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CU prof fighting to keep Latin classes alive through video storytelling

Rachel Sauer — Tue, 01 Apr 2025 15:51:17 +0000

CU prof fighting to keep Latin classes alive through video storytelling Rachel Sauer Tue, 04/01/2025 - 09:51

Cody DeBos

For Reina Callier, learning Latin ‘is like lifting weights for your brain’

When a student in one of Reina Callier’s Latin classes said, “I came for the language, I stayed for the vibes,” she laughed, but the phrase stuck with her.

It captured something essential about Latin classrooms. Beyond conjugations and declensions, they offer students a haven for community, curiosity and a shared passion for the ancient world.

In recent years, though, that community has been shrinking.

Reina Callier, a 91�� teaching assistant professor of classics, notes that “Latin survives because people love it. And as long as we keep sharing that love, it’s not going anywhere.”

“Enrollment in Latin classes, especially at the secondary level, has largely been declining,” Callier explains. “During COVID, Latin classes were seen as non-essential, so they lost a lot of students. And they’ve been having a hard time bringing the numbers back up.”

For Callier, a teaching assistant professor of classics and the Latin Program Coordinator at the 91��, this trend is more than an academic concern.

She wasn’t alone in her worries. In response to falling enrollment rates, the Colorado Classics Association (CCA) formed a committee dedicated to promoting interest in Latin classes.

The solution? A project that would convey the benefits of learning Latin to students in their own words.

A language in decline

Across the country, Latin programs have struggled to justify their existence in an education system increasingly focused on STEM fields and workforce development. In some districts, administrators have proposed cutting Latin entirely, forcing teachers and students to fight for their programs.

In collaboration with the CCA and local high school educators, Callier helped spearhead You Belong in Latin, a video project designed to remind high school students why Latin is worth learning.

“We finally came up with the idea for a video, because it’s something you can share easily. It’s more entertaining than just looking at a brochure that says, ‘Here’s why Latin is a good thing to take,’” Callier says.

The project quickly took shape as teachers across Colorado filmed interviews with their students, capturing firsthand accounts of what Latin means to them. They also collected footage of classrooms filled with laughter, animated discussions and moments of discovery.

“One of the things we noticed is that once students get into Latin class, they really love it,” Callier says. “You just have to get them in the door.”

The team secured a grant to bring the project to life, which allowed them to hire a former 91�� student who majored in film—and took several semesters of Latin with Callier—to professionally edit the videos.

Over the course of a year, the raw footage was transformed into a compelling series of short videos, each emphasizing a unique aspect of the Latin classroom experience.

Now available on YouTube, the You Belong in Latin videos are a vital resource for teachers, students and parents to share.

Latin is for everyone

A central theme of You Belong in Latin is the tight-knit community formed in Latin classrooms. Unlike more popular language programs, Latin classes tend to be small, allowing students to form deeper relationships with their peers and instructors.

“At 91��, if you take Latin, aside from the first semester where there are two sections of Latin I, after that, everybody’s in the same class together,” Callier explains. “You continue to see the same instructors in the department as well. So you get to know them, and you get to know your peers in a way that’s not really very common at the college level.”

The same holds true in high schools, where Latin students often stay in one cohort across multiple years and gain a sense of unity and belonging.

The videos also seek to challenge the misconception that Latin is elitist—a subject reserved for Ivy League prep schools and aspiring academics.

“Latin actually isn’t elitist. Everybody’s starting from the same level when they walk into Latin class. There’s no barrier, and everybody can benefit from it in various ways,” Callier says.

And while Latin’s reputation as a “dead language” often turns students away, Callier argues that its benefits are very much alive. Latin gives students a foundation for English vocabulary, enhances their analytical skills and prepares them for careers in law, medicine and the sciences, she says, adding that it also provides direct access to Latin texts, “which is immensely beneficial to anyone who is enthusiastic about Roman literature or history.

“Latin actually isn’t elitist. Everybody’s starting from the same level when they walk into Latin class. There’s no barrier, and everybody can benefit from it in various ways.”

“Learning Latin is like weightlifting for your brain,” she says with a smile.

Keeping the momentum going

Now that the You Belong in Latin videos have been published, Callier is working to spread the word.

“We have been sharing our Colorado Classics Association YouTube channel with educators from around the country who are looking for different ways to promote Latin,” she says.

