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William C. Bonaudi Library's Down the Research Rabbit Hole| Dr. Allison Palumbo & Love and the Fighting Female: A Critical Study of Onscreen Depictions | Issue 2

Image of Issue with Dr. Allison Palumbo and book cover image.

Interview with:  Dr. Allison Palumbo, English Instructor, Big Bend Community College

 

Tell us about your new book that is coming out.  When did you first become fascinated heroines in mass media?

Book Cover Image

Love and the Fighting Female:  
A Critical Study of Onscreen Depictions

ISBN: 9781476677392

 

 

It’s my first book, and I am very excited and a little nervous to be putting my ideas out into the world.

 

When I first began to understand the idea of a hero, I was a child of the 70s and early
80s, and I didn’t really differentiate between male and female heroes.
I just loved heroism and all the heroes on film and television at the time (particularly
Wonder Woman and Superman and Luke Skywalker). It wasn’t until I started to get
older and notice a distinct difference in how male-bodied and female-bodied
heroes were portrayed and that there was a pattern. The male was always
stronger, 
always the one to do the final rescue, and let’s face it, there were
at least 20 or more male heroes to every 1 female, especially back then.
The female-bodied hero almost always had to be saved, still, and she
had to wear ridiculous clothes that were not appropriate for a fighter
(still a problem), which made me dis
satisfied.
Image of Dr. Allison Palumbo and her brother both wearing Superman costumes.
Dr. Allison Palumbo, 4, with brother Eric, 8. Palumbo's personal collection. 

When I first began to understand the idea of a hero, I was a child of the 70s and early 80s, and I didn’t really differentiate between male and female heroes. I just loved heroism and all the heroes on film and television at the time (particularly Wonder Woman and Superman and Luke Skywalker). It wasn’t until I started to get older and notice a distinct difference in how male-bodied and female-bodied heroes were portrayed and that there was a pattern. The male was always stronger, always the one to do the final rescue, and let’s face it, there were at least 20 or more male heroes to every 1 female, especially back then. The female-bodied hero almost always had to be saved, still, and she had to wear ridiculous clothes that were not appropriate for a fighter (still a problem), which made me dissatisfied.

So, I started trying to find exceptions to what seemed like an unspoken rule that heroic women onscreen couldn’t be as badass as heroic men. It was something of an obsession, and that stayed with me over the years. And I found them. And I noticed that more of them emerged in popular culture starting in the 1990s, and they have only increased since. And I began to notice that even though these fighting female characters (as I call them in the book) were doing things no one had seen women do onscreen, there were still many ways that their strength and independence were attenuated—always reduced in some way in the narrative. Particularly if there was a romance involved.

Why romance? Because at the same time I was seeing patterns of female heroes being restrained or limited in some way that male heroes weren’t, I was seeing story after story of women giving everything up for love, of changing themselves in some drastic way and, frankly, losing themselves. I wanted to explore the negative implications of both issues at the same time. So, an idea was born. And that idea led me to a paper I wrote when I was completing my Ph.D. coursework at the University of Kentucky, and that paper became the basis of my dissertation and then book.

What kind of research does it take to pull together a book?  What was the hardest resource to find? How did you manage your citations?

I was very fortunate that I was studying at a university with one of the best-endowed libraries in the country, so I never had trouble finding resources. Libraries matter! And how well-funded a library is has everything to do with how much it can provide students. Anyway, I had to read books and academic journal articles on so many topics: violent women, male and female heroes, gender and race ideologies, feminist theories on popular culture, film, and television, autonomy, romance. I basically had to become familiar with every credible source (and some not-so-credible) I could find that had anything to do with my topic, so I could be sure that my work 1) contributed new perspectives and information to what was already available and 2) speak to or relate my work to relevant work others were doing. The only resources I had to struggle a bit to find were recordings of some earlier TV shows from the 1950s, 60s, and 70s like Honey West and Get Christie Love and McMillan and Wife (and that show was TERRIBLE—so hard to watch, as was the 1990s TV version of La Femme Nikita…ugh, so many hours).

As for my citations, I used standard MLA documentation for my work, which is typical for my field, though I also used Endnotes, which aren’t as standard except in longer works. I made sure that I took really good notes as I read from the works I used, identifying when I would write quotes and paraphrases (what page it was from and the author). I had to be particularly careful because evidence of plagiarism in my book—even accidental plagiarism—would basically keep anyone from even reading my scholarship after that because I would have lost all credibility. But I am not worried because I took such careful notes.

What is your mental space when it comes to research?  Do you have a plan? Are you random?  Is it a research rabbit hole or a carefully planned expedition?

Great question! When I was an undergraduate, I always started with a plan, but the longest paper I wrote then was only 40 pages for my senior thesis. It’s a lot easier to envision an idea that size—I could wrap my head around the whole construct and build from there. I was very organized then—note cards and number systems and outlines.

