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University of Oklahoma

[H R 5713] Women, Work, and the Family - 491

professor
Shannon Bert

Course Description

Women, Work, and the Family

This course is a creative exploration of the dynamics of women’s issues in both the family and the workplace. Using a developmental perspective, we will study the societal conditioning creating the “superwoman,” balancing roles, gendered expectations of women’s and men’s roles in the family and workplace, child care, racial differences, time-management, discrimination in the workplace, relational practice at work, and companies that care for and about women and families. Exploration will include strategies for innovative planned change.

Course Dates


DatesJuly 1 - August 31, 2022
Last day to enroll or drop without penaltyJune 2, 2022

Site Director

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at aponline@ou.edu

Professor Contact Information


Course ProfessorShannon Bert, Ph.D.
Mailing AddressUniversity of Oklahoma, 601 Elm Ave, PHSC 706, Norman, OK 73019
Telephone Number405-325-1766
Fax Number405-325-4402
Email AddressBert@ou.edu
Virtual Office HoursTuesday and Thursday 9:30 – 12:30 PM CST
Professor availabilityThe professor will be available via email to students during the above listed Virtual Office Hours and other methods by arrangement.

Textbook(s) and Instructional Materials

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

 

Materials posted on the OU CANVAS system: Access CANVAS at http://canvas.ou.edu; enter your OU NetID and password, and select course to access material. Please contact your local Site Director if you require assistance.

The Second Shift
The Second Shift
by Hochschild, Arlie Russell, Machung, Anne
Published by Penguin Group (USA) Incorporated
ISBN: 9780143120339
Required
Price of Motherhood : Why the Most Important Job in the World Is Still the Least Valued
Price of Motherhood : Why the Most Important Job in the World Is Still the Least Valued
by Crittenden, Ann
Published by Picador
ISBN: 9780312655402
Required
Women, Family, and Work Writings on the Economics of Gender
Women, Family, and Work Writings on the Economics of Gender
by Karine S. Moe
Published by Wiley
ISBN: 9780631225768
Required

OU Email

All official correspondence from instructors will be sent only to students’ ou.edu address.

 

Email Account and Canvas: Students are expected to check their OU email accounts and the course site on Canvas daily for updates from the instructor

 

Online Orientation

The College of Arts and Sciences offers an online orientation for students who are enrolled in online or blended courses. The purpose of the orientation is to ensure that students are well prepared both technically and practically to take online courses. The orientation can be found on their website at: http://www.ou.edu/content/cas/online/student-online-orientation.html

 

The College of Arts and Sciences Online and Academic Technology Services office is here to assist you with any questions, problems, or concerns you may have. For assistance visit their website at http://www.ou.edu/content/cas/online/student-information.html or contact them by telephone at: (405) 325-5854 or email: casonline@ou.edu

Course Objectives

  • To understand historical and contemporary pressures that women and families face in the United States’ workplace.
  • To see the structural changes in the relationship between women, family, and the workplace.
  • To develop strategies for managing the “second shift,” the time spent working at home after the workday.
  • To devise solutions, both on the individual and policy levels, to make the workplace more family-friendly and to reduce stress in the family.

 

Methods Used To Deliver Online Material

 

Over the course of the semester you will be expected to complete all assigned reading in a timely fashion. You will additionally be expected to participate in weekly class discussions using the discussion forum on CANVAS. You will also complete a reflection paper and final paper.

 

  1. Learning from reading: Each student is expected to keep up with the assigned reading from the texts as well what is posted on CANVAS for that particular week or module.
  2. Learning from one another: Each student is expected to actively participate in assigned discussion posts and respect other students’ cultures, interests, backgrounds, and ideas.
  3. Learning from writing: Each student is expected to write as an integral part of this online course. There will be both formal and informal writing assignments and written responses. CANVAS discussion posts will comprise the informal writing assignments and responses.

Course Outline

Week

Topic

Assigned Reading

Assignment

Due Date

Week 1

July 1 – 3   

 

N/A

Course Begins – Familiarize yourself with the CANVAS site for the course.

N/A

Week 2

July 4 – 10

Introductions

N/A

Complete an Introduction post.