Feedback on the project has been encouraging for Latin educators who rarely receive recognition for their efforts.

“What we are doing as Latin educators is something that is really having an impact,” Callier says. “Students are getting a lot out of Latin in various ways, and they’re really appreciating what we bring to the table.”

At its heart, this project isn’t just about keeping Latin alive but also celebrating what makes it special. As Callier and her colleagues know, the language is only the beginning. The real magic comes from the people who learn and teach it.

Callier says, “Latin survives because people love it. And as long as we keep sharing that love, it’s not going anywhere.”

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For Reina Callier, learning Latin ‘is like lifting weights for your brain.'

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Who has the influence to curb gender bias in STEM?

Rachel Sauer — Tue, 25 Mar 2025 13:30:00 +0000

Who has the influence to curb gender bias in STEM? Rachel Sauer Tue, 03/25/2025 - 07:30

Cody DeBos

Hint: It’s not women

When Charlotte Moser started graduate school, she was the only woman in a shared office with four male students. One day, a classmate casually remarked that he wished she weren’t there so the office could be all men.

Moser barely had time to process the sting of the exclusion before another male student cut in, calling out the remark as gender bias.

“It felt so great to have someone stand up for me,” Moser recalls. “I felt like someone had my back and I belonged in this space.”

Charlotte Moser, a research associate in 91��’s Department of Psychology and Neuroscience, studies how allyship in male-dominated fields influences workplace culture.

That moment stayed with her—not just because of the personal validation, but because it led her to begin exploring a larger pattern in workplace dynamics.

Now as a research associate in the 91��’s Department of Psychology and Neuroscience, Moser studies how allyship in male-dominated fields influences workplace culture. Her findings reveal an unsettling but potentially useful truth: When men openly advocate for gender equality, their voices often carry more weight than women’s do.

The reason? Not necessarily gender, Moser says, but power and influence.

The social influence gap

Moser’s research suggests that in STEM workplaces, where men hold most leadership positions, male allies are perceived as more persuasive, more legitimate and more effective at creating a culture that supports gender equality than their female counterparts.

“We find that men who advocate for gender equality and act as allies tend to be better at signaling to women that they will belong and be respected in male-dominated STEM contexts than when women advocate for gender equality,” Moser says.

Her findings suggest that allyship in male-dominated workplaces isn’t just about intent or even gender. Rather, it’s about who is perceived as having the power to create change.

If a female scientist points out that women are often overlooked for leadership roles or promotions, she may be met with skepticism or dismissed as self-interested. But when a male colleague makes the same argument, research shows that their remark is more likely to be taken seriously and perceived as a norm-setting statement rather than a personal complaint.

“Other work has found that men tend to be perceived more positively than women when advocating for gender equality,” Moser explains. “Women tend to be viewed as whiners, complainers, and only acting in their own self-interest.”

The cost of exclusion

Gender bias in the workplace isn’t a theoretical issue. It has real repercussions.

Car-crash dummies designed to represent women’s bodies weren’t introduced until 2011. Even today, they are tested only in the passenger seat, not the driver’s seat. (Photo: Lin Pan/Wikimedia Commons)

“A huge consequence is the loss of the contributions from many brilliant women scientists,” Moser says.

Research shows that women are less likely to be retained in male-dominated fields due to factors like persistent bias, exclusion and a lack of support. With fewer women present to offer their perspective, blind spots emerge, and those gaps can have serious, even deadly, implications.

One striking example is the case of crash-test dummies.

“For decades, car-crash dummies were built to represent the average body of a man,” Moser says. “This led women to be much more likely to fall victim to serious injury and death in car crashes.”

Shockingly, car-crash dummies designed to represent women’s bodies weren’t introduced until 2011. Even today, they are tested only in the passenger seat, not the driver’s seat. Recent statistics show that women are 17% more likely to be killed in a car accident and 73% more likely to be seriously injured than male occupants.

This oversight isn’t an accident, but the denouement of decades of scientific decision-making that lacked diverse perspectives.

“More inclusive science is better for everyone—not just those who face bias,” Moser says.

Going beyond performative allyship

If allyship from men is perceived as more effective, what should they do to ensure their support is genuine and impactful?

Moser has a few recommendations.

