In my 2017 Sherif Award address, I pay tribute to Carolyn Wood Sherif for her insightful exposure of an academic hierarchy in psychology and her call to be skeptical not only of our research choices but also of our career choices. I contend that the artificial separation of research/scholarship and teaching/mentoring, along with the masculinization and privileging of the former over the latter, contributes to perpetuating this gendered academic hierarchy. I suggest three possibilities for integrating teaching and research, embedded within one’s commitment to feminist activism, by (a) publishing about one’s own teaching, (b) researching one’s teaching effectiveness, and (c) using one’s classes to do research that contributes to feminist scholarship (as well as, in a fourth example, challenging the academic hierarchy itself). My immodest goal is to inspire junior and senior academic feminists to practice a “subversive” feminism that challenges the gendered, hierarchical academic institutions in which we are immersed as feminists “doing” (i.e., socially constructing) both teaching and research.

In the United States, there are 10,000 people turning 65 every day and we will soon have the largest percentage of our population over 65 that our country has ever known. This will provide many challenges for our medical community, caregiving networks and government programs. Keeping older adults healthy and able to function independently will reduce the strain on the community and allow us to target our resources where they can make the most impact. I propose an intervention that teaches digital photography, basic photo editing and computer skills to older adults to improve cognitive function, increase overall happiness and improve physical health. Research has shown that learning a new skill can improve brain function and cognitive reserve, enhancing social ties leads to increased levels of happiness, and physical activity improves both cognitive function and happiness levels. Photography incorporates all of these activities and can be modified to suit the interests and abilities of virtually anyone. I propose a test with a quota sample of 8–10 individuals including a balance of genders, races and ethnicities, sexual orientations, and income levels to understand the impact this project could have on people of different statuses. At the conclusion of this intervention, people should be able to send email, share photos on social media and search the web for information. Teaching these skills can help keep them connected with family and friends and give them access to information and social networks that otherwise may not be available.

We tested the effectiveness of a course-long intervention in an undergraduate Research Methods course aimed toward reducing students' endorsement of hostile sexism (HS) and benevolent sexism (BS). Reading assignments illustrating diverse research methodologies, lecture examples, and a hands-on research project designed by student teams focused on ambivalent sexisma topic that has personal relevance for students as well as research findings documenting its harmful individual, interpersonal, and sociopolitical effects. Of the 101 students across three Methods courses taught at a U.S. Midwestern comprehensive university by the same instructor, 31 responded to a postintervention survey, showing significant declines in HS and BS that were not duplicated in a comparison group of 29 twice-tested psychology majors. Supplemental analyses ruled out selection biases between responding and nonresponding intervention students and between all intervention students and 55 comparison psychology majors tested at the start of their courses. Our findings from a quasi-experiment in a naturalistic setting do suggest that repeated exposure to theory and research about ambivalent sexism can favorably influence students' attitudesthus adding a feminist social justice agenda targeting psychology majors as well as a model for targeting students' other prejudices.

