CURRICULUM VITAE MARALEE MAYBERRY - USF Sociology
CURRICULUM VITAEMARALEE MAYBERRYDepartment of SociologyUniversity of South FloridaTampa, Florida 33620(813) 974-2241; mayberry@usf.eduEDUCATIONPh.D. in SociologyM.A. in SociologySecondary Teaching CredentialB.A. in SociologyUniversity of Oregon, 1988University of Nevada, Reno, 1982San Jose State University, 1978University of Nevada, Reno, 1977AREAS OF SPECIALIZATIONTeaching SociologyLGBT Youth ActivismSociology of EducationScholarship of Teaching and LearningFeminist Science StudiesSociology of GenderPolitical SociologySocial MovementsWork and OccupationsPROFESSIONAL POSITIONSDirector of Graduate StudiesDepartment of SociologyUniversity of South Florida2019-presentScholar in ResidenceDepartment of SociologyHoward University2018-2019Director of Undergraduate Studies & Director of Pedagogy 2013-presentDepartment of SociologyUniversity of South FloridaVisiting Faculty (on sabbatical)Department of Sociology and Women’s StudiesPenn State University2011-2012ProfessorDepartment of SociologyUniversity of South Florida2010-presentChair and ProfessorDepartment of SociologyUniversity of South Florida2001-2010
2Chair and ProfessorDepartment of SociologyUniversity of Nevada, Las Vegas1998-2001Director, Center for Advanced ResearchCollege of Liberal ArtsUniversity of Nevada, Las Vegas1997-1998Visiting Associate ProfessorCentre for Gender Studies andInstitute for Social ResearchUniversity of South Australia1996 (Winter-Spring)Visiting Associate ProfessorSabbatical LeaveDepartment of SociologyUniversity of Oregon1995 (Fall)Associate ProfessorDepartment of SociologyUniversity of Nevada, Las Vegas1994-2000Assistant ProfessorDepartment of SociologyUniversity of Nevada, Las Vegas1988-1994InstructorDepartment of SociologyUniversity of Oregon1985-1988Adjunct InstructorSocial Science DivisionOld CollegeReno, Nevada1986-1987InstructorDepartment of SociologyTruckee Meadows Community College1987Visiting Lecturer (one-term)Department of SociologySouthern Oregon State College1986Graduate Teaching AssistantDepartment of SociologyUniversity of Oregon1983Graduate Teaching AssistantDepartment of SociologyUniversity of Nevada, Reno1980-1983
3RESEARCH GRANTSCo-Principal Investigator“EAGER: Measuring the Effects of Academic ClimateAnd Social Networks on Persistence of STEMUndergraduates” Funded by NSF. #1747580,(Collaborative grant: 126,010.00 USF; 173.989 UCONNTotal: 299,999)2017-presentPrincipal Investigator/Evaluation Team“Chemistry Education Research DoctoralScholars Program.” Funded by NSF, subcontractBy Miami University, 151,7752008-2013Principal Investigator“Toward Creating Effective EducationalEnvironments: A Study of Gay-StraightStudent Alliances.” Funded by the USFCollaborative for Children, Families, andCommunities. 13,1452005Co-Principal Investigator“Undergraduate Guided Research Experiencesin Sociology.” Funded by USF Center for 21stCentury Teaching Excellence and USF Officeof Undergraduate Research. 5,0002005Principal Investigator“Developing New Approaches to UndergraduateEducation: Quality Enhancement Planning andthe Sociology Curriculum.” Funded byUSF Center for 21st Century Teaching Excellenceand USF Office of Undergraduate Research. 1,4702004Co-Principal Investigator"An Innovative Interdisciplinary Social Scienceof Geology Project for Earth Science Educators.”Funded by the National Science Foundation 658,5501996-2000Principal Investigator“Still Doing It Their Way: A Longitudinal Studyof Home Schools.” Funded by University of NevadaResearch Council. 2,0001993-1994Co-Principal Investigator"An Assessment of Home Schools in Nevada, Oregon,Utah, and Washington: Implications for PublicEducation and a Vehicle for Informed Policy Decision,"Funded by United States Department of Education. 63,580.1990-1992Co-Principal Investigator"Women: Image and Image Maker," Funded byUniversity of Las Vegas Women’s Studies. 10,0001990