Sunday, July 10 by 11:59 PM CST

Week 3

July 11 – 17  

Setting the Stage

Moe: Introduction and Chapter 1; Hochschild & Machung: Chapter 1; Working Family Factoids: Changing Family Structure (on CANVAS); Newman & Newman: Chapters 11 and 12 PowerPoint slides (on CANVAS)

Discussion Post # 1

Sunday, July 17 by 11:59 PM CST

Week 4

July 18 – 24  

The Economics of Marriage

Moe: Chapter 2 and 3; Hochschild & Machung: Chapters 2, 5, 9, and 11; Working Family Factoids: Family and the Time Crunch (on CANVAS)

Discussion Post #2 and Respond to 2 Classmates Posts from July 11

Sunday, July 24 by 11:59 PM CST

Week 5

July 25 – 31 

The Division of Work in the Household

Moe: Chapters 4 and 5; Hochschild & Machung: Chapters 10 and 12

Discussion Post #3 and Respond to 2 Classmates Posts from July 18  

Sunday, July 31 by 11:59 PM CST

Week 6

August 1 – 7 

The Economics of Childbearing and Child Caring

Moe: Chapters 6 – 8; Hochschild & Machung: Chapter 15 and Appendix; Working Family Factoids: Families and Childcare

Midterm Reaction Paper Due

Sunday, August 7 by 11:59 PM CST

Week 7

August 8 – 14  

The Gender Gap in Earnings

Moe: Chapters 9, 10, 11, and 12; Hochschild & Machung: Chapters 13 and 16

Discussion Post #4 and Respond to 2 Classmates Posts from July 25  

Sunday, August 14 by 11:59 PM CST

Week 8

August 15 – 21

The Gender Gap in Earnings

Balancing Work and Families (on CANVAS); Ezzedeen & Ritchey (on CANVAS)

Discussion Post #5 and Respond to 2 Classmates Posts from August 8 

Sunday, August 21 by 11:59 PM CST

Week 9

August 22 – 28

The Issue of Culture

Hochschild & Machung: Chapter 3; Terry & Meiksins (on CANVAS); Childers & Sage (on CANVAS)

Work on Final Paper

N/A

Week 10

August 29 - 31

N/A

N/A

Final Paper Due

Wednesday, August 31 by 11:59 PM CST

Assignments, Grading and Due Dates

Checking CANVAS

 

Regular updates and relevant information regarding the course will be posted to the “Announcements” page on CANVAS (that is the main page you access when you first log on). This will include module-specific information and updates. In order that you ensure that you do not miss any new information of relevance to the course, you will be responsible for checking the “Announcements” page at least once each week.

 

All course content and materials will be accessed via the CANVAS site under the “Modules” tab. Required readings, discussion posts, assignments, and grading rubrics will be organized on CANVAS under the weekly modules. There will be a separate module for each of the nine weeks of the course. Finally, all assignments are due in the relevant submission folder on CANVAS. Please note that all deadlines for discussion posts and assignments are 11:59 PM CST.

 

Discussion Board Posts

 

In lieu of meeting to discuss required readings, weekly essay-style discussion assignments will be provided on the CANVAS “discussion” tab. I will review discussion posts as students complete them, and sometimes post replies. The following week, students will be required to reply to two of their classmates essay posts from the previous week. Replies should be a respectful and insightful response. Therefore, students will have to complete their own essay and two replies to posts from the previous week in order to receive full participation credit.

 

 

Original discussion posts will receive a grade out of 10 points (5 points for completing the assignment; 2 points for following directions; and 3 points for quality). Responses to classmates' posts will receive a grade out of 5 points (2 points for completing the assignment; 1 point for following directions; and 2 points for quality) for each response post you make. Thus, complete discussion posts may receive a grade out of 20 points (a possible 10 points for original posts, a possible 5 points for a response to a classmate, and a possible 5 points for a response to a different classmate). Students will receive a 0 for any unmade postings, and all late postings will be subject to a 50% grade reduction.

 

Writing Assignments

 

Students will be required to complete a total of two writing assignments over the course of the semester (i.e., Midterm Reaction and Final paper). Each assignment will receive a grade out of 100 points. Late papers will receive an automatic 10-point deduction for each day the paper is late. Specific instructions, grading rubrics, and deadlines for completing these assignments will be provided in the “Modules” tab of CANVAS. Assignments should conform to conventional formatting instruction, and should follow correct APA formatting guidelines. Sources used to support statements should be cited appropriately.  

 

Grading

This is a letter-graded course: A, B, C, D, or F. 

