Quantifying the Self

Presenter: Rachelle DiGregorio

Mentor: Deborah Morrison

PM Session Oral Presentation

Panel Name: A4 Identity and Progress

Location: Rogue Room

Time: 1:15pm – 2:15pm

“Self knowledge through numbers.” This is the driving philosophy behind the Quantified Self (QS) community, a group of people who collect and reflect on their personal information. This practice is called self-tracking and is increasingly facilitated by digital tools like pedometers, mobile applications, and websites. My research explores the question: What leads to the widespread acceptance of digital self-tracking tools? I approach this question by measuring people’s awareness and perceptions of the technology as well as by deconstructing the success of popular tracking tools. I focus on tools that track fitness data because they are the most widely accepted. My investigations are supported by a thorough review of literature about technology acceptance, personal informatics systems, and behavior change. There is often a disassociation between popular tracking tools and the concept of self-tracking. Whether it is referred to as self-tracking or not, the practice is growing steadily. This is due to the ubiquity of personal data collection in our current digital environment. It is integrated into so many digital services and devices; it is more or less unavoidable. Leaders of the QS movement frame what they do as a new context for knowledge-making. It is more than just a few people’s hobby, it is a lens through which we see and create the world around us. An understanding of self-tracking is vital to our assessment of society’s digital evolution, especially as the practice continues to grow in popularity and influence.

No Man’s Land: The Herstory of Lesbian Intentional Communities as a Manifestation of the Pastoral Dream

Presenter: Phoebe Petersen

Mentor: Glenn May

PM Session Oral Presentation

Panel Name: A4 Identity and Progress

Location: Rogue Room

Time: 1:15pm – 2:15pm

Although not a well-known part of Oregon’s past, intentional communities, also called communes, have a long history in Oregon dating back over one hundred and fifty years. Oregon communalism reached its peak in the 1970s when there was a huge growth in lesbian intentional communities, particularly in Southern Oregon. These communities developed as a result of the back-to-the-land movement of the 1960s and the radical wing of the women’s movement. However, there was another factor at play. Besides thinking about communalism and women’s liberation, the women were also harkening back to a long-held component of American cultural mythology: the pastoral ideal. Pastoral idealism, or the idea that a better, more egalitarian, and spiritually pure life is possible in the countryside, has been a driving force in the writings of authors such as Thoreau, Frost, and Jefferson and in cultural movements such as the migration to the suburbs. Although the members of communities such as OWL Farm and Cabbage Lane were attempting to isolate themselves from the patriarchy that was American culture, their writings demonstrate continued engagement with the idea that in the countryside, it was possible for them to create a simpler, more spiritually pure, and egalitarian life. In other words, even while advocating a separatist lifestyle, they engaged with American culture. In doing so, these women inextricably linked themselves to the past and future of America and must be seen as part of America’s history of idealism, communalism and activism.

When Reaching for the Stars is Not Enough: Addressing the Misalignment of Postsecondary Expectations and Preparation of High School Students from Low-Socioeconomic Backgrounds

Presenter: Eryn Block

Mentor: Josh Snodgrass

PM Session Oral Presentation

Panel Name: A4 Identity and Progress

Location: Rogue Room

Time: 1:15pm – 2:15pm

The vast majority of US high school seniors expect to graduate from college but only a small portion of these students will meet this expectation. Thus, there is a significant misalignment between students’ postsecondary preparation, expectations and attainment. Further, the expectations of low socioeconomic status (SES) students and high SES students are almost identical, but low SES students are much less likely to attain a college degree. This thesis describes a qualitative study of semi-structured interviews with low SES high school students in Eugene, Oregon that examines the underlying reasons for this misalignment. The study identifies examples of cultural and social capital that are linked with college preparedness. These examples include a student’s ability to identify barriers to postsecondary education, quality information, and college culture and vocabulary. Using case studies, this thesis illustrates that a mentor-like figure may help students overcome obstacles. As a result, Cross-age Peer Mentor Programs, in which a college-going mentor is matched with a high school mentee, may act as a partial solution to the postsecondary expectation-preparation misalignment. College students have valuable, first-hand perspectives of the college experience and can share cultural and social capital with their mentees. In conclusion, few students are likely to attend a traditional university, but all students should be prepared for success in their postsecondary endeavors.