As my studies continued and the ideas I engaged with and created became more complex, my carefully crafted plans for approaches were replaced by random rabbit holes. I would just pick a topic related to my general ideas and then start reading until I started to get a sense of that topic’s complexities and nuances, so then I could start to see if it related to my idea or if it helped me construct my idea more. Some reading just led me to more reading. I read a lot of work that I didn’t technically use in the book but that made me understand the field and disciplines I was engaging with enough that I could be conversant in them and fit with expectations. After I did that long enough and on enough topics, then I could start to think about what was missing, or what was wrong, or what had been overlooked in what others said, so I could figure out what I had to say, what my contribution could be.

As I often tell my ENG 101 students, crying is a big part of my research process now when I sit down to start the writing, mainly because my work at this point in my writing abilities has to be so well-developed and aware of what’s out there. I will often get overwhelmed at the beginning, worry about how on earth I can accomplish this project, fear that I will not have anything interesting or useful or intelligent to say, and then the tears. This is after hundreds and hundreds of pages of formal writing experience. This is after even reminding myself I’ve done it before and can do it again.

But as I also tell my students, once the crying ended, I had so many notes from my reading and watching that I didn’t have to stare at a blank page—I had already been writing for months! All I had to do was pick a note I had written and use that to answer the question “what does this have to do with anything?” In writing through that, to explain it to myself, it helped me start to see the shape of my idea form. If that note didn’t go anywhere, then I would pick another one and do it again, until I could focus on a thesis—my main point. Then, the shape would become more clear and the work a little more narrow.

Writing should always be a little hard for people because it means that they are challenging themselves with what they are saying. Just because I freak out, in the beginning, doesn’t mean I won’t finish it. I have accepted it will happen and that, when I’m ready, I will move on and be fine. Every new chapter, the process would start again, but I didn’t and I don’t fear the fear anymore, so to speak. It means I am going to do more and better because I care about succeeding.

So I now embrace the fear and also failure—my book is something like 350 pages, but I also have about as many pages of notes that I didn’t use, thoughts that I didn’t pursue, and I even at one point had half of a chapter written before I realized that it wasn’t where I wanted to go, so I stopped that train. But I kept it all in files with my drafts because one never knows where the next project will lead.

Much of your research involved film and video. How did you approach and manage this?

At one point, in my deepest research phase, I would read some books and articles for a few hours and then watch 6-8 hours of TV and films a day. I was the master binger. It might sound easy, but it was not. Trying to maintain close attention to anything that long is difficult, much less to be analyzing it at the same time. My process was similar to a process I show my ENG 102 students when we practice visual analysis using a Key and Peele sketch, “Substitute Teacher”—with lots of pauses and time for gathering ideas about moments, scenes, dialogue, settings, sounds, etc. So, in my research, I would watch a bit, pause, take notes, rewind, catch quotes, pause, rewind again. I had to be very careful because I can reread passages and a whole book more easily and quickly than I can watch 5 seasons of a broadcast show with 23 episodes. There was no time to watch them all again, so I had to get it right the first time and then go back for selective episodes or moments. (My spouse stopped watching the shows with me very early on because it was so annoying for him to have the story interrupted all the time.) I needed to make sure I had heard correctly and quoted correctly, again, so my work would be credible for the kind of skeptical audiences who read scholarship. It was mentally exhausting and also very sedentary, so I had to make sure to get off my butt every day for at least a walk to stay sane.

 

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Reader:  Sasha Haechler

Book:      Regretting You

Author:   Colleen Hoover

 

Book Cover of Regretting You Regretting You is written in the perceptive of Morgan and Clara,
who are mother and daughter. The book takes you on a
journey of their relationship when dealing with a family
tragedy. As a reader, I enjoyed how each chapter was
written from a different point of view of the main characters.
This book deals with sadness, betrayal, love, and finding a
common ground. I read a lot of Colleen Hoover’s books and love the stories she creates.

 

Image of Lindsay Groce with Issue 5 heading

 

Interview with Lindsay Groce, Chemistry Instructor at Big Bend Community College. 

What is your mental space when it comes to research?  Do you have a plan? Are you random?  Is it a research rabbit hole or a carefully planned expedition?

 

I did a presentation one time that was an attempt at inspirational and I talked about how most people think of success as linear.  You learn the things, you earn the piece of paper, you get the job, etc.  My trajectory has always been a little on the non-linear side…in life, so too with research.  Well, it might be linear, but on some sort of wacky 2-dimensional surface – I am picturing, like, a Möbius strip, or an M.C. Escher drawing.  I try to approach research with the same curiosity that draws me to science.  I like to put myself in the mindset of a scientist, which I think in our heart of hearts, is really the mindset of a child, wondering at the world around us.  “I wonder why…” is an expression that never ceases to excite me.  From there, you springboard into resources – What all can I learn about this?  What background info do I need to better understand the mechanisms for why this happens?  This leads to some answers, but usually more questions and then you just go from there.  I can be more disciplined in my approach, but I usually choose not to.  I am a big fan of the research rabbit hole – there is joy in the journey.  

