Charlotte A. Agger

Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty.

This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty. Deans and directors of BSN programs reported an average of 3 openings for the next academic year, 2 projected for new PhD-prepared faculty and 1 for a faculty member with a DNP. Schools have made varying decisions regarding the type of appointment (tenure or nontenure track) for DNP-prepared faculty members. Challenges that DNP-prepared faculty members encountered in meeting the role and promotion expectations in their schools focused predominantly on scholarship.

Hiring and incorporating doctor of nursing practice-prepared nurse faculty into academic nursing programs

Semistructured interviews were conducted with 15 deans and directors of nursing programs across the United States to gain an understanding of how Doctor of Nursing Practice (DNP)-prepared nurses seeking academic positions are hired and used in schools of nursing. Interviews sought to gain information regarding (a) differences and similarities in the roles and responsibilities of DNP- and Doctor of Philosophy (PhD)-prepared faculty, (b) educational advancement and mentoring of DNP-prepared nurse faculty, (c) recruitment of doctorally prepared nurse faculty, and (d) shortages of nursing faculty. DNP- and PhD-prepared nurse faculty are hired for varying roles in baccalaureate and higher degree schools of nursing, some similar to other faculty with masters degrees and others similar to those with PhDs; in associate degree in nursing programs, they are largely hired for the same type of work as nurse faculty with masters degrees. Regardless of program or degree type, the main role of DNP-prepared faculty is teaching.

The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment

Despite the large contingent of students living in rural areas, existing research on the processes that precede the college enrollment of rural adolescents is limited. With a particular focus on gender, this study investigated rural adolescents’ perceptions of family and place and how these perceptions related to their educational aspirations and subsequent college enrollment using a nationwide sample of rural adolescents (N = 3456; 52.5% female). Female adolescents reported higher academic achievement, educational aspirations, parental expectations, and family responsibility and enrolled in two-year and four-year institutions at greater rates compared to male adolescents, who reported significantly higher rural identity and perceptions of job opportunities in the rural community. Utilizing a multiple group moderated mediation approach, the results provided evidence that adolescents’ increased perceptions of their parents’ educational expectations were associated with increased educational aspirations and college enrollment and that adolescents’ increased perceptions of job opportunities in their rural community were associated with decreased educational aspirations. In addition, the results showed that gender moderated the relation between perceptions of job opportunities in the rural community and postsecondary enrollment. These findings highlight how the developmental resources of family and place relate to adolescents’ educational aspirations and subsequent postsecondary enrollment.

An Examination of the Expected Timing of Transitions into Adulthood among Rural Men and Women

The timing of transitions into adulthood has critical implications for early adulthood development, yet few research studies on this topic exist, particularly involving rural youth. We utilized a nationwide sample of geographically diverse rural youth from 34 rural locations in the United States to investigate adolescents’ expected transitions into adulthood. The vast majority of rural men and women planned to get married and become parents, however, women expected earlier transition times into adulthood. Results also indicated a number of individual, family, and community variables related to the expectation of marriage and parenthood and the expected timing of marriage and parenthood. Notably, we found that whereas women were generally more likely than men to plan to get married and become a parent, this observed gender gap decreased as educational aspirations increased.

Accessible Information and Prevention Strategies Related to Student Sexual Harassment: A Review of Students Harassing Students

The problem of sexual harassment in schools creates devastating emotional, psychological, and educational effects among students. More than three-fourths of students report that they have been sexually harassed at school. The effects of this harmful torment can range from feelings of embarrassment and anxiety to suicidal thoughts and a significant drop in school attendance and learning (pp. ix–xi). The author of the book Students Harassing Students, Dr. Jan Cantrell, notes that although more school sexual harassment policies were put into place between 1993 to 2001, sexual harassment in schools still increased during this period (p. 3). In light of increased bullying in schools and recent school-related suicides stemming from sexual harassment, the content of this book serves as an apt response to a growing issue in schools. Students Harassing Students presents three main goals: to educate parents and educators on the scope of the problem of sexual harassment; to inform students that they can receive help; and to convey the knowledge that sexual harassment among students can be decreased (p. xi). Cantrell relays these points through setting up each chapter systematically to illustrate a case study and clear definitions, legal issues, suggested solutions, and thoughtful preventions related to the chapter topic. There are many strengths to Cantrell’s book. It is quite clear that the author feels strongly about this subject, has gathered extensive information on the topic, and understands the school environment. Cantrell references large-scale, comprehensive reports, and past and current case law and policies, thereby giving a thorough look into the different components of this serious issue. The content of the book is spread among ten chapters which address the following topics: the scope and frequency of sexual harassment in schools; the definition sexual harassment; guidance for teachers and counselors on identifying and targeting sexual harassment behaviors; preventing harassment of lesbian, gay, bisexual, and transgender students; addressing electronic manifestations of sexual harassment; legal issues and policy development; and finally, addressing parents, students, and administrators. Cantrell defines sexual harassment using a description from the Equal Employment Opportunity Commission (EEOC). This definition states that like all other forms of sexual assault, “sexual harassment includes a wide range of behaviors including unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, when submission to or rejection of this conduct explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performance or creates an intimidating, hostile or offensive work environment”. Cantrell goes beyond merely looking at occurrence rates of sexual harassment in schools- she provides insight on why such incidents occur. The author succinctly outlines the reasons for peer-on-peer sexual harassment: the student is unaware that his/her action is sexual harassment;