Title: Inside-Out Prison Exchange Program Instructor Training

Abstract: From June 14th to June 20th, I will be attending an Instructor Training Institute at Limestone Correctional Facility in order to become an Inside-Out Instructor. The training program is a comprehensive, 60+ hour intensive week that covers everything necessary to develop a course in the Inside-Out model. I will be learning through observation, hands-on experience, and engagement with groups of incarcerated individuals who have years of experience in the Inside-Out methodology. After completing this training, it is my hope that I will then be able to teach an Inside-Out course on gender studies at Limestone Correctional Facility through the University of North Alabama.

What is your inspiration behind your project?

I am inspired to enroll in the Inside-Out Instructor Training Institute because I believe education should be accessible to everyone and that higher education is at its best when more diverse and non-traditional voices are able to participate, collaborate, and be heard.

Why/How is your project important to inclusion and what do you hope to do with your findings/outcomes?

I believe an important part of being inclusive especially at a university is by spreading our educational reach to people who are incarcerated. The students who are incarcerated and enrolled in the Inside-Out Program are some of the most dedicated and hardworking students I have ever studied alongside of. I have witnessed the incredible, positive impact the Inside-Out Prison Exchange Program can have on incarcerated "inside" students as well as on "outside" UNA students. After I complete the training, I hope to be able to add to the impact already started at Limestone Correctional Facility by teaching a course on literature and gender.

What is your favorite aspect of your research/project?

One of my favorite parts about the program is how quickly social barriers can be taken down and how transformative education can be, especially to those who do not have access to higher learning;  I am honored to have the opportunity to be part of taking down those barriers and continuing to extend the reach of higher education after I complete this training.

Title: Mind the gap: An assessment of faculty gender composition in applied behavior analysis graduate and undergraduate programs.

Abstract: As Li, Curiel, Pritchard, and Poling (2018) have noted, according to authorship data, women’s participation in behavior-analytic research has increased substantially over the years. However, they are still underrepresented as both authors and editors. One reason this may occur is due to women occupying fewer behavior-analytic faculty positions than males, despite 82.2% of all Board Certified Behavior Analysts (BCBAs) being female (68.3% at the doctoral level; Nosik & Grow, 2015). The current study was designed to examine the gender composition of faculty teaching in applied behavior analysis (ABA) graduate and undergraduate programs in the United States. Despite 82.2% (68.3% at the doctoral level) of all BCBAs being female, our results showed that only 59.8% of faculty affiliated with VCSs in ABA are female. Furthermore, of those individuals who had been promoted to Full Professor, males were almost three times as likely to have achieved that rank than females (57% vs 43%). These results are consistent with prior research that found gender disparities in ABA faculty, including a significant gender pay gap (Li, Gravina, Pritchard, & Poling, 2019). Although substantial progress has been made by women in the field of ABA in the areas of research and service (e.g., fellowships, leadership in professional organizations), clearly females are still underrepresented and undercompensated in academia (Nosik, Luke, & Carr, 2019). Our hope is that by having a clearer understanding of these discrepancies, our field can begin to address these concerns.

Title: Mind the gap: An assessment of faculty gender composition in applied behavior analysis graduate and undergraduate programs.

Abstract: As Li, Curiel, Pritchard, and Poling (2018) have noted, according to authorship data, women’s participation in behavior-analytic research has increased substantially over the years. However, they are still underrepresented as both authors and editors. One reason this may occur is due to women occupying fewer behavior-analytic faculty positions than males, despite 82.2% of all Board Certified Behavior Analysts (BCBAs) being female (68.3% at the doctoral level; Nosik & Grow, 2015). The current study was designed to examine the gender composition of faculty teaching in applied behavior analysis (ABA) graduate and undergraduate programs in the United States. Despite 82.2% (68.3% at the doctoral level) of all BCBAs being female, our results showed that only 59.8% of faculty affiliated with VCSs in ABA are female. Furthermore, of those individuals who had been promoted to Full Professor, males were almost three times as likely to have achieved that rank than females (57% vs 43%). These results are consistent with prior research that found gender disparities in ABA faculty, including a significant gender pay gap (Li, Gravina, Pritchard, & Poling, 2019). Although substantial progress has been made by women in the field of ABA in the areas of research and service (e.g., fellowships, leadership in professional organizations), clearly females are still underrepresented and undercompensated in academia (Nosik, Luke, & Carr, 2019). Our hope is that by having a clearer understanding of these discrepancies, our field can begin to address these concerns.

Title: Digital hatred: The rhetoric of Internet hate groups and militants