 

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To keep up with your profession, what are your go-to books, blogs, journals, social media follows, and/or people?

 

I have been a member of the American Chemical Society (ACS) since I was an undergrad.  I keep up-to-date on chemistry stuff there – Journal of Chemical Education is one I have spent time wading around in lately.  I follow a lot of the pop-science Instagram and Facebook pages – IFLS, American Association for the Advancement of Science (AAAS), Crash Course, Scientific American, Popular Science, and of course ALL of the science memes.  I participated in the March for Science a few years ago in Seattle, so there is a group of scientists from a variety of disciplines that have an active Facebook page I like to follow (March for Science – Seattle).  In terms of authors and personalities, I will forever love me some Neil deGrasse Tyson, Bill Nye, Carl Sagan, Hank Green, Bill Bryson, Michio Kaku, Sam Kean – I tend toward the scientists that also take seriously their role of public educator…they also tend to be the best storytellers!  I love books about the history of science, in general; chemistry, specifically; and the periodic table – The Disappearing Spoon by Sam Kean, I just read The Pluto Files by Neil deGrasse Tyson, The Elements by Theordore Grey (which is visually stunning along with interesting facts).  Part of my teaching style involves telling stories about the personalities, embedding discoveries in their historical contexts, and trying to put real faces and circumstances to the science.  

What's the best presentation or workshop you have ever pulled together in the name of science excellence?

 

It took me 5 years to do what is traditionally a 2-year Masters program because I was working on it part-time while I was working full-time.  In the summer before my last year, I went into my advisor’s office and said, “I know that you will be invited to speak at an international conference next year [he always got international invites – he is kind of a big deal].  I want you to pick one and take me with you.”  That was how I got to go to Japan.  My research was in its final stages, but the story the data were telling was not coming together the way we hoped.  I had to put together a poster with the data we had and our best ideas as to what it all meant.  I gave the poster presentation on my research during my allotted session and was selected for one of three Outstanding Student Poster awards that were given based on votes and feedback from the conference attendees.  It was a huge honor.      

 

Lindsay Groce in googles

What would people be surprised to know about you?

 

I think that people might be surprised to know that I was not originally interested in teaching.  It is so much a part of who I am now; it is sometimes hard for even me to believe that.  My plan when I graduated was to work in a lab somewhere and be a scientist.  I was not picturing having the opportunity to train future scientists.  I feel very fortunate that Big Bend took a chance on me so that I could try it out and experience the elation of watching light bulb moments, being present for important milestones for the students, and help guide them towards whatever all comes next academically and life-wise.

How do you approach the finding sound answers in what seems like a whirlpool of pseudoscience?

 

First of all, I love this question.  It is so timely and important.  When I start any class at the beginning of a quarter, we go back and talk about the scientific method.  All of the students can go through the rote, monotone recitation of the scientific method, but I try to get them to really start using it - to start thinking like scientists.  This involves being skeptical, asking questions, and being curious.  We can apply this to finding sound answers in the wonderful and terrible thing that is the internet.  We find a claim, whether it is something about the utility of masks for preventing the spread of COVID-19, or the current record high temperatures in Siberia and then it is the 5 W’s.  

Who: Who is telling the story and what do they have to benefit from telling it that way?  Do I trust the source that the information is coming from (and we could get into what all would go into earning that trust – peer review, scientific track record, qualifications, who paid for the study?, etc.)?     

What: What are the data telling me?  Go straight to the graphs.  Analyze the axes.  Look at the scope and scale of the collection of the data – Is it a big sample size?  Does it represent the population it claims to?  How was it collected?  Is there a valid trend?

Where: What is the source of this information/claim?  Who is the intended audience?  Where is the information published?  Why is it coming from this source in particular?  

When: Why is this being presented at this way at this time?  Is the storytelling political?  Is it urgent?  Is it even current?  Check the date.  

     

Why: The why part is encompassed in some of the other W’s, but ultimately, why is this claim being made?

 

So, really, there are a couple of pieces to this.  First, you have to do some critical thinking about the claims that you see.  Second, you have to understand that science is a process.  Science is a method by which we know things about the world.  As such, when you are in the middle of an experiment, or an experience that is being studied, the models created to explain the various phenomena are subject to change. 

 

It is hard to make valid conclusions in the middle of collecting data.  As scientists, it is our role to interpret and report findings to the best of our ability with the data that are available.  That does not mean that things will not change in the next week or the next year or the next decade.  That is the beauty of science, its fluidity.  The value of the scientific method is in the way we can change our minds and models as new information becomes available.  When we are researching claims made on the internet, or even just reading headlines on the internet, we have to be scientists. 