4Principal Investigator"An Assessment of Families in Nevada WhoHome School.” Funded by University of NevadaResearch Council. 1,000 1,000.1989-1990Co-Principal Investigator"The American Worker in Transition.” Fundedby Nevada Humanities Committee. 9,250.1983AWARDSSouthern Sociological Society’s DistinguishedContributions to Teaching Award (for USF TA TrainingProgram) with Christina Partin2016Phi Kappa Phi2000UNLV Alumni Association Recognition ofOutstanding Department Professor1991, 1993, 1994NomineeDistinguished Women of NevadaLas Vegas, Nevada1994RESEARCH POSITIONSCo-PI, “EAGER: Measuring the Effects of AcademicClimate and Social Networks on Persistence of STEMUndergraduates,” Funded by the National ScienceFoundation2017-2019Principal Investigator, “Chemistry EducationResearch Doctoral Fellows Program,”Funded by the National Science Foundation2008-2013Principal Investigator, PROMISE project,Funded by the National Science Foundation1996-2001Research Assistant, Center for Educational Policyand Management, University of Oregon, Assistedin the research and writing of "A Study of the RelativeInfluences of Urbanization, School Size and SchoolClimate on Student Achievement."1984-1985Research Assistant, Far West Educational Lab, SanFrancisco, conducted ethnographic research in arural school for a study of "Effective Principals."1983
5PUBLICATIONSSpecial Issue EditorArticle Editor. “School Success and Well-Being for Lesbian, Gay, and Bisexual Adolescents: A Pilot Study.” SAGE Open, 2018.Special Issue Editor (with L. Hanson). “Transgender Youth: Focusing on the “T” in LGBT Studies.” Social Sciences. InProgress, 2016-2017.Special Issue Editor (with S. Crawley and J. Lewis). “Feminist Pedagogies in Action: Teaching Beyond Disciplines.” FeministTeacher, 19 (1&2), 2008-2009.Article Editor. “School Success and Well-Being for Lesbian, Gay, and Bisexual Adolescents: A Pilot Study.” SAGE Open,2018.Books:Mayberry, M., B. Subramanium, and L. Weasel (eds.). Feminist Science Studies: A New Generation. Routledge, 2001.Mayberry, M., and E.C. Rose (eds.). Meeting the Challenge: Innovative Feminist Pedagogies in Action. New York, NY:Routledge, 1999.Mayberry, M., Knowles, J.G., Ray, B., and S. Marlow. Home Schooling: Parents as Educators. Newbury Park, CA: Corwin/SagePress, 1995.Translation into Japanese by Toshindo Publishing Co, Tokyo, 2003.Stockard, J., Mayberry, M. Effective Educational Environments. Newbury Park, CA: Corwin/Sage Press, 1992.Book Chapters:Mayberry, M. and M.N. Rees. “Feminist Pedagogy, Interdisciplinary Praxis, and Science Education.” In R. Crabtree, D. Sapp,and A. Licona (eds.). Feminist Pedagogy: Looking Back to Move Forward. Baltimore, MD: Johns Hopkins UniversityPress, 2009. Reprint.Mayberry, M., and J. Miller. “Gender and Home Schooling.” In B. Banks (Ed.). Gender and Education: An Encyclopedia.Westport, CT. Praeger Publishers, 2007.Mayberry, M. “Gay-Straight Student Alliances.” In K. Borman, S. Cahill & B. Cotner (eds.). The Praeger Handbook ofAmerican High Schools. Westport, CT. Praeger Publishers, 2007.Mayberry, M. “Home Schooling.” In K. Borman, S. Cahill & B. Cotner (eds). The Praeger Handbook of American HighSchools. Westport, CT. Praeger Publishers, 2007.Mayberry, M. "Home Schooling:Contemporary" In D. Levinson, A. Sadovnik, and P. Cookson (Eds.) Education and SociologyNew York, NY: Routledge-Falmer, 2002.Mayberry, M., B. Subramaniam, and L. Weasel. “Adventures Across Natures and Culture.” In Mayberry, et. al., FeministScience Studies: A New Generation. Routledge, 2001.Stockard, J. and M. Mayberry. "School Environments and Student Achievement: Toward a Framework for UnderstandingEnvironmental Influences" In Samuel B. Bacharach (ed.) Advances in Research and Theories of School Management,Vol. 1, Greenwich, Conn: JAI Press, 1990. 123-150.Mayberry, M. “Ideology, Reproduction, and Legitimation: The Case of Corporate Sponsored Economic Education," Studies inMarxism, Vol. 19, University of Minnesota: Marxist Educational Press, 1986. 41-55.
