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Patricia Leavy

Film follows three women who moved to Los Angeles to pursue their dreams. Tash Daniels aspires to be a filmmaker. Her short film was rejected from festivals, she has a stack of rejected grant proposals, and she lost her internship at a studio when her boss harassed her, forcing her to take a job as a personal shopper. Lu K is a hot deejay slowly working her way up the club scene, but no one is doing her any favors. Fiercely independent, she’s at a loss when she meets Paisley, a woman who captures her heart. Monroe Preston is the glamorous wife of a Hollywood studio head. As a teenager she moved to LA in search of a “big” life, but now she wonders if reality measures up to fantasy. When a man in their circle finds sudden fame, each of these women is catapulted on a journey of self-discovery. As the characters’ stories unfold, each is forced to confront how her past has shaped her fears and to choose how she wants to live in the present. Film is a novel about the underside of dreams, the struggle to find internal strength, the power of art, and what it truly means to live a “big” life. Frequently shown bathed in the glow of the silver screen, the characters in Film show us how the arts can reignite the light within. With a tribute to popular culture, set against the backdrop of Tinseltown, Film celebrates how the art we make and consume can shape our stories, scene by scene. Although fictional, Film is loosely grounded in interview research. It can be read entirely for pleasure or used as supplemental reading in a variety of courses in women’s studies/gender studies, sociology, psychology, communication, popular culture, media studies, or qualitative inquiry. Film can be read as a stand-alone novel or as a sequel to the bestselling novel, Blue.


Edited by Nicholas D. Hartlep and Brandon O. Hensley

Critical Storytelling in Urban Education shares poems and stories written by college students attending Metropolitan State University in Saint Paul, Minnesota, and Wayne State University in Detroit, Michigan. The poets and storytellers in this gripping volume address challenges they have faced, issues of sexual abuse, racial politics, cultural identity, stigmatization of marginalized communities, immigration, and other forms of struggle within and outside of urban educational settings. They are students in Education, Communication Studies, Business, and English, among other disciplines. Academic writing has been frequently reserved to professors and doctoral students. This collection is different in that the writing of undergraduate and master students is featured. In a world of unrest, strife, and division, critical stories are sacrosanct.

Contributors are: Zalika Aniapam, Ian Aufdemberge, DeJanay Booth, Heather Carr, Drayton Cousins, Talias DeBerry, Emma Fagan, Itzel Valdez Flores, Michael Harris, Jenny Kalvik, James A. Malone, Renée McKendrick, Avrora Moussorlieva, Justine Naj, Marvin Peterson, Victor Shaw, Mark Sri Spurlin, Amal Shukr, Ashley Teffer, Cece Trella, Denise Vang, Nalee Vang, Allyson Webb, and Kia Yang.

Expanding the Rainbow

Exploring the Relationships of Bi+, Polyamorous, Kinky, Ace, Intersex, and Trans People


Edited by Brandy L. Simula, J.E. Sumerau and Andrea Miller

Expanding the Rainbow is the first comprehensive collection of research on the relationships of people who identify as bi+, poly, kinky, asexual, intersex, and/or trans that is written to be accessible to an undergraduate audience. The volume highlights a diverse range of identities, relationship structures, and understandings of bodies, sexualities, and interpersonal relationships. Contributions to the volume include original empirical research, personal narratives and reflections, and theoretical pieces that center the experiences of members of these communities, as well as teaching resources. Collectively, the chapters present a diverse, nuanced, and empirically rich picture of the variety of relationships and identities that individuals are creating in the twenty-first century.

Mid-Career Faculty

Trends, Barriers, and Possibilities

Edited by Anita G. Welch, Jocelyn Bolin and Daniel Reardon

At a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers.

Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education.

Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.


Edited by Adrienne Trier-Bieniek

Feminist Theory and Pop Culture (Second Edition) synthesizes feminist theory with modern portrayals of gender in media culture. This updated text provides comprehensive and interdisciplinary scholarship focused on topics related to:

– Historical examination of feminist theory.
– Application of feminist research methods.
– Feminist theoretical perspectives such as the male gaze, feminist standpoint theory, Black feminist thought, queer theory, masculinity theory, theories of feminist activism, and postfeminism.
– Contributor chapters cover a range of topics from Western perspectives on belly dance to television shows such as Girls, Scandal, and Orange is the New Black.
– Feminist theory and the wave of feminism, including a discussion of the fourth wave.
– Pedagogical features.
– Suggestions for further reading and discussion questions for classroom use.

