More recently, research in academia this year led the authors to conclude that “we contend that women’s friendships allow women to thrive by meeting core psychological needs that are threatened in a marginalized work environment.” The role of a female academic’s female friendships are crucial in helping them counter and navigate the masculine culture of academia.

UConn researchers, including Neag School’s Devin Kearns, collaborate with schools across the country to help identify kids at risk of dyslexia. The AppRise project uses a free, game-like app to help teachers assess kids as young as five and get them the help they need to learn to read.

The academic year is well on its way. How are students and teachers in Connecticut adapting to their second semester of online learning? This hour, Connecticut Department of Education Commissioner Miguel A. Cardona joins us to answer our questions and yours on the state of Connecticut’s schools.

“We all know remote learning will never replace the classroom experience. We also know that the health and safety of our students, staff, and their families must be the primary consideration when making decisions about school operations. The two are not mutually exclusive. In an effort to promote the best continuity of education in Connecticut, whether in person or remotely, we must use the resources available, plan accordingly, and act responsibly,” writes Miguel Cardona.

Donald Trump and white men over 40 without a college degree share a common belief: Something is wrong in America, and others are to blame. As a professor and psychologist specializing in the psychology of men and masculinity, I believe there are several critical psychological dynamics that the public needs to know that explain why these white men see Trump as their savior, their masculine hero and ideal, and their only choice in this election.

When Valentin closed on a new home in mid-March, he never thought schools would be shut down before the end of the week. Valentin, one of five fourth grade teachers at his school, began teaching in-person classes again this fall. He said he is “pleasantly surprised” that in-person learning has remained possible through October.

Preston Green noted that the Trump administration’s analysis still doesn’t seem to allow for federal money for charter schools run in a religious manner, but said this could be a step in that direction. This “is a further advancement of what they want in the end, which I think is direct funding of religious education,” he said.

In this episode, Nicole talks to colleague Dr. Jennifer (Bruening) McGarry, a professor of sport management and department head in Educational Leadership in the Neag School of Education at the University of Connecticut and Executive Director Husky Sport. They discuss Jennifer’s career pathway, which includes stints as a coach and athletics director, her research related to gender and sport, which is focused primarily on barriers and supports for women, and those from minoritized ethnic and socio-economic groups. Jennifer also offers advice to women who want to pursue a career in sport.

Violet Jiménez Sims, associate director of teacher education for School-University Partnership at the University of Connecticut’s Neag School of Education, agrees that this year is certainly different. Over the summer, UConn met with partner districts to map out clinical placements. The first thing they learned: not everyone’s definition of hybrid is the same.
“Some were pivoting from in-person to virtual learning and grappling with how many individuals would be allowed in classrooms,” Sims said.

“My friend, David K. Cohen, died on September 23. A prolific scholar of teaching, learning, educational reform, and social policy, David was a renowned writer and beloved teacher and mentor,” says Neag Endowed Professor of Teacher Education Suzanne Wilson. “Many have studied teaching and educational policy. But David’s work was special for reasons that enriched my life and education scholarship.”