@article{hudson_haley_jaeger_mitchall_dinin_dunstan_2018, title={Becoming a Legitimate Scientist: Science Identity of Postdocs in STEM Fields}, volume={41}, ISSN={["1090-7009"]}, DOI={10.1353/rhe.2018.0027}, abstractNote={Abstract:Postdoctoral scholars are a critical labor source within academia, and a postdoc appointment has become a prerequisite to most academic science careers. A small but growing body of literature examines postdocs' career experiences and outcomes. The present research adds to this literature by seeking to understand how STEM postdocs exhibit science identity, a concept that may shape their persistence in academic science careers. Findings highlight how postdocs perform science and seek legitimacy as scientists and suggest the need for postdocs' supervisors and institutions to develop more realistic expectations for the postdoc role and stronger support for the postdocs they employ.}, number={4}, journal={REVIEW OF HIGHER EDUCATION}, author={Hudson, Tara D. and Haley, Karen J. and Jaeger, Audrey J. and Mitchall, Allison and Dinin, Alessandra and Dunstan, Stephany Brett}, year={2018}, pages={607–639} }
 @article{dunstan_jaeger_2016, title={The Role of Language in Interactions With Others on Campus for Rural Appalachian College Students}, volume={57}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2016.0009}, abstractNote={Dialects of English spoken in rural, Southern Appalachia are heavily stigmatized in mainstream American culture, and speakers of Appalachian dialects are often subject to prejudice and stereotypes which can be detrimental in educational settings. We explored the experiences of rural, Southern Appalachian college students and the role speaking a stigmatized dialect has in their interactions with others on campus. Semistructured interviews were conducted with students from rural, Southern Appalachia attending a 4-year university in a Southern city, and sociolinguistic analysis of participants’ speech was performed to provide detailed linguistic description that helped explain the influence of language on these interactions. Findings suggest that interactions with peers and faculty are influenced by students’ dialect on several levels. The findings have implications for improving diversity and inclusion programming on campus as well as highlighting the importance of research that considers language as a differentiating student characteristic in higher education research and practice.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Dunstan, Stephany Brett and Jaeger, Audrey J.}, year={2016}, month={Jan}, pages={47–64} }
 @article{dunstan_jaeger_2015, title={Dialect and Influences on the Academic Experiences of College Students}, volume={86}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2015.0026}, abstractNote={The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural Southern Appalachia attending a large research institution in the urban South. This qualitative study was aided by quantitative sociolinguistic methods used to identify and describe students' speech patterns in order to better understand the influence that students perceived their dialect to have on academic experiences. Findings suggest that for more vernacular students, dialect can influence participation in class, degree of comfort in course, perceived academic challenges, and for some, their beliefs about whether or not others perceive them as intelligent or scholarly based on their speech. This study has implications for the consideration of language diversity in fostering welcoming academic environments and in the role of language discrimination and stereotype threat/stereotype management.}, number={5}, journal={JOURNAL OF HIGHER EDUCATION}, author={Dunstan, Stephany Brett and Jaeger, Audrey J.}, year={2015}, pages={777–803} }
 @article{dunstan_wolfram_jaeger_crandall_2015, title={EDUCATING THE EDUCATED: LANGUAGE DIVERSITY IN THE UNIVERSITY BACKYARD}, volume={90}, ISSN={["1527-2133"]}, DOI={10.1215/00031283-3130368}, abstractNote={Review Article| May 01 2015 Educating the Educated: Language Diversity in the University Backyard Stephany Brett Dunstan; Stephany Brett Dunstan Search for other works by this author on: This Site Google Walt Wolfram; Walt Wolfram Search for other works by this author on: This Site Google Andrey J. Jaeger; Andrey J. Jaeger Search for other works by this author on: This Site Google Rebecca E. Crandall Rebecca E. Crandall Search for other works by this author on: This Site Google American Speech (2015) 90 (2): 266–280. https://doi.org/10.1215/00031283-3130368 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Stephany Brett Dunstan, Walt Wolfram, Andrey J. Jaeger, Rebecca E. Crandall; Educating the Educated: Language Diversity in the University Backyard. American Speech 1 May 2015; 90 (2): 266–280. doi: https://doi.org/10.1215/00031283-3130368 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsAmerican Dialect SocietyAmerican Speech Search Advanced Search The text of this article is only available as a PDF. Copyright 2015 by the American Dialect Society2015 Article PDF first page preview Close Modal Issue Section: Teaching American Speech You do not currently have access to this content.}, number={2}, journal={AMERICAN SPEECH}, author={Dunstan, Stephany Brett and Wolfram, Walt and Jaeger, Andrey J. and Crandall, Rebecca E.}, year={2015}, month={May}, pages={266–280} }
 @article{dunstan_2010, title={IDENTITIES IN TRANSITION: THE USE OF AAVE GRAMMATICAL FEATURES BY HISPANIC ADOLESCENTS IN TWO NORTH CAROLINA COMMUNITIES}, volume={85}, ISSN={["0003-1283"]}, DOI={10.1215/00031283-2010-010}, abstractNote={This Study analyzes the accommodation of certain African American Vernacular English (AAVE) grammatical features by 65 Hispanic middle schoolers in two newly established hispanic communities in North Carolina: Durham (urban) and Zebulon (rural). It examines the extent to which three grammatical features (invariant be, copula deletion, and third-person singular -s deletion) are being adopted, the manner in which they are being used, and the influence of various social factors on usage. The students' use of these variables is then compared with how the variables are used by their African American peers. The study found that Durham Hispanic adolescents were much more likely to use AAVE features than their Zebulon counterparts and that in some cases Durham Hispanic adolescents actually used some AAVE features at a higher rate than their African American peers. Taking various social factors into account, including gender, length of residency, gang affiliation, and contact with African Americans, the data suggest that only gender and gang affiliation are influential in the use of AAVE features within this community: males and students who report gang affiliation being more likely to use these AAVE features. This finding, along with the sharp contrast between the rural and urban speakers, suggests that some Durham Hispanic adolescents may use AAVE features to create—or “index”—an identity associated with urbanity and masculinity.}, number={2}, journal={AMERICAN SPEECH}, author={Dunstan, Stephany Brett}, year={2010}, pages={185–204} }