The long-standing goals for feminist Psychology of Women courses (Paludi et al., 2008), and more recently for Psychology of Women Quarterly’s (PWQ) teaching briefs (Matlin, 2011), have been both academic and activist. That is, they cover a specific content area of academic scholarship and they embrace a personal and sociopolitical agenda for social justice. Although this separation of the academic and the activist is certainly conceptually useful, their implied independence suggests that academic content exists that is apolitical and that some academic content is less scholarly by being more ideological. My immodest goals for the assignment that I will describe here are to bridge these two feminist teaching goals by training undergraduate students to become more effective readers of published research articles and to link these articles to their everyday personal and sociopolitical lives. The undisputed core of any psychology class is published theory and research, typically distilled for undergraduate students in our textbooks and lectures. Articles routinely appear online and in print that have yet to make their way into a textbook, and the richness of their findings and their implications can be glossed over when they are briefly summarized and integrated into a broader textbook narrative. It is common practice to assign original research articles in upper-level psychology courses (Oldenburg, 2005) and for students to need help in reading these often intimidating and dense reports (Varnhagen & Digdon, 2002). My objectives were (a) to make students more effective readers of these primary sources and (b) to show students how this feminist research is personally relevant and can inform the public discourse. To accomplish these goals, I designed a series of assignments, each of which included a pre-reading exercise, selected original research articles (all from PWQ), a pseudo-blog writing assignment, and an in-class assignment-sharing period along with lecture and discussion. I first identified 12 research articles that matched the topical coverage of my course and had these compiled into a course pack that my university’s copy center produced and sold (at a very reasonable price) to students. I intentionally selected articles that were recently published, covered a range of research methodologies, included diverse samples, and had practice implications for students both as budding professionals and for their everyday lives. The Practice Implications subsection in the Discussion section of PWQ’s papers, a mainstay of almost all articles published since December 2012, vol. 36(4), made this source for articles especially appealing. I also thought about general course themes that I wanted to reinforce across readings. For example, a thirdwave feminist argument is that women’s self-sexualizing behaviors can be empowering, and I wanted to challenge that notion. I also wanted to highlight what I consider to be a core message from this course that gender is socially constructed and enacted in our everyday lives so that gendered contexts matter (Yoder, Fischer, Kahn, & Groden, 2007). The choices that I made for my course in Spring 2015 are provided as an online supplement to the present paper. (Additional online materials for this article are available to PWQ subscribers on PWQ’s website at http://pwq.sagepub.com/supplemental.) Although the criteria I outline here should be considered when making one’s selections, instructors can implement the present assignment using whatever choices fit their own goals for the course. In students’ course packs, I prefaced each paper with a paper-and-pencil activity that was designed to encourage students to think about the paper’s methodology before they read it and that gave students a sense of personal investment in the findings (e.g., ‘‘Do my answers look like those in the study?’’). Most often, I could construct these materials from

Like most incoming editors, I want to build on the scholarship and practices these past editors have so expertly nurtured, as well as keep the journal at the cutting edge of our fields.I come to this position with my own track-record as the former editor of Psychology of Women Quarterly (2010Quarterly ( -2015)).Although I certainly acknowledge that where my term as editor of Sex Roles will ultimately take me is necessarily unknown, at this launching point I do have some (a) general directions and (b) practiced and projected practices that I want to share here with prospective contributors to the journal, including authors and reviewers. General DirectionsEvery journal succinctly lays out its aims and scope, and these necessarily evolve across time and editors.Mine, and those of my predecessors, say a lot about our expectations regarding what is, and what is not, within the domain of appropriate content for Sex Roles.Let me start here with my own statement of Sex Roles' aims and scope, and then go on to unpack it and explain its evolution, intentions, and implications for my editorial practices.Sex Roles: A Journal of Research is a global, multidisciplinary, scholarly, social and behavioral science journal with a feminist perspective.It publishes original research reports as well as original theoretical papers and conceptual review articles that explore how gender organizes people's lives and their surrounding worlds, including gender identities, belief systems, representations, interactions, relations, organizations, institutions, and statuses.The range of topics covered is broad and dynamic, including but not limited to the study of gendered attitudes, stereotyping, and sexism; gendered contexts, culture, and power; the intersections of gender with race, class, sexual orientation, age, and other statuses and identities; body image; violence; gender (including masculinities) and feminist identities; human sexuality; communication studies; work and organizations; gendered development across the life span or life course; mental, physical, and reproductive health and health care; sports; interpersonal relationships and attraction; activism and social change; economic, political, and legal inequities; and methodological challenges and innovations in doing gender research.

To prepare to write this closing editorial that caps my 6-year term as Psychology of Women Quarterly (PWQ)’s editor, I turned to my opening editorial (Yoder, 2010) with some trepidation. Because I now am a much more seasoned editor, I feared that I would find views that would make me cringe. However, I am delighted to report that the general path for considering submissions that I outlined there does accurately describe my practices. I submit that PWQ has remained ‘‘a feminist journal at the cutting edge of a psychology for women’’ (p. 1), a claim that is bolstered by our higher plateau of impact factors so far across my term. In this final editorial, I first want to look backward at the past six volumes my team and I produced and then pass on some reflections about how we as feminist authors might move forward by drawing on our feminist values to do work that matters.