6Articles, Refereed:Mayberry, M. and L. Hanson. “Barriers to Gay-Straight Alliance Social Activism: An Assessment Model for EducationResearchers and Practitioners.” Journal of Sociology and Social Work, 3 (1), 2015. 7-16.Mayberry, M. “Gay-Straight Alliances: Youth Empowerment and Working Toward Reducing Stigma of LGBT Youth.”Humanity and Society, 37 (1), 2013. 35-54.Mayberry, M., Chenneville, T., and S. Currie. “Challenging the Sounds of Silence: A Qualitative Study of Gay-StraightAlliances and School Reform Efforts.” Education and Urban Society, 45 (3), 2013. 307-339/Currie, S., Mayberry, M. and T. Chenneville. “Destabilizing Anti-Gay Environments through Gay-Straight Alliances:Possibilities and Limitations through Shifting Discourses.” The Clearing House, 85 (2), 2012. 56-60.Crawley, S., Lewis, J., and M. Mayberry. “Introduction to Special Issue of Feminist Teacher.” Feminist Teacher, 19 (1 & 2):112, special issue on “Feminist Pedagogies in Action: Teaching Beyond Disciplines,” S. Crawley, J. Lewis, and M.Mayberry, Guest Editors, 2008-2009.Mayberry, M. “Identity Work and LGBT Youth: The Story of a Salt Lake City Gay-Straight Alliance.” Journal of Gay andLesbian Issues in Education, 4 (1), 2006. 13-32.Mayberry, M. “School Reform Efforts for LGBT Students.” The Clearing House, 79 (6), 2006. 262-264.Mayberry, M. and L. Wellling. “Toward Developing a Feminist Science Curriculum: A Transdisciplinary Approach to FeministEarth Science Education.” Transformations, Vol. 11, No. 1 (Spring 2001): 1-11.Mayberry, M., L. Welling, J. Phillips, C. Radeloff, and M.N. Rees. “Science and Feminism, Feminist Education, and ScienceEducation: Towards Interdisciplinary Knowledge and Practice.” Journal of Women and Minorities in Science andEngineering, 5 (1), 1999. 1-16.Mayberry, M. “Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and FeministPedagogy in Science Education Reform.” Journal of Research on Science Teaching, 35 (4), 1998. 443-459.Mayberry, M. and M.N. Rees. "Feminist Pedagogy, Interdisciplinary Praxis, and Science Education." (with M.N. Rees), NationalWomen's Studies Association Journal, 9 (1), 1997. 57-75.Mayberry, M. "Effective Learning Environments in Action: The Case of Home Schools." The School Community Journal, 4 (1),1993. 61-68.Mayberry, M. "Home-Based Education: Parents as Teachers." Continuing Higher Education Review, 56 (1), 1992. 48-58.Mayberry, M., B. Ray, and J.G. Knowles. “Political and Religious Characteristics of Home School Parents: Results of anOngoing Study in Four Western States." Home School Researcher, 8 (1), 1992. 1-8.Mayberry, M., B. Ray, and J.G. Knowles. "What Home Educators Need, Want, and Use From Various Institutions: Results Froman Ongoing Study in Four Western States." Home School Researcher, 8 (1), 1992. 9-20.Mayberry, M. and J.G. Knowles. "Family Unity Objectives of Parents Who Teach Their Children: Ideological and PedagogicalOrientations to Home Schooling" The Urban Review, 21 (4), 1989. 209-225.Mayberry, M. "Home Schooling in the United States: Demographics, Motivations, and Educational Implications," EducationalReview, 41 (2), 1989. 171-180.Mayberry, M. "Teaching for the New Age: A Study of New Age Families Who Educate Their Children at Home," Home SchoolResearcher, 5 (3), 1989. 12-17.