Assignment Points Available
Discussion Posts 100 points
Midterm Reaction Paper 100 points
Final Paper 100 points
Total 300 points

Attendance Policy

In addition to interaction via CANVAS and E-mail contact, students are required to contact the instructor via E-mail or telephone before the beginning of the course term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

 

Student assignments and student/instructor communications will be conducted via CANVAS, although students may contact the instructor via telephone, postal mail, e-mail, or fax as needed

Policy on Late Assignments

Students are expected to take exams on the scheduled date and turn in all work on time. If something comes up that precludes a quiz date or meeting a deadline, you must let the instructor know in advance of that class period. We will attempt to work out an arrangement for completion of the work. Unexcused absences from quizzes/discussions or unexcused late papers/discussions will result in zero (0) points.

In the case of incomplete assignments, the instructor reserves the right to assign a “0” to the assignment.

Incomplete Grade Policy

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

 

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incomplete Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

Technical Support Information

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

 

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access the material.

 

Procedures for Completion of Course Evaluation: 

Upon completion of the course students should go to the Advanced Programs Online Learning Information webpage and click on the applicable semester link under “Online Course Evaluation” which will direct them to the evaluation.  The evaluation will take approximately five minutes to complete.  Completion of the online evaluation is an important tool allowing Advanced Programs to gain information and student feedback for improvement of courses.

Your responses will be kept confidential.  They will be reviewed by the department and only supplied to the professor once grades for the course have been submitted.

 

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance.  IT is available 24/7

Statement about the MHR Program Planner and Human Relations Website

Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program.  The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship.  For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr

Reasonable Accommodation Statement

The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities.  Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.  Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course.  The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

 

Civility/Inclusivity Statement:

We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

  • share their unique experiences, values and beliefs
  • be open to the views of others
  • honor the uniqueness of their colleagues
  • appreciate the opportunity we have to learn from each other in this community
  • value each other’s opinions and communicate in a respectful manner
  • keep confidential discussions the community has of a personal (or professional) nature
  • use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the University of Oklahoma community.

Religious Holidays

It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.

POLICIES AND NOTICES

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at smo@ou.edu or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/


Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.


Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

INSTRUCTOR VITA

Shannon S.C. Bert, Ph.D.

Education

  • 2001 BA in Psychology, University of Oklahoma
  • 2004 MA in Developmental Psychology, University of Notre Dame
  • 2006 D. in Developmental Psychology, University of Notre Dame
  • 2005 – 2007     Doctoral Fellowship, Georgetown University

Current Positions

  • 2007 – Present Associate Professor, Department of Human Relations, University of Oklahoma, Norman, OK.
  • 2008 – Present Graduate Program Instructor, Advanced Programs – Department of Human Relations, University of Oklahoma, Norman, OK.
  • 2008 – Present Adjunct Assistant Professor, Women’s and Gender Studies Program, University of Oklahoma, Norman, OK.
  • 2010 – Present Adjunct Assistant Professor, Liberal Studies Program, University of Oklahoma, Norman, OK.

Frequently Taught Advanced Programs Courses

  • HR 5403 Psycho-Social Development
  • HR 5743 Violence Against Women and Children
  • HR 5013 Current Problems in Human Relations
  • HR 5110 Family Assessment and Intervention
  • HR 5970 Special Topics/Seminar: The Prevention /Intervention of Critical Social Issues

Major Areas of Teaching and Research Interest

  • Developmental Theory
  • Applied Research Methods and Advanced Research Methods
  • Research for Human Relations
  • Protective Factors and Resilience
  • Biracial/Multiracial Identity Development
  • Prevention and Intervention Programs for Disadvantaged Populations
  • Emergent Adulthood
  • Current Problems
  • Violence Against Women and Children
  • Women, Work, and the Family

