Martha Copp
Biographic Data
| ID | 98223 |
|---|---|
| NAME | Martha Copp |
| GIVEN NAMES | Martha |
| FAMILY NAME | Copp |
| SIGNATURE | COPP M |
| AFFILIATIONS | East Tennessee State University |
| ORCID | 0000-0002-6940-6186 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
We've Come a Long Way, Guys! Rhetorics of Resistance to the Feminist Critique of Sexist Language
We provide a qualitative analysis of resistance to calls for gender-neutral language. We analyzed more than 900 comments responding to two essays-one on AlterNet and another on Vox posted to the Vox editor's Facebook page-that critiqued a pervasive male-based generic, 'you guys.' Five rhetorics of resistance are discussed: appeals to origins, appeals to linguistic authority, appeals to aesthetics, appeals to intentionality and inclusivity, and ap…
Vanishing Act: The Social Costs of Invisible Labor
Striving for empathy: Affinities, alliances and peer sexuality educators
Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others' lives. We assess the…
Moving Politics: Emotion and ACT UP's Fight Against Aids
Denying Social Harm: Students' Resistance to Lessons About Inequality
Students share folk beliefs that make it difficult for them to understand inequality, especially the harmful consequences of social practices they routinely engage in, are attached to, and take for granted. Four of these beliefs include: (a) harm is direct, extreme, and the product of an individual's intentions; (2) harm is the product of the psyche; (3) for harm to occur, there must be an individual to blame; (4) beliefs and practices that stude…
Making Sexism Visible: Birdcages, Martians, and Pregnant Men
This paper offers six strategies for dealing with students' resistance to learning about the oppression of women: making the familiar strange, substituting race for sex, distinguishing between intentions and consequences, imagining men in women's bodies, exposing students' claims of equal gender oppression as false parallels, and analyzing some of women's desires as instances of false power. These teaching strategies, along with Marilyn Frye's (1…
Completing a Qualitative Project: Details and Dialogue
Recognizing the Power of Qualitative Research - Janice M Morse DIALOGUE On Terminating a Project Writing It Up - Joyceen S Boyle Dissecting the Dissertation DIALOGUE What Do I Publish? The Politics of Publishing - Juliene G Lipson Protecting Participants' Confidentiality DIALOGUE Coauthorship Presenting Qualitative Research Up Close - Holly Skodol Wilson and Sally Ambler Hutchinson Visual Literacy in Poster Presentations DIALOGUE Other Ways to Do…
When Emotion Work is Doomed to Fail: Ideological and Structural Constraints on Emotion Management
This paper explores how workers try to manage their emotions under conditions that doom them to fail. The workers in question-floor instructors at a sheltered workshop for people with developmental disabilities-were expected to infuse clients with positive feelings about work and to help transform them into committed workers. But structural conditions-boring, poorly paid assembly work and long gaps between contract jobs-forced them to obtain clie…
Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations
Phyllis Baker, Martha Copp, Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations, Teaching Sociology, Vol. 25, No. 1 (Jan., 1997), pp. 29-43
Home and Work: Negotiating Boundaries Through Everyday Life
Qualitatively Different: Teaching Fieldwork to Graduate Students
What is it like to teach qualitative methods to graduate students in predominantly quantitative departments? We draw on our experiences teaching fieldwork in three departments to show that folk notions of science-ideas about how scientific work should be done-make it difficult to teach an inductive approach to fieldwork. Specifically, these folk notions make it hard for students to take an open approach to their studies, use their emotions in dev…
Interpreting the Field: Accounts of Ethnography
Emotions and Fieldwork: Qualitative Research Methods
Emotions and Fieldwork
Introduction Fieldworkers as Professionals Immersion vs Analytic Ideals Feelings about Participants Conclusions
When Emotion Work is Doomed to Fail: Ideological and Structural Constraints on Emotion Management
This paper explores how workers try to manage their emotions under conditions that doom them to fail. The workers in question-floor instructors at a sheltered workshop for people with developmental disabilities-were expected to infuse clients with positive feelings about work and to help transform them into committed workers. But structural conditions-boring, poorly paid assembly work and long gaps between contract jobs-forced them to obtain clie…
Denying Social Harm: Students' Resistance to Lessons About Inequality
Students share folk beliefs that make it difficult for them to understand inequality, especially the harmful consequences of social practices they routinely engage in, are attached to, and take for granted. Four of these beliefs include: (a) harm is direct, extreme, and the product of an individual's intentions; (2) harm is the product of the psyche; (3) for harm to occur, there must be an individual to blame; (4) beliefs and practices that stude…
Making Sexism Visible: Birdcages, Martians, and Pregnant Men
This paper offers six strategies for dealing with students' resistance to learning about the oppression of women: making the familiar strange, substituting race for sex, distinguishing between intentions and consequences, imagining men in women's bodies, exposing students' claims of equal gender oppression as false parallels, and analyzing some of women's desires as instances of false power. These teaching strategies, along with Marilyn Frye's (1…