7Mayberry, M. and E. Gerdes, J.D. "Home Schooling in Nevada: Current State Law, Implementation, and Proposed Refinements,"Inter Alia: Journal of the State Bar of Nevada, 54 (6), 1989. 16-20.Mayberry, M. "The Characteristics and Attitudes of Families Who Home School," Education and Urban Society, 21 (1), 1988.32-41.Articles, Non-Referred:Mayberry, M. and D. Loseke. “Sustaining Sociology in a Bad Economy,” Footnotes. American Sociological Association,July/August 2009.Mayberry, M. "Conflict and Social Determinism: The Reprivatization of Education," Educational Resources InformationCorporation. Reproduction Service No. ED 330 107. 1991.Mayberry, M. "Political and Religious Characteristics of Home School Parents: Results of an Ongoing Study in Four WesternStates," Educational Resources Information Corporation. Reproduction Service No. ED 330 471. 1991.Mayberry, M. “Why Home Schooling? A Profile of Four Categories of Home Schoolers,"Home School Researcher, 4 (3), 1988,7-15.Mayberry, M. "The 1987-88 Oregon Home School Survey: An Overview of the Findings," Home School Researcher, 4 (1),1988, 1-21.Book Reviews:“Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform.” In National Women’s StudiesAssociation Journal. 2004.“Lost Talent: Women in the Sciences.” In Gender and Society, 11 (2), 1997, 271-272.“Teaching Sociology of Education: Syllabi and Instructional Materials.” Teaching Sociology, 25 (4), 1997, 356-358."Home Advantage: Social Class and Parental Intervention in Elementary Education." In American Journal of Sociology, 97 (1),1991."Charismatic Capitalism." In Social Forces, 69 (4), 1991.Research Reports“EAGER: Measuring the Effects of Academic Climate and Social Networks on Persistence of STEM Undergraduates, July 2018and 2019. (Michelle Hughes Miller, PI; Maralee Mayberry, Co-PI.“Chemistry Education Research Doctoral Scholars Program: Year 4 Final Evaluation Report.” National Science Foundation,May 2013.“Chemistry Education Research Doctoral Scholars Program: Year 3 Evaluation Report.” National Science Foundation,November 2011.“Chemistry Education Research Doctoral Scholars Program: Year 2 Evaluation Report.” National Science Foundation,November 2010.“Chemistry Education Research Doctoral Scholars Program: Year 1 Evaluation Report.” National Science Foundation,August 2009.“Toward Creating Effective Educational Environments: A Study of Gay-Straight Student Alliances.” Pinellas County SchoolDistrict Summary Report, September 2007.
8"An Assessment of Home Schools in Nevada, Oregon, Utah and Washington: Implications for Public Education and a Vehicle forInformed Policy Decision," United States Department of Education Summary Report, December, 1991. (With J. GaryKnowles and Brian Ray)."1990 Report on Home Schools in Nevada," for the Nevada State Board of Education Home Schooling Advisory Council, 1991."Facilities and Materials Desired by Nevada's Home School Families," for the Nevada State Board of Education Home SchoolingAdvisory Council, 1991."The Relationship between School Environments and Student Achievement: A Review of the Literature," Jean Stockard andMaralee Mayberry, Center for Educational Policy and Management, University of Oregon, 1986.PAPERS PRESENTED AT PROFESSIONAL MEETINGS“Transgender and Gender Non-Binary STEM Students: Academic Climate and Persistence.” Southeast Regional Meetings of theAmerican Chemical Society (SERMACS). October 2019, Savannah, GA. (Mayberry, M., M. Hughes Miller, C.A.Smith, R. Campbell-Montalvo, and H. Wao)“Academic Climate, Social Networks and Identity Management among Transgender and Gender Non-Binary STEM Students.”Society for the Study of Social Problems (SSSP). August 2019, New York, NY. (Mayberry, M., C. Smith, M. HughesMiller, R. Campbell-Montalvo, and H. Wao)“Queer STEM in the South: Locating Undergraduate Narratives of Inclusion and Marginalization.” Southeast Women’s StudiesAssociation (SEWSA), March 2019, Oxford, MS. (Hughes Miller, M., C. Smith, M. Mayberry, R.Campbell-Montalvo,and H. Wao)“Navigating Undergraduate STEM Spaces as LGBTQPIA : The Use of Micro-Defenses to Fit In.” Poster presented at theSociety for Applied Anthropology (SFAA). March 2019, Portland, OR. (Campbell-Montalvo, R., C. Smith, M. HughesMiller, and M. Mayberry).“Hidden Heteronormativity? A Framework to Investigate Institutional and Social Integration of LGBTQIA Chemists inEducational and Professional Settings.” Southeast Regional Meeting of the American Chemical Society (SERMACS),November 2018 (with J. Lewis)“Mapping Change: Social Network Analysis in the Context of Institutional Reform Projects.” Society for the Study of SocialProblems, Montreal. August 2017 (with J. Lewis)“Pride in Science: Is Chemistry Making the Grade?” AAAS Annual Meeting, Boston MA, February 2017 (with J. E. Lewis)“(UnDiscipling Pedagogy: A Transdisciplinary Analysis of Goals and Constraints in Teaching Assistant ProfessionalDevelopment.” AAAS Annual Meeting, Boston MA, February 2017 (with J. Lewis, C. Partin, A. Wooley, and K. Lee)“Re-Visioning Science Education from Feminist Perspectives.” Society for the Study of Social Problems, Seattle, WA. August2016. (with J. Lewis)“ Reproductive and Resistant Pedagogies: Beyond Collaborative Learning Approaches to Science Education and TowardFeminist Science Education Reform.” European Science Education Research Association (ESERA),Helsinki, Finland.September 2015.“Social Issues in Science Education Pedagogy: Dominant and Marginalizing Discourses.” Society for the Study of SocialProblems, Chicago, IL. August 2015.“ Barriers to Gay-Straight Alliance Social Activism: An Assessment Model for Education Researchers and Practitioners.”Society for the Study of Social Problems, San Francisco, CA. August 2014