Feminist Theory and Pop Culture was designed for classroom use and has been written with an eye toward engaging students in discussion. The book’s polished perspective on feminist theory juxtaposes popular culture with theoretical perspectives which have served as a foundation for the study of gender. This interdisciplinary text can serve as a primary or supplemental reading.

Gender and Pop Culture

A Text-Reader (Second Edition)


Edited by Adrienne Trier-Bieniek

Gender and Pop Culture provides a foundation for the study of gender, pop culture, and media. This newly updated edition is comprehensive and interdisciplinary, providing both text-book style introductory and concluding chapters written by the editor. The text includes eight original contributor chapters on key topics and written in a variety of writing styles, discussion questions, additional resources, and more. Coverage includes:

– Foundations for studying gender and pop culture (history, theory, methods, key concepts).
– Contributor chapters on social media, technology, advertising, music, television, film, and sports.
– Ideas for activism and putting this book to use beyond the classroom.
– Pedagogical features.
– Suggestions for further readings on topics covered and international studies of gender and pop culture.

Gender and Pop Culture was designed with students in mind, to promote reflection and lively discussion. With features found in both textbooks and anthologies, this sleek book can serve as a primary or supplemental reading in courses across disciplines.


Ian Parker Renga and Mark A. Lewis


Fictional stories of teachers convey particular character types like the hero, trickster, or sage that are likely to resonate with many educators. By engaging in archetypal reflectivity while reading young adult literature, teachers can examine these types with respect to their ideals of professional practice and identity. Here we invite readers to consider the teacher as archetypal sage as depicted by Dumbledore in the Harry Potter series as it compares to the mentor coach character of Lionel “Lion” Serbousek in the book Ironman. We show how both teacher types forge close mentoring relationships with students, though there are notable differences in how they guide students and to what ends. The contrast, as we discuss, can challenge assumptions about what students are seeking and may ultimately need from their teachers.


Gary Kenton


Many factors have contributed to the decline in support for public schools in America. Most often, blame is directed at politically conservative groups and individuals that have resisted integration, affirmative action, and other programs associated with the Civil Rights Movement. But this essay considers the impact of popular as well as political culture on the marginalization of public schools, looking specifically at the negative portrayal of schools and formal education in rock ‘n’ roll. Song lyrics and other cultural information conveyed by rock and rap artists have tended to romanticize individual creativity and freedom and to discourage a communitarian, civic orientation. As an indirect consequence, Baby Boomers and Millennials have been muted in their defense of all things public, including education.

“Good” Teacher on Her Own Terms

Miss Shaw in ABC’s The Wonder Years


Chad E. Harris


The term “good teacher” has as many definitions as there are people who experience life as a student—or who watch television to compare their real-life teachers to those they see onscreen. In her work on teachers on film and on television, Mary M. Dalton labels the “Good Teacher” as one who very much resembles recurring attitudes about what makes a teacher “good,” but—in Hollywood as in life—such teachers often fulfill stereotypes not unlike the cowboy outsiders who save the day in Westerns. When they do achieve what looks like a substantive impact on students, they often do so in reductive plotlines that make conflict and achievement of their teaching goals too unrealistic to represent real teachers. However, Dalton’s model provides endless possibilities to study different combinations of Good Teacher qualities and formulate new interpretations of such an important category. In this essay, I take up the ABC series The Wonder Years (1988–93) and Miss Shaw, the favorite teacher of Kevin Arnold—the prototypical American teen with an ambivalent-yet-insightful attitude toward school—and argue for her importance as a Good Teacher on television because of, rather than in spite of, her decision to quit her job on her own terms. Even in leaving her post, she embodies more of what it means to be a Good Teacher than do most teachers deemed “good” and thus memorable for the lessons they teach.

In Loco Parentis Redux

Bob and Linda Belcher at Wagstaff School


Elizabeth Currin


Grounded in a critical historical understanding of the feminization of teaching, this chapter explores representations of teaching in the Fox animated series Bob’s Burgers, featuring Wagstaff School’s well-intentioned but inept guidance counselor, Mr. Frond, an oft-villainous counterpart to Tina, Louise, and Gene Belcher’s own parents, Linda and the eponymous Bob. Because both Bob and Linda each take a turn as substitute teachers, in addition to the usual parent-teacher conference or chaperone fare, Bob’s Burgers, aside from being an underrated commentary on the American working class, also stands to make a significant contribution to scholarly conversations about education in pop culture.