Feminist critiques of psychology have pointed to the strong tendency throughout the history of the discipline for researchers to assume one of two standards for human behavior: non-human primates, and men, more specifically, white, privileged men who often are college sophomores. Feminist scientists in other fields, as well as feminist psychologists, have criticized this male standard and offered suggestions for a women-centered psychology of women as an alternate social construction. Much of the research in the psychology of women has focused on comparisons of men as a group to women as a group. This dichotomy has produced a literature of apparent gender differences, often using men as the control group. and frequently suggesting that women are deficient relative to that control. In addition to the value judgments that arise from these comparisons, an assumption that underlies them is that women and men each are unified, homogeneous groups. Such an assumption ignores any diversity that exists within each group often by narrowly defining women as white, middle class, heterosexual, physically able and young. Ultimately this approach simply may replace the old, white, privileged male norm with a similarly limited white, privileged female norm. In a society that marginalizes the nonprivileged, what is meant by "achievement" must be redefined and a variety of achievements must be valued if a diverse group of models is to be provided. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Focusing in on a point of convergence among the three reactions generously shared regarding Yoder, Snell, and Tobias (2012), the author revisits our original interpretation of the configuration we labeled awakening feminism as well as its implications for counseling practice. Rather than regard awakening feminism as a distressful stage through which some college students may pass on the way to established feminism, the infusion of a social justice agenda into our very definition of optimal individual and collective functioning may call for the merger of a strong sense of justice entitlement (along with some personal entitlement)-as the hallmarks of awakening feminism-into established feminism. Because established feminism is associated with generally favorable individual, interpersonal, and collective outcomes, some college women may be able to not only (personally) withstand but also (politically) benefit from some moral outrage, thus finding optimal functioning in both personal well-being and a social justice agenda.

To identify a multivariate configuration of feminist beliefs best associated with optimal psychological functioning, 215 mostly White college women completed an online survey measuring their feminist beliefs (Feminist Perspectives Scale, Attitudes toward Feminism and the Women's Movement, sense of common fate, and Feminist Identity Composite) and 13 measures of well-being with liberation, encompassing individual (e. g., well-being), interpersonal (e. g., egalitarianism), and societal (e. g., collective esteem) levels of analysis. A canonical correlation analysis revealed a significant multivariate association and yielded three distinct functions: established feminism (the strongest, most positive predictor) and its opposite (antifeminism), awakening feminism (negatively linked to individual well-being), and non-feminist but woman-identified traditionalism (with some compromised wellbeing). The configuration of feminist beliefs that a woman holds, does not hold, and rejects makes a difference for her psychological functioning as well as for the roles counseling psychologists adopt to achieve multicultural competence along with social justice.

To identify a multivariate configuration of feminist beliefs best associated with optimal psychological functioning, 215 mostly White college women completed an online survey measuring their feminist beliefs (Feminist Perspectives Scale, Attitudes toward Feminism and the Women’s Movement, sense of common fate, and Feminist Identity Composite) and 13 measures of well-being with liberation, encompassing individual (e.g., well-being), interpersonal (e.g., egalitarianism), and societal (e.g., collective esteem) levels of analysis. A canonical correlation analysis revealed a significant multivariate association and yielded three distinct functions: established feminism (the strongest, most positive predictor) and its opposite (antifeminism), awakening feminism (negatively linked to individual well-being), and nonfeminist but woman-identified traditionalism (with some compromised well-being). The configuration of feminist beliefs that a woman holds, does not hold, and rejects makes a difference for her psychological functioning as well as for the roles counseling psychologists adopt to achieve multicultural competence along with social justice.

Focusing in on a point of convergence among the three reactions generously shared regarding Yoder, Snell, and Tobias (2012), the author revisits our original interpretation of the configuration we labeled awakening feminism as well as its implications for counseling practice. Rather than regard awakening feminism as a distressful stage through which some college students may pass on the way to established feminism, the infusion of a social justice agenda into our very definition of optimal individual and collective functioning may call for the merger of a strong sense of justice entitlement (along with some personal entitlement)—as the hallmarks of awakening feminism—into established feminism. Because established feminism is associated with generally favorable individual, interpersonal, and collective outcomes, some college women may be able to not only (personally) withstand but also (politically) benefit from some moral outrage, thus finding optimal functioning in both personal well-being and a social justice agenda.