Condom Nation
Award for the Public Understanding of Science, 2010, British Medical Association's Board of Science First Prize,
Popular Medicine, British Medical Association 2010 Book Awards
Since launching its first sex ed program during World War I, the Public Health Service has dominated American sex education. Yet its campaigns have been haphazard, ad hoc and often ineffective.
Drawing on medical research, news reports, the expansive records of the Public Health Service, and interviews with former surgeons general, Alexandra M. Lord explores how federal officials struggled to create sex education programs that balanced cultural and public health concerns. In the process, Lord explains how tensions among these organizations and local, state, and federal officials often exacerbated existing controversies about sexual behavior. She also discusses why the Public Health Service's promotional tactics sometimes inadvertently fueled public fears about the federal government’s goals in promoting, or not promoting, sex education.
Thoroughly documented and compelling, Condom Nation provides new insights into one of the most contested subjects in America.
Leaving the Grove: A Quit Lit Reader
Leaving the Grove is the first book-length work devoted to the phenomenon of "quit lit"—farewells to academia by those at all levels (graduate student through tenured professor) who have elected to resign their posts or stop looking for one. Part I includes classics of the genre along with some original contributions, while Part II comprises secondary essays exploring quit lit from various critical and historical perspectives. The volume as a whole uses quit lit as a lens through which to examine the academic labor system, precarity, graduate education, and the future of the professoriate. Among the contributors are Rebecca Schuman, Karen Kelsky, Alexandra Lord, Kelly J. Baker, Melissa Dalgleish, Erin Bartram, L. Maren Wood, and Leonard Cassuto.
The Reimagined PhD
Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers.