In a follow-up study of family members who participated in a previous study of high work demands, 130 participants from 71 families responded to questions about recent changes in work and financial well-being, as well as daily family adaptations associated with the recession. The general portrait of the families who belonged to an emergent professional class was of relative stability in their work situations. Nevertheless, a substantial percentage perceived financial decline, an increase in the pace of their work, and increasingly rushed feelings at home. Respondents reported financial adjustments in their daily lives. Adjustments in expenses associated with family dining out and with leisure were especially noteworthy when participants reported the perception of financial decline. Results are discussed in light of how the experience of the current recession among families in the professional class differs from experiences of families during previous recessions.
Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor’s reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching.
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