9“Advocacy Strategies for LGBT Youth: Queering School Practices.” Society for the Study of Social Problems, New York, NY.August 2013.“GSAs: Evaluation Outcomes, Continuing Challenges, and Implications for Future Directions.” American EvaluationAssociation. Washington, DC. October 2012.“Decolonizing Knowledge Through Feminist Science and Technology Studies.” National Women’s Studies Association,Oakland, CA. November 2012. (panel discussion with C. Jen, G. d’Arcangelis, B. Subramaniam, and A. Willey).“Evaluating Programs for Sexual Minority Youth in Educational Settings: Navigating the Institutional Review Board (IRB).”American Evaluation Association. Minneapolis, MN. October 2012.“Still a Hostile Environment: Queering Advocacy Strategies for LGBT Youth.” National Women’s Studies Association(NWSA). Oakland, CA. November 2012.“Gay-Straight Alliances: Working toward Reducing Stigma of LGBT Youth.” Society for the Study of Social Problems, LasVegas, August 2011. (with T. Chenneville and S. Currie).“Destabilizing Anti-Gay School Environments through Gay-Straight Alliances: Possibilities and Limitations through ShiftingDiscourses.” Society for the Study of Social Problems. Atlanta, August 2010. (with T. Chenneville and S. Currie).“The High School Experiences of LGBTQ Students and their Allies.” Juvenile Children’s Services Council of Pinellas County,St. Petersburg, February 2010. (with T. Chenneville and L. Mattiace).“Chemistry Education Research Doctoral Fellows Program.” Poster Session, DRK-12 Gordon Conference, Colby College, June2009. (with S. Bretz and J. Lewis).“Challenging the Sounds of Silence: A Case Study of Gay-Straight Alliances and School Reform Efforts.” Society for the Studyof Social Problems. San Francisco, August 2009. (with T. Cheneville and S.Currie).“Gay-Straight Alliances and Implications for School Change.” American Education Research Association, San Diego, April2009. (with T. Chenneville).“A Study of Gay-Straight Student Alliances.” National Association of School Psychologists, New York, April 2007. (withTiffany Chenneville).“Toward Creating Effective Educational Environments: A Study of Gay-Straight Student Alliances in Pinellas County HighSchools.” USF Collaborative for Children, Families, and Communities, Tampa, November 2006.“Effective Educational Environments: Studying Gay-Straight Student Alliances.” University of South Florida Spring 2006Colloquia. St. Petersburg, Fl. October 2006.“LGBT Students and School Change: A Model for Studying Gay-Straight Alliances.” Southern Sociological Society, Charlotte,April 2005.“A Project of Feminist Science Studies: (Re)Producing Border Crossers Within Borders.” National Women’s StudiesAssociation, Milwaukee WI, June 2004.“Beyond Disempowered Discourses: A Case Study of a Gay-Straight Student Alliance.” Southern Sociological Society, Atlanta,April 2004.“Feminism and Science: Imagination, Innovation, Implementation.” University of South Florida, Women’s Studies Colloquium,March 200
“Developing New Approaches to Undergraduate Education: Quality Enhancement Planning and the Sociology Curriculum.” Funded by USF Center for 21st Century Teaching Excellence and USF Office of Undergraduate Research. 1,470 Co-Principal Investigator 1996-2000 "An Innovative Interdisciplinary Social Science
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experience of characters from the town of Mayberry and days gone by in a family friendly atmosphere. You will be transported back in time with the Mayberry Deputy: “The Mayberry Deputy” is the most noted of David Browning’s characters and started in 1988 when a friend of Browning hired the Dillards,
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[ 3 SCHOLARSHIP ELIGIBILITY To qualify for a scholarship from the USF College of Education, students must: Have at least a 3.0 USF overall and transfer GPA. Be fully admitted to USF and the College of Education when the scholarship will be dispersed. Meet minimum qualifications regarding part or full-time enrollment at USF.
Curriculum Vitae Guide The terms curriculum and vitae are derived from Latin and mean "courses of my life". Résumé, on the other hand, is French for “summary.” In industry, both in and outside of the US, people refer to curriculum vitae (CV)s and résumés interchangeably. Curriculum Vitae vs. Résumés
An Introduction to Literary Criticism and Theory Before we begin our examination and study of literary theory, it is important that we define exactly what literary theory is and is not, identify some of the main characteristics of such, as well as identify some of the key differences between traditional “literary criticism” and “literary theory.” While literary criticism since the late .
