In this article, we present the results of an exploratory digital analysis of the contents of the two journals founded in the late 19th century by American psychologist G. Stanley Hall. Using the methods of the increasingly popular digital humanities, some key attributes of the American Journal of Psychology (AJP) and the Pedagogical Seminary (PS) are identified. Our analysis reaffirms some of Hall's explicit aims for the two periodicals, while also revealing a number of other features of the journals, as well as of the people who published within their pages, the methodologies they employed, and the institutions at which they worked. Notably, despite Hall's intent that his psychological journal be strictly an outlet for scientific research, the journal-like its sister pedagogically focused publication-included an array of methodologically diverse research. The multiplicity of research styles that characterize the content of Hall's journals in their initial years is, in part, a consequence of individual researchers at times crossing methodological lines and producing a diverse body of research. Along with such variety within each periodical, it is evident that the line between content appropriate to one periodical rather than the other was fluid rather than absolute. The full results of this digitally informed analysis of Hall's two journals suggest a number of novel avenues for future research and demonstrate the utility of digital methods as applied to the history of psychology. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
Sexual harassment has received unprecedented attention in recent years. Withinacademia, it has a particularly reflexive relationship with the human sciences in which sexual harassment can be both an object of research and a problematic behaviour amongst those engaged in that research. This paper offers a partial history in which these two are brought together as a common object of social psychology’s culture of sexual harassment. Here we follow Haraway (1997) in using culture to capture the sense making that psychologists do through and to the side of their formal knowledge production practices. Our history is multi-sited and draws together (1) the use of sexual harassment as an experimental technique, (2) feminist activism and research which made sexual harassment an object of knowledge in social psychology, and (3) oral history accounts of sexual harassment amongst social psychologists. By reading these contexts against each other, we provide a thick description of how sexual harassment initiates women and men into cultures of control in experimental social psychology and highlight the ethical-epistemological dilemma inherent in disciplinary practices.
Sexual harassment has received unprecedented attention in recent years. Within academia, it has a particularly reflexive relationship with the human sciences in which sexual harassment can be both an object of research and a problematic behavior amongst those engaged in that research. This paper offers a partial history in which these two are brought together as a common object of social psychology’s culture of sexual harassment. Here we follow Haraway in using culture to capture the sense-making that psychologists do through and to the side of their formal knowledge production practices. Our history is multi-sited and draws together (1) the use of sexual harassment as an experimental technique, (2) feminist activism and research which made sexual harassment an object of knowledge in social psychology, and (3) oral history accounts of sexual harassment amongst social psychologists. By reading these contexts against each other, we provide a thick description of how sexual harassment initiates women and men into cultures of control in experimental social psychology and highlight the ethical-epistemological dilemma inherent in disciplinary practices.
This paper introduces the special issue dedicated to ‘Psychology and its Publics’. The question of the relationship between psychologists and the wider public has been a central matter of concern to the historiography of psychology. Where critical historians tend to assume a pliant audience, eager to adopt psychological categories, psychologists themselves often complain about the public misunderstanding of them. Ironically, both accounts share a flattened understanding of the public. We turn to research on the public understanding of science (PUS), the public engagement with science (PES) and communications studies to develop a rich account of the circuitry that ties together psychological experts and their subjects.
Just a few short decades ago, an area explicitly called feminist psychology did not exist (Stewart & Dottolo, 2006). Psychology of women courses and the materials needed to teach them did not appear until the early 1970s, and as Unger (2010) has shown, some of these earliest materials were not particularly feminist. Although today's students may not realize it, even the increased presence of women in the discipline is a fairly recent phenomenon. In 1960, only 17.5% of all doctoral degrees in psychology in the United States were awarded to women. By the year 2004, the proportion of women receiving doctorates in the field had risen to 67.4% (Women's Programs Office, American Psychological Association, 2006). Female students are now the majority in most psychology classrooms in North America. However, despite this shift, in the increasingly antifeminist, neoliberal environment that surrounds us, the future of courses and programs on women and gender, especially feminist ones, is at risk.Given this context, it seems especially important to educate students about the short history, but long past, of women and feminism in psychology. Even though feminist psychology did not coalesce until the 1970s, women (many of whom identified as feminists) have long been active and important contributors to psychology. Their voices and stories went largely undocumented until the 1970s when feminist activism brought their contributions to light. Psychology's Feminist Voices (www.fe ministvoices.com) is a unique multimedia digital archive that we have developed to highlight both the history and the current status of women and feminism in psychology. It is an advocacy tool for feminist psychology as well as an educational resource for instructors who want to include contextualized material about gender and feminism in their courses. Here, we give a brief history of the project and then present the teaching resources we have developed to help bring Psychology's Feminist Voices into the classroom. Psychology's Feminist Voices: A Short HistoryIn 2004, concerned about both the future and the past of feminism in psychology, I (A.R.) began an oral history project to collect and preserve the narratives of the women and men who strove to bring feminism to psychology in the 1970s. The project started modestly, but its greater potential soon became apparent: Instead of a preservation project with only a handful of early participants, why not expand it to explore the dynamic relationship between feminism and psychology as experienced by the very people who live it in their personal and professional lives? In addition to life narratives, I became interested in further questions: What was it like to be a feminist in psychology, then and now? How did our interview participants develop their feminist identities? How does their feminism enter their work? What do they see as the persistent challenges and future directions for the field? These questions became part of the interview protocol as the oral histories continued. The research team grew and the...
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