“I would say that men who don’t know where to start could start within their own spheres. Pay attention to what’s going on, how people are treated, and listen to the women around you,” she says.

But listening is only the first step.

Moser emphasizes that standing up against gender bias isn’t just about making statements on social media or in private. Meaningful allyship requires action.

Calling out dismissive remarks in a team meeting or challenging biased hiring decisions can have an immediate effect. Those in leadership positions can stretch their influence further by advocating for equitable organizational policies and ensuring women have access to mentorship and career-advancement opportunities.

“One hurdle for men regarding allyship for gender equality is that they feel that it is ‘not their place,’” Moser says. “I hope that my work can show that allyship from men is not only wanted but very beneficial to women.”

However, Moser warns that inauthentic allyship—publicly claiming to support gender equality without backing it up—can make meaningful change even harder to achieve.

“The future of allyship isn’t just about who speaks. It’s about who gets listened to.”

“I have other work showing that it is worse to claim allyship but then do nothing to promote equality than if one had said nothing about inequality and allyship in the first place,” she says.

Who deserves to be heard?

Moser’s research makes clear the fact that eliminating gender bias in the workplace isn’t a matter of men versus women. Rather, it’s about recognizing and altering the systems that create credibility and influence.

“I think allyship can change the narrative of the widespread belief that most men don’t care about women and change the narrative that it’s women’s responsibility to make these workplaces work for them,” she says.

But the goal isn’t just getting men to use their influence—it’s about redistributing power so that women’s voices carry the same weight without needing male validation.

“The future of allyship isn’t just about who speaks,” Moser explains. “It’s about who gets listened to.”

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Hint: It’s not women.

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91�� religious studies professor says Twelver Shi’ism is open to discourse

Rachel Sauer — Mon, 17 Mar 2025 15:09:22 +0000

91�� religious studies professor says Twelver Shi’ism is open to discourse Rachel Sauer Mon, 03/17/2025 - 09:09

Bradley Worrell

Associate Professor Aun Hasan Ali’s book about Islam’s School of Hillah explores the dynamics and formation of Twelver Shi’ism, arguing that the faith was open to diverse intellectual traditions

Twelver Shi’ism, the largest branch of Shi’ite Islam, tends to be viewed as fundamentally authoritarian, particularly as seen through the lens of the ideology of the Iranian government.

Aun Hasan Ali, associate professor in the 91�� Department of Religious Studies whose area of focus is on Islamic intellectual history, particularly pre-modern Twelver Shi’i traditions, says he believes that modern perceptions of the faith have been colored by the 1979 Iranian Revolution.

“It was an unprecedented moment in a lot of ways, because for the first time in the history of Shi’ism, you had a theory of government where the jurist was the head of the state,” he says. “Traditionally, there was always a kind of separation between those two spheres.”

Aun Hasan Ali, 91�� associate professor of religious studies, argues that modern perceptions of Twelver Shi'ism have been colored by the 1979 Iranian Revolution.

As a result, Ali says the idea took root among some in the West and also in the Muslim Sunni tradition that Shi’i clerics were free to make whatever political or religious decisions they pleased, because they were not bound by the history of tradition. However, that’s not an accurate portrayal of how jurists and other followers come to decisions in Twelver Shi’i religious tradition, he adds.

Instead, Ali makes the case that Twelver Shi’ism is better understood as a “discursive tradition,” which, as defined by noted cultural anthropologist Talal Asad, involves researching foundational Islamic texts, such as the Quran and the writings of exemplary historical Shi’i religious figures, for context. Ali says his own definition of discursive tradition is tied less to foundational texts and more to how noted Shi’i religious figures interpreted those texts, as that is how most followers of the faith first engage on religious topics.

“In the same way that someone addressing ethics in contemporary philosophy needs to address (Immanuel) Kant, for instance, I view that as a parameter of the conversation,” he explains. “Similarly, when it comes to Islamic tradition, there are important figures that one needs to address. So, in the simplest terms, a discursive tradition should be thought of as a conversation across time and space among experts.”

In contrast to the idea that scholars make decisions based solely upon their authority, Ali contends that thinking of the Twelver Shi’i faith as a discursive tradition means the faith continually remains open to discussion, debate, mediation and modification.