Qualitatively Different: Teaching Fieldwork to Graduate Students
What is it like to teach qualitative methods to graduate students in predominantly quantitative departments? We draw on our experiences teaching fieldwork in three departments to show that folk notions of science-ideas about how scientific work should be done-make it difficult to teach an inductive approach to fieldwork. Specifically, these folk notions make it hard for students to take an open approach to their studies, use their emotions in dev…
Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations
Phyllis Baker, Martha Copp, Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations, Teaching Sociology, Vol. 25, No. 1 (Jan., 1997), pp. 29-43
We've Come a Long Way, Guys! Rhetorics of Resistance to the Feminist Critique of Sexist Language
We provide a qualitative analysis of resistance to calls for gender-neutral language. We analyzed more than 900 comments responding to two essays-one on AlterNet and another on Vox posted to the Vox editor's Facebook page-that critiqued a pervasive male-based generic, 'you guys.' Five rhetorics of resistance are discussed: appeals to origins, appeals to linguistic authority, appeals to aesthetics, appeals to intentionality and inclusivity, and ap…
Moving Politics: Emotion and ACT UP's Fight Against Aids
Home and Work: Negotiating Boundaries Through Everyday Life
Emotions and Fieldwork
Introduction Fieldworkers as Professionals Immersion vs Analytic Ideals Feelings about Participants Conclusions
Emotions and Fieldwork: Qualitative Research Methods
Interpreting the Field: Accounts of Ethnography
Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations
Phyllis Baker, Martha Copp, Gender Matters Most: The Interaction of Gendered Expectations, Feminist Course Content, and Pregnancy in Student Course Evaluations, Teaching Sociology, Vol. 25, No. 1 (Jan., 1997), pp. 29-43
Home and Work: Negotiating Boundaries Through Everyday Life
Qualitatively Different: Teaching Fieldwork to Graduate Students
What is it like to teach qualitative methods to graduate students in predominantly quantitative departments? We draw on our experiences teaching fieldwork in three departments to show that folk notions of science-ideas about how scientific work should be done-make it difficult to teach an inductive approach to fieldwork. Specifically, these folk notions make it hard for students to take an open approach to their studies, use their emotions in dev…
Completing a Qualitative Project: Details and Dialogue
Recognizing the Power of Qualitative Research - Janice M Morse DIALOGUE On Terminating a Project Writing It Up - Joyceen S Boyle Dissecting the Dissertation DIALOGUE What Do I Publish? The Politics of Publishing - Juliene G Lipson Protecting Participants' Confidentiality DIALOGUE Coauthorship Presenting Qualitative Research Up Close - Holly Skodol Wilson and Sally Ambler Hutchinson Visual Literacy in Poster Presentations DIALOGUE Other Ways to Do…
When Emotion Work is Doomed to Fail: Ideological and Structural Constraints on Emotion Management
This paper explores how workers try to manage their emotions under conditions that doom them to fail. The workers in question-floor instructors at a sheltered workshop for people with developmental disabilities-were expected to infuse clients with positive feelings about work and to help transform them into committed workers. But structural conditions-boring, poorly paid assembly work and long gaps between contract jobs-forced them to obtain clie…
Making Sexism Visible: Birdcages, Martians, and Pregnant Men
This paper offers six strategies for dealing with students' resistance to learning about the oppression of women: making the familiar strange, substituting race for sex, distinguishing between intentions and consequences, imagining men in women's bodies, exposing students' claims of equal gender oppression as false parallels, and analyzing some of women's desires as instances of false power. These teaching strategies, along with Marilyn Frye's (1…
Denying Social Harm: Students' Resistance to Lessons About Inequality
Students share folk beliefs that make it difficult for them to understand inequality, especially the harmful consequences of social practices they routinely engage in, are attached to, and take for granted. Four of these beliefs include: (a) harm is direct, extreme, and the product of an individual's intentions; (2) harm is the product of the psyche; (3) for harm to occur, there must be an individual to blame; (4) beliefs and practices that stude…
Moving Politics: Emotion and ACT UP's Fight Against Aids
Striving for empathy: Affinities, alliances and peer sexuality educators
Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others' lives. We assess the…
Vanishing Act: The Social Costs of Invisible Labor
We've Come a Long Way, Guys! Rhetorics of Resistance to the Feminist Critique of Sexist Language
We provide a qualitative analysis of resistance to calls for gender-neutral language. We analyzed more than 900 comments responding to two essays-one on AlterNet and another on Vox posted to the Vox editor's Facebook page-that critiqued a pervasive male-based generic, 'you guys.' Five rhetorics of resistance are discussed: appeals to origins, appeals to linguistic authority, appeals to aesthetics, appeals to intentionality and inclusivity, and ap…
Sociology (13 works) · Psychology (10 works) · Political science (8 works) · Social Psychology (6 works) · Law (4 works) · Law (4 works) · Social science (4 works) · Anthropology (3 works) · Educator Training and Historical Pedagogy (3 works) · Engineering (3 works)