Representative Publications and Presentations

Refereed Publications

  • Farris, J.R., Bert, S.C., Nicholosn, J., & Borkowski, J.G. (2013). Reducing symptoms of maternal psychopathology through a parent intervention program. Administration and Policy in Mental Health and Mental Health Services Research.
  • Lanzi, R., Ramey, S.L., & Bert, S.C. (2012). The Parenting Responsibility and Emotional Preparedness (PREP) screening tool: A 3-item screen that identifies teen mothers at high risk for nonoptimal parenting. Archives of Pediatrics and Adolescent Medicine, 166 (8), 749-755.
  • Bert, S.C., & Farris, J. R. (2012). Adolescent motherhood. In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence (pp.1796 – 1844). Springer.
  • Bert, S.C., & Lanzi, R. (2011). History of abuse and its transmission to parenting: A comparison among adolescent and adult mothers. Free Inquiry in Creative Sociology.
  • Patchen, L., Lanzi, R., & Bert, S.C. (2011). Trauma history as risk factors for inter-pregnancy intervals less than twenty-four months among first-time adolescent and adult mothers. Free Inquiry in Creative Sociology.
  • Bert, S.C. (2011). The influence of religiosity and spirituality on adolescent mothers and their teenage children. Journal of Youth and Adolescence,40, 72-84.
  • Long, W.C., & Bert, S.C. (2010). African American delinquent youth: Overcoming zero tolerance policies and finding educational success. Free Inquiry in Creative Sociology, 38 (2), 31-43.
  • Deacon, Z., & Bert, S.C. (2010). Teaching diversity: The impact of race and gender on our experiences as educators. Free Inquiry in Creative Sociology, 38 (1), 35-45.
  • Lanzi, R.G., Bert, S.C., Keltner, B.J., & and Centers for the Prevention of Child Neglect (2009).Depression among a sample of first time adolescent and adult mothers. Journal of Child and Adolescent Psychiatric Nursing, 22, 194-202.
  • Bert, S.C., Guner, Bella M., Lanzi, R., & The Centers for the Prevention of Child Neglect. (2009). The influence of maternal history of abuse on parenting knowledge and behavior. Family Relations, 58, 176-187.
  • Bert, S. C., Farris, J.R., & Borkowski, J.G. (2008). Parent training: Implementation strategies for Adventures in Parenting. Journal of Primary Prevention, 29 (3), 243-261.
  • Carothers, S.S., Borkowski, J.G., & Whitman, T.L. (2006). Children of adolescent mothers: Exposure to negative life events and the role of social supports on their socioemotional adjustment. Journal of Youth and Adolescence, 35, 827-837. 
  • Carothers, S.S., Borkowski, J.G., Burke Lefever, J., & Whitman, T.L. (2005). Religiosity and the socioemotional adjustment of adolescent mothers and their children. Journal of Family Psychology, 19, 263-275.

Book Publications

Borkowski, J.G., Farris, J., Whitman, T.L., Carothers, S.S., Keogh, D., & Weed, K. (Eds.) (2007). Riskand resilience: Adolescent mothers and their children grow up. Mahwah, NJ: Erlbaum.

Chapter Publications

  • Bert, S.C., & Farris, J.R. (2009). Addressing attrition rates: New directions in administering parent training. In P.H. Krause, & T.M. Dailey (Eds.), Handbook of Parenting: Styles, stresses, and strategies. Hauppauge, NY: Nova Science Publishers, Inc.
  • Howard, K., Carothers, S.S., Smith, L., & Akai, C. (2007). Overcoming the odds: Protective factors in the lives of children. In J.G. Borkowski, J.R. Farris, T.L. Whitman, S.S. Carothers, K. Weed, & D. Keogh (Eds.), Risk and resilience: Adolescent mothers and their children grow up (pp. 205-232) Mahwah, NJ: Erlbaum.
  • Carothers, S.S., Farris, J.R., & Maxwell, S. (2007). Design and analytic approaches to risk and resilience research. In J.G. Borkowski, J.R. Farris, T.L. Whitman, S.S. Carothers, K. Weed, & D. Keogh (Eds.), Risk and resilience: Adolescent mothers and their children grow up (pp. 233-257). Mahwah, NJ: Erlbaum.
  • Borkowski, J. G., Carothers, S. S., Howard, K., Schatz, J., & Farris, J. R. (2007). Intellectual assessment and intellectual disability.  In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.), Handbook of intellectual and developmental disabilities.  New York: Springer.
  • Carothers, S.S., & Weaver, C. (2006). Preventing youth violence. In J. Borkowski & C.M. Weaver(Eds.), The culture of prevention: Using science and art to promote healthy development. Baltimore, MD: Paul H. Brooks.
  • Weaver, C., Blotchett, E., & Carothers, S.S. (2006) Preventing risky sexual behavior. In J. Borkowski &C.M. Weaver (Eds.), The culture of prevention: Using science and art to promote healthy development. Baltimore, MD: Paul H. Brooks.

Presentations

  • Lanzi, R., Bert, S.C., & Patchen, L. (2013, November). Adolescent and young adult maternal depression, childhood trauma experiences, and children’s social/emotional development: Findings and implications from a multi-site, longitudinal study. Poster presented at the 141st APHA Meeting, Boston, MA.
  • Lanzi, R., Ramey, S.L., & Bert, S.C. (2012, April). The Parenting Responsibility and Emotional Preparedness (PREP) screening tool: A 3-item screen that identifies teen mothers at high risk for non-optimal parenting. Poster presented at the University of Alabama, School of Public Health’s Research Day, Birmingham, AL.
  • Nicholson, J., Farris, J., Lefever-Burke, J., Bert, S.C., & Akai, C. (2012, February). The implementation of active control groups in parent-based interventions. Poster presented at the Society for Research in Child Development Themed Meeting: Developmental Methodology, Tampa, FL.
  • Bert, S.C. (2011, October). How gender and race influence multiracial students’ identity and adjustment. Paper presented at Diversity Challenge: Intersection of Race or Ethnic Culture with Gender or Sexual Orientation, Boston College, MA.
  • Bert, S.C., & Long, W. (2001, September). African American delinquent youth: Overcoming zero tolerance policies and finding educational success. Paper presented at the Oklahoma City Metropolitan Alliance of Black School Educators (OCMABSE) Conference: Reclaiming the Promise of Public Education, Midwest City, OK.
  • Bert, S.C., & Nix, K. (2010, October). Causes and consequences: Examining racial identity among biracial/multiracial college students. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.
  • Deacon, Z., & Bert, S.C. (2010, October). Teaching diversity: The impact of race and gender on our experiences as educators. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.Bert, S.C., Findlay, D.A., & Maye, N.M. (2009, October). A comparative cross sectional examination of biracial identity development. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.
  • Bert, S.C., Borkowski, J.G., & Whitman, T.L. (2009, August). Adolescent mothers and their teenage children: Religiosity, spirituality, and adjustment. Paper presented at meeting of the American Psychological Association, Toronto, Canada.
  • Guner, Bella M., Carothers Bert, S., Lanzi, R., Ramey, S.L., & The Centers for the Prevention of Child Neglect. (2007, March). Maternal history of abuse and subsequent parenting knowledge, opinions, and behavior. Poster session presented at the Society for Research on Child Development Conference, Boston, MA.
  • Carothers Bert, S., Farris, J.R., Borkowski, J.G., Bethel, A., Cimino, M.A., & Wishon, A. (2007,March). Parent training: Implementation strategies for Adventures in Parenting. Poster session presented at the Society for Research on Child Development Conference, Boston, MA.
  • Carothers Bert, S., Farris, J.R., Borkowski, J.G., Arfanis, J., & Conley, P. (2007, March). Predicting differential outcomes within a parent-training prevention program. Poster session presented at the Society for Research on Child Development Conference, Boston, MA.
  • Lanzi, R., Ramey, S.L., Keltner, B., Carothers Bert, S., & the Centers for the Prevention of Child Neglect. (2006, November). Addressing the mental health needs of first-time adolescent and adult mothers. Paper presented at Mental Health of the 135th Annual Meeting & Exposition, Washington, DC.
  • Carothers, S.S., Farris, L.R., Borkowski, J.G., Glass, K.E., & Burke, E. (2006, March). Determining appropriate levels of interventions for mothers with at-risk children. Poster session presented at the Gatlinburg Conference, San Diego, CA.
  • Carothers, S.S., Weaver, C.M., & Borkowski, J.G. (2005, April). The effects of early maternal adjustment on quality of infant home environment. Poster session presented at the Society for Research on Child Development Conference, Atlanta, GA.
  • Carothers, S.S., Burke-Lefever, J., White, K.J., Gilbert, T., & Borkowski, J.G. (2005, April). Support from mothers, fathers, best-friends, and faith: Combined and differential influences on prenatal maternal well-being. Poster session presented at the Society for Research on Child Development Conference, Atlanta, GA.
  • Carothers, S.S. (2004, August). Social support as a coping resource for at-risk children exposed to negative life events. Poster session presented at the meeting of the American Psychological Association, Honolulu, HI.
  • Cisco, H.C., Howard, K.S, Carothers, S.S. (2004, August). Evidence of a five-factor model of racial profiling. Paper presented at the meeting of the American Psychological Association, Honolulu, HI.
  • Carothers, S.S. (2004, March). Pathways to resilience: Coping resources of at-risk children exposed to negative life events. Poster session presented at the Gatlinburg Conference, San Diego, CA.
  • Carothers, S.S., Whitman, T.L., & Tingley, S. (2003, April). Religiosity and the socioemotional and behavioral adjustment of adolescent mothers and their children. Poster session presented at the Society for Research in Child Development 2003 Biennial Meeting, Tampa, FL.
  • Cisco, H,C., Carothers, S.S., Howard, K., & Pope-Davis, D.B (2003, January). Initial validation of racial profiling attribution scale (RPAS). Poster session presented at the meeting of the Multicultural Conference and Summit, Hollywood, CA.