Ali’s ideas on discursive tradition were shaped in part by his PhD dissertation on the School of Hillah, a center of religious learning that played a major role in preserving and promoting Twelver Shi’i Islamic religious traditions, while also being open to integrating diverse intellectual traditions, during its formative years, from the 12th to 14th centuries. Ali’s revised dissertation was published in 2023 by I.B. Taurus as the book, The School of Hillah and the Formation of Twelver Shi’i Islamic Tradition, which is being translated into Arabic for wider distribution.

Recently, Ali spoke with Colorado Arts and Sciences Magazine about the importance of the School of Hillah in the formation of Twelver Shi’ism and its profound effect on the Shi’i faith today. His answers have been lightly edited and condensed for space considerations.

Question: Why does the School of Hillah take root in what is now southern Iraq?

Ali: Hillah becomes a center of scholarship for two reasons. One is that you have a (regional) Shi’i dynasty come to power that patronizes these scholars. The second reason is that you have the Mongol invasion in the 13th century, which pushes a lot of people looking to escape that devastation southward.

So, you end up with a concentration of scholars who are sought-after in the region. People travel to Hillah from the Levant, from Bahrain and from Iran. They travel there because they were seeking expert education, and the major figures of Hillah were the undisputed experts. (Students) came there to receive that kind of education in the same way that today somebody might come to CU seeking a world-class program in astrophysics. The same thing was happening in Hillah; they came there to learn from these masters.

With the Mongol invasion, sure, there’s devastation, but there are also opportunities. There are trade routes that enrich particular families in the area, and, as we all know, education requires money, so the influx of wealth also becomes a reason why they’re able to offer patronage to those scholars.

In The School of Hillah and the Formation of Twelver Shi’i Islamic Tradition, which is being translated into Arabic for wider distribution, author Aun Hasan Ali explores the School of Hillah, a center of religious learning that played a major role in preserving and promoting Twelver Shi’i Islamic religious traditions.

Question: Is the School of Hillah equivalent to what we would think of today as a university or maybe a seminary?

Ali: Certainly, it’s different in the sense that it’s not primarily organized in brick-and-mortar institutions. It’s more unstructured. Classes took place in the home of an individual, a prominent scholar.

It’s similar in the sense of curriculum. What I mean is that certain texts come to be understood as definitive of a tradition. And that’s part of the reason why Hillah is so important. A lot of the texts that we think of today as being definitive of Shi’i tradition were written in Hillah and continue to be studied today, so we can think of it in terms of there is, not uniformity, but an expectation that anybody who masters this tradition would read these texts. In that sense, it’s similar.

It’s also similar in the sense of structures of authority. Just as someone wishing to put forth a view in, let’s say, American jurisprudence, has to engage particular jurists; similarly, somebody wishing to put forward a view in Shi’i theology has to engage with the views of particular jurists. So, structures of authority can be similar in that way. The idea of a curriculum can be similar in that way, but it’s not organized as a single space in primarily brick-and-mortar institutions.

That was actually one of the points in the book. The organizing principle of the School of Hillah is these large families in which particular types of expertise is concentrated. So, one family may have an expertise in genealogy; another family may have an expertise in philosophy; while another family may have an expertise in law. These large families (in the community) structure the School of Hillah. And, of course, people intermarry between these families, so it becomes a network of intellectuals.

Question: For the students who completed their studies at Hillah, did they generally go on to become clerics and religious scholars?

Ali: If we look at the contemporary Twelver Shi’i tradition, it runs the full gamut. Before you have modern schools, people learn basic numeracy and literacy in religious institutions, which is the same as it was in the West.

Some of those people, after getting basic literacy and numeracy, go on to become merchants or preachers, for example. A smaller group will become teachers within the institution, and then a (small percentage) of those will become the next generation of masters of the tradition. Most people don’t reach that level, because it takes a long time—we’re talking maybe 20 years or more—to be considered competent within that tradition. It’s a very grueling process, and most people leave before they finish the entire process.

Question: Can you talk about how your idea of discursive tradition contrasts with the idea of jurists having the authority to make whatever decisions they want?

Ali: That’s exactly the idea I was pushing back against in the book—this kind of free-for-all idea about authority. That’s not to say authority isn’t important, or that jurists don’t exercise that kind of authority. But again, they do it within the horizons of possibility that are shaped by discursive tradition, as a conversation across space and time.