 

Everyone could use a little more science these days.    

 

STEM cat image...if you are going to stem..you have to CHEM!

 

William C. Bonaudi LIbrary Down the Research Rabbit Hole with two photos of Sarah Bauer

Interview with:  Sarah Bauer, Chemistry Instructor, Big Bend Community College

 

 

Do you remember the precise moment, book, or class that cognitive learning captivated you?

I have always really loved learning about the science of just about anything: the science of habit formation, the science of willpower, the science of memory, etc.  I love to know the “why?” and the “how do we know that?” about things. My favorite things to read tend to be along these lines: "The Science of..." books.  And of course, as a teacher, I have always been interested and in love with learning. The precise moment when I realized that I could merge those two interests into one passion was when I read Teach Students How to Learn by Saundra McGuire.  It really inspired me to want to become a resource for students and faculty on learning and I have been captivated ever since. 

 

In your educational research, you have found frustration to be more of a happy place than how many of us might describe frustration.  What advice do you have for learners that hit that wall?

 

Oh heavens, I hate being frustrated and I have had to come a LONG WAY in this.  In the past, my tolerance for mistakes and frustration was pretty low; it did not take much struggle before I was devastated, probably in tears, and convinced that I couldn't do it and never would. If I stuck with it, I eventually would see progress and feel better and keep going. I've experienced this "despair/elation" cycle enough to realize that the messy "middle act" is part of my journey and I have to accept it and walk through it to get to the part that feels good again.  I also read Mindset by Carol Dweck and had to really face the way my mindset and fear of failure were limiting me and also making me rather miserable and obnoxious.

My advice for learners (which is all of us) is going to sound pretty Pollyanna-ish, but I mean it with every atom in my body.  (It's also research-based too, of course!):

Remember that mistakes, frustration, and struggle are an absolutely critical part of the learning process.  It’s the messy, middle act. They mean you are trying, that you are challenging yourself, and it is frustration that triggers the brain to engage in the hard work of long-term learning. Frustration means you are on the right track.

  • Watch your self-talk; do not let the mean voice in your head have a megaphone; remember to argue against it.  Only talk to yourself the way you would to a friend in a similar situation.
  • Give yourself permission to make mistakes and not be perfect.  Let go of your 4.0 and focus on learning.  I mean this.  Write yourself a literal permission slip if you have to.
  • When the frustration feels too big, take a break.  Go for a walk, do some mindfulness etc.  Frustration can lead to cognitive tunnel-vision, which can block the creative process.  Step away and do something else for a while. 

 

What is something people are surprised to learn about you?

Probably that I really struggle with imposter syndrome sometimes, with the deep-down feeling like I do not belong here; that I am a fraud, a charlatan, that has tricked everyone into thinking that I am intelligent, that I know things, that I am a good teacher; and the fear then that someday people will figure it out.  I’ll do or say something, fail at some project, and everyone will suddenly realize the truth: that I am just a country bumpkin who received free lunch in school and never really left her hometown, who pretends to know things but actually just knows a few things and says them with confidence, who is embarrassingly directionally challenged, cannot remember names to save her life, and really isn’t that special after all.

However, I believe in the importance of wrestling with our demons, naming our struggles, and removing their power by confessing them out loud; and so while I do scuffle with these feelings often, they are not currently winning or defining me.  One of my favorite quotes of all time (which I have framed in my office as a reminder) is from the author Neil Gaiman:

"Some years ago, I was lucky enough invited to a gathering of great and good people: artists and scientists, writers and discoverers of things.  And I felt that at any moment they would realize that I didn’t qualify to be there, among these people who had really done things.

On my second or third night there, I was standing at the back of the hall, while a musical entertainment happened, and I started talking to a very nice, polite, elderly gentleman about several things, including our shared first name. And then he pointed to the hall of people, and said words to the effect of, “I just look at all these people, and I think, what the heck am I doing here? They’ve made amazing things. I just went where I was sent.”

And I said, “Yes. But you were the first man on the moon. I think that counts for something.”

And I felt a bit better. Because if Neil Armstrong felt like an imposter, maybe everyone did. Maybe there weren’t any grown-ups, only people who had worked hard and also got lucky and were slightly out of their depth, all of us doing the best job we could, which is all we can really hope for.

                It reminds me that we are all imposters, which means of course, that none of us really are." (Alan Baxter Tweet)

 

 A suggested reading list of 3-5 things including cognitive learning passion and anything else.

 

Everything.  Read it all.  Read as much and as often as you can.  I love audiobooks for this reason so that I can be “reading” while I am driving or cleaning or running.  I take breaks from reading too much and am always happy to remember how much I love it when I do again.  Here are a few that you must: