACES
- 12:00– 12:05 PM ET Welcome from the Planning Committee Member
- 12:05- 12:45 PM ET Workplace Experiences and Advice from and for Decision-Makers
- 12:45– 1:15 PM ET Break
- 1:15– 2:00 PM ET Moving Beyond Compliance with Legal and Employment Policies and Procedures
- 2:00– 2:45 PM ET Supporting Worker Professional Development and Career Advancement
- 2:45– 3:00 PM ET Reflection and Overview of Upcoming Series Sessions
- 3:00 PM ET ADJOURN
- DISRUPTING ABLEISM AND ADVANCING STEM: FOSTERING EFFECTIVE MENTORSHIP IN THE STEM ECOSYSTEM
- 12:00– 12:05 PM ET Welcome from the Planning Committee Member
- 12:05– 12:45 PM ET The Role of Mentorship in Disrupting Ableism and Advancing STEM
- Moderator:
- Paper Presenters:
- 12:45– 1:30 PM ET Effective Mentorship Relationships: Fireside Chats
- Moderator:
- Mentorship Pair #1:
- Mentorship Pair #2:
- Mentorship Group #3:
- 1:30– 2:00 PM ET Break
- 2:00– 2:45 PM ET Programs to Foster Effective Mutual Mentorships Among Disabled Individuals
- 2:45– 3:00 PM ET Reflections and Overview of Upcoming Series Sessions
- 3:00 PM ET ADJOURN
- DISRUPTING ABLEISM AND ADVANCING STEM: CULTIVATING ACCESSIBLE EDUCATIONAL PATHWAYS AND SPACES
- 12:00– Welcome from the Planning Committee Member 12:05 PM ET
- 12:05-Changing Mindsets: Systems, Policies, and Programs 12:35 PM ET
- 12:35– Creating Disability Friendly Inclusive Accessible 1:15 PM ET Spaces in Higher Education
- Moderator:
- Paper Presenters:
- Reflections:
- 1:15– Break 1:35 PM ET
- 1:35– Lived Experiences: Listening, Learning, and Acting 2:15 PM ET
- 2:15– Transition to Work 2:45 PM ET
- 2:45– Reflection and Overview of Upcoming Series Sessions 3:00 PM ET
- 3:00 PM ET ADJOURN
- DISRUPTING ABLEISM AND ADVANCING STEM: ROOTING OUT BIAS AND BARRIERS
- 12:00– Welcome 12:05 PM ET
- 12:05-Understanding Workplace and Workforce Barriers to 12:35 PM ET Full Participation of People with Disabilities
- Facilitator:
- Paper Presenter:
- 12:35– Reflections on Solutions to Barriers Experienced by 1:15 PM ET People with Disabilities in STEM
- 1:15– Break 1:45 PM ET
- 1:45– Overcoming Bias and Stigma 2:30 PM ET
- 2:30– Series Synthesis and Reflection 3:00 PM ET
- 3:00 PM ET ADJOURN
- Appendix B Planning Committee Member and Speaker Biographies
- WORKSHOP PLANNING COMMITTE
- WORKSHOP SPEAKERS
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