Symposia Presentations

  • Bert, S.C. (2011, November). Racial Socialization, Identity, and Adjustment in Black and Biracial Youth, An Examination of Biracial Identity Development Using a Qualitative Research Design. Symposium conducted at the National Council on Family Relations Annual Conference, Orlando, FL.
  • Bert, S.C. (2009, March). Searching for Protection in the Face of Risk, Pathways to resilience: Spirituality, adjustment, and academic achievement. Symposium conducted at the meeting of the Gatlinburg Conference, New Orleans, LA. 
  • Carothers Bert, S., Lanzi, R., Ramey, S.L., Keltner, B., & the Centers for the Prevention of Child Neglect. (2007, March). Parenting for the First Time among Adolescent and Adult Mothers, Application of the E-RISK Index with Children with Special Needs: A Reliable and Easy-to Administer Screening Tool of Early Precursors of Likely Neglectful Behaviors. Symposium conducted at the Gatlinburg Conference, Annapolis, MD.
  • Lanzi, R., Ramey, S.L., Carothers Bert, S., Keltner, B., & the Centers for the Prevention of Child Neglect. (2007, March). Precursors of Early Childhood Neglect and Developmental Delays: The Parenting for the First Time Project, Reliable and Easy-to Administer Screening Tool of Early Precursors of Likely Neglectful Behaviors. Symposium conducted at the Society for Research on Child Development Conference, Boston, MA. 
  • Lanzi, R., Ramey, S.L., Keltner, B., Carothers, S., Klerman, L., & the Centers for the Prevention of Child Neglect. (2006, June). E-risk index: Early precursors of likely neglectful behaviors. Symposium conducted at the National Head Start Conference, Washington, DC.
  • Ramey, S.L., Lanzi, R., Carothers, S., & the National Centers for the Prevention of Child Neglect.(2006, January). Early detection of child neglect: Findings from a 4-site prospective study. Symposium conducted at the Federal Child Neglect Research Consortium, Bethesda, MD.
  • Carothers, S.S., Willard-Noria, C., & Tingley, S.L. (March, 2003). Risk, Protection, and Resilience in Adolescent Mothers and their Children, Religiosity and protection: The socioemotional adjustment of adolescent mothers and their children. Symposium conducted at the meeting of the Gatlinburg Conference, Annapolis, MD.

Representative Major Professional Affiliations

  • American Psychological Association (APA)
  • Society for Research in Child Development
  • Society for Research on Adolescence
  • APA, Division 35 – The Society for the Psychology of Women
  • APA, Division 35 – Section 1, Psychology of Black Women

Representative Honors and Awards Received

  • Received University of Notre Dame KANEB Teaching Certificate
  • Listed in Cambridge Who’s Who Among Executive and Professional Women Psychologists
  • Received University of Oklahoma New Faculty Seminar Certificate for “High Attendance”
  • Received University of Oklahoma, Research Council Junior Faculty Award in 2008
  • Received University of Oklahoma, College of Arts and Sciences Junior Faculty Award in 2009 and 2010
  • Selected to participate as a protégé in the University of Oklahoma, Office of the Vice President of Research, Excellence in Proposals Pilot Project.
  • Carothers, S.S., Willard-Noria, C., & Tingley, S.L. (March, 2003). Risk, Protection, and Resilience inAdolescent Mothers and their Children, Religiosity and protection: The socioemotional adjustment of adolescent mothers and their children. Symposium conducted at the meeting of the Gatlinburg Conference, Annapolis, MD.

Representative Major Professional Affiliations

  • American Psychological Association
  • Society for Research in Child Development
  • Society for Research on Adolescents

Representative Honors and Awards Received

  • Received University of Notre Dame KANEB Teaching Certificate
  • Listed in Cambridge Who’s Who Among Executive and Professional Women Psychologists
  • Received University of Oklahoma New Faculty Seminar Certificate for “High Attendance”
  • Received University of Oklahoma, Research Council Junior Faculty Award in 2008
  • Received University of Oklahoma, College of Arts and Sciences Junior Faculty Award in 2009 and 2010
  • Selected to participate as a protégé in the University of Oklahoma, Office of the Vice President of Research, Excellence in Proposals Pilot Project.