Foreign Bodies investigates the relation between the notion of trauma and possible forms of representation within the necessary constraints that traumatic experience itself imposes. While many influential trauma theorists have focused on the notion of textual voice in their search for appropriate, effective, and adequate representational modes, the book argues that the act of narrating trauma cannot exclude corporeality as one of the central figures of this telling. One of the distinctive features of this book is, therefore, the attempt at tracing the indissoluble bond--detected in the work of a number of contemporary artists such as Toni Morrison, Don DeLillo, Dorothy Allison, and photographer Sally Mann--between voice and body, trauma and corporeality. In so doing, the book proposes a new direction within trauma studies, one that explicitly views the body as a medium of self-expression and, crucially, textual working through. By conceptually reading these narratives against the Freudian metaphor for traumatic memory that of a quasi-palpable foreign body the author attempts to increase or modify current knowledge on the relationship between expressive culture and trauma.
Foreign Bodies investigates the relation between the notion of trauma and possible forms of representation within the necessary constraints that traumatic experience itself imposes. While many influential trauma theorists have focused on the notion of textual voice in their search for appropriate, effective, and adequate representational modes, the book argues that the act of narrating trauma cannot exclude corporeality as one of the central figures of this telling. One of the distinctive features of this book is, therefore, the attempt at tracing the indissoluble bond--detected in the work of a number of contemporary artists such as Toni Morrison, Don DeLillo, Dorothy Allison, and photographer Sally Mann--between voice and body, trauma and corporeality. In so doing, the book proposes a new direction within trauma studies, one that explicitly views the body as a medium of self-expression and, crucially, textual working through. By conceptually reading these narratives against the Freudian metaphor for traumatic memory that of a quasi-palpable foreign body the author attempts to increase or modify current knowledge on the relationship between expressive culture and trauma.
Laura Zapfe’s aim is to explain how education system and school characteristics affect the gender gap in mathematics and reading competencies. She adapts the macro-meso-micro model. At the micro level, she uses theories, e.g., gender-specific socialization, highlighting how gender-specific expectations and stereotypes cause gendered interest and skills and therefore gender differences in mathematics and reading. Deriving a macro-meso-micro link, she explains how education system characteristics such as competition, differentiation, and standardization, and school characteristics could increase or decrease the gender-specific socialization effects, leading to larger or smaller gender gaps in mathematics and reading competencies. On this basis, she performs a cross-national comparison of 78 countries participating in the Programme for International Student Assessment (PISA) 2018, combined with further researched macro data with three-level mixed-effects models. The results show that boys have an advantage in mathematics, girls have an advantage in reading, the gender effects are slightly higher for reading, and the gender effects at the school level are more pronounced than those at the country level.
Helicopter parents—the kind that continue to hover even in college—are one of the most ridiculed figures of twenty-first-century parenting, criticized for creating entitled young adults who boomerang back home. But do involved parents really damage their children and burden universities? In this book, sociologist Laura T. Hamilton illuminates the lives of young women and their families to ask just what role parents play during the crucial college years. Hamilton vividly captures the parenting approaches of mothers and fathers from all walks of life—from a CFO for a Fortune 500 company to a waitress at a roadside diner. As she shows, parents are guided by different visions of the ideal college experience, built around classed notions of women’s work/family plans and the ideal age to “grow up.” Some are intensively involved and hold adulthood at bay to cultivate specific traits: professional helicopters, for instance, help develop the skills and credentials that will advance their daughters’ careers, while pink helicopters emphasize appearance, charm, and social ties in the hopes that women will secure a wealthy mate. In sharp contrast, bystander parents—whose influence is often limited by economic concerns—are relegated to the sidelines of their daughter’s lives. Finally, paramedic parents—who can come from a wide range of class backgrounds—sit in the middle, intervening in emergencies but otherwise valuing self-sufficiency above all. Analyzing the effects of each of these approaches with clarity and depth, Hamilton ultimately argues that successfully navigating many colleges and universities without involved parents is nearly impossible, and that schools themselves are increasingly dependent on active parents for a wide array of tasks, with intended and unintended consequences. Altogether, Parenting to a Degree offers an incisive look into the new—and sometimes problematic—relationship between students, parents, and universities.
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