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The Field School Syllabus

Examining the Intersection of Best Practices and Practices that Support Student Safety and Inclusivity

Published online by Cambridge University Press:  23 November 2021

Carol E. Colaninno Open the ORCID record for Carol E. Colaninno [Opens in a new window] ,
Emily L. Beahm ,
Carl G. Drexler ,
Shawn P. Lambert Open the ORCID record for Shawn P. Lambert [Opens in a new window]  and
Clark H. Sturdevant
Carol E. Colaninno*
Affiliation:
Center for STEM Research, Education, and Outreach, Southern Illinois University Edwardsville, Edwardsville, IL, USA
Emily L. Beahm
Affiliation:
Arkansas Archeological Survey, Winthrop Rockefeller Institute, University of Arkansas, Morrilton, AR, USA
Carl G. Drexler
Affiliation:
Arkansas Archeological Survey, University of Arkansas and Southern Arkansas University, Magnolia, AR, USA
Shawn P. Lambert
Affiliation:
Department of Anthropology and Middle Eastern Cultures, Mississippi State University, Starkville, MS, USA
Clark H. Sturdevant
Affiliation:
Department of Anthropology, Southern Illinois University Edwardsville, Edwardsville, IL, USA
*
([email protected], corresponding author)
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Abstract

Research indicates that sexual harassment and assault commonly occur during archaeological field research, and students, trainees, and early career professionals are more frequently subjected to harassing behaviors compared to mid-career and senior scientists. Specific to archaeological education, the undergraduate educational requirement of a field school puts students and trainees in situations where harassment historically has been unchecked. We present the results of a systematic content analysis of 24 sets of field school documents. We analyzed these documents with attention to how field school policies, procedures, and language may impact students’ perceptions of their expected behaviors, logistics and means of reporting, and stated policies surrounding sexual harassment and assault. Coding was conducted using an a priori coding scheme to identify practices that should lead to a safe and supportive field learning environment. Our coding scheme resulted in 11 primary codes that we summarized as three primary themes: (1) field school organization and expected student behavior, (2) logistics of the course, and (3) stated policies surrounding sexual harassment and assault. Based on these themes, we provide recommendations to modify field school documents and practices to create a field school that provides safe opportunities for students to learn.

Las investigaciones indican que el acoso y la agresión sexual, ocurren comúnmente durante la investigación de campo arqueológica y los estudiantes, aprendices y profesionales que están iniciando su carrera, están sujetos con mayor frecuencia a comportamientos de acoso en comparación con los científicos que van por la mitad de su carrea y los de alto nivel. Específicamente para la educación arqueológica, el requisito educativo de pregrado de una escuela de campo coloca a los estudiantes y aprendices en situaciones donde históricamente el acoso no ha sido controlado. Presentamos los resultados de un análisis de contenido sistemático del plan de estudio de 24 escuelas de campo. Revisamos estos documentos prestando atención a cómo las políticas, los procedimientos y el lenguaje de las escuelas de campo, pueden afectar las percepciones de los estudiantes sobre los comportamientos esperados, la logística, los medios de denuncia y las políticas declaradas en torno al acoso y la agresión sexual. La codificación de documentos se llevó a cabo utilizando un esquema de codificación deductiva, para identificar prácticas que deberían conducir a un entorno de aprendizaje de campo seguro y de apoyo. Nuestro esquema de codificación resultó en 11 códigos primarios que resumimos en tres temas principales: (1) organización de la escuela de campo y comportamiento esperado de los estudiantes, (2) logística del curso, y (3) políticas declaradas en torno al acoso y la agresión sexual. Basado en estos temas, proporcionamos varias recomendaciones para modificar los programas y las prácticas de las escuelas de campo, para asi crear una escuela de campo que brinde oportunidades seguras para que los estudiantes puedan aprender.

Keywords

sexual harassment and assaultfield schoolsfield-learning pedagogymeans of preventioncontent analysisacooso sexual y agresiónescuelas de campopedagogía de aprendizaje de campomedios de prevencíonanálisis de contenido
Type
Article
Information
Advances in Archaeological Practice , Volume 9 , Issue 4 , November 2021 , pp. 366 - 378
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press on behalf of Society for American Archaeology

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