And yes, there’s a kind of push and pull where a really important figure can push a conversation forward, can expand at the horizons of possibility, but it’s not an arbitrary process. It’s a process that’s linked to the past at the same time that it looks ahead.

Question: Were there any major developments or contributions that came out of the School of Hillah that made a profound impact on Islam today?

Ali: Philosophy becoming integrated into theology is something that we can look to Hillah for, within the Shi’i world. That development takes place earlier within the Sunni world, but in the Shi’i world, Avicenna’s philosophy, or Avicenna’s metaphysics, comes to be integrated into Shi’i theology. In that time period, the integration of mysticism into Shi’ism is also something that happens in Hillah.

"There’s a kind of push and pull where a really important figure can push a conversation forward, can expand at the horizons of possibility, but it’s not an arbitrary process. It’s a process that’s linked to the past at the same time that it looks ahead."

When we think of (Islamic) law, that’s really one of the most important contributions that happens at Hillah, and you see the integration of advanced mathematics and advanced science into law. For example, in Islamic law, figuring out the direction of prayer from a distance, given the curvature of the earth is also a complicated thing, which leads to advanced discussions of science and mathematics integrated into the chapter on ritual prayer, for instance. Those would be a few examples.

At Hillah, you also have the production of these kinds of biographical dictionaries. So, when Muslims evaluate a piece of information, part of the way they evaluate it is by looking at who communicated that information. You can imagine that it would be very useful to have a kind of a biographical dictionary, where you could look up a particular individual and see what they were like. Were they known to be somebody who had scholarly expertise? Were they known to be somebody who was an upright person? Or were they known to be unscrupulous in the way that they narrated information? These kinds of biographical dictionaries, which facilitate legal discussions and conversations, were produced at Hillah.

Question: Despite the School of Hillah’s contributions to Islamic thought, you say there is not much scholarship about it. Why do you think that is?

Ali: I believe a lot of it has to do with the history of Islamic studies in the West—and that only in recent years has Shi’ism gotten the attention it deserved. Previously, scholars who studied Islam largely dealt with Sunni sources. And so, even when they talked about Shi’ism, they were talking about it through the lens of Sunni authors and Sunni sources.

This is despite the fact that Shi’ites—while making up somewhere between 15 and 20 percent of the (Muslim) population—their contributions, intellectually, to Islamic tradition has been disproportionate.

Things started to change in the 1980s and 1990s, but even among scholars focused on Shi’ism, they have tended to focus on its origins, or trying to explain how the Iranian Revolution happened, so in both of those ways Hillah was ignored.

Question: Do you have any particular hopes for your book?

Ali: In general, the book has been received well. I think that people (in Islamic studies) recognize this was a crucial period in Shi’i religious history that hadn’t really been sketched out the way I did in the book.

In terms of contributing to a broader discussion, my hope is the book brings together theoretical conversations in religious studies with meticulous historical scholarship. In Islamic studies, it’s sometimes separated by people who do theoretically rigorous projects and people who do meticulous historical scholarship. I tried to do both, and I hope that the book contributes to bridging the gap between these two different approaches within Islamic studies.

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Associate Professor Aun Hasan Ali’s book about Islam’s School of Hillah explores the dynamics and formation of Twelver Shi’ism, arguing that the faith was open to diverse intellectual traditions.

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An ultrafast microscope makes movies one femtosecond at a time

Rachel Sauer — Tue, 11 Mar 2025 16:18:01 +0000

An ultrafast microscope makes movies one femtosecond at a time Rachel Sauer Tue, 03/11/2025 - 10:18

New 91�� research harnesses the power of an ultrafast microscope to study molecular movement in space and time

The interactions in photovoltaic materials that convert light into electricity happens in femtoseconds. How fast is that? One femtosecond is a quadrillionth of a second. To put that in perspective, the difference between a second and a femtosecond is comparable to the difference between the second right now and 32 million years ago.

Subatomic particles like electrons move within atoms, and atoms move within molecules, in femtoseconds. This speed has long presented challenges for researchers working to make more efficient, cost-effective and sustainable photovoltaic materials, including solar cells. Imaging materials on the nanoscale with high enough spatial resolution to uncover the fundamental physical processes poses an additional challenge.

Understanding how, where and when electrons move, and how their movement depends on the molecular structure of these materials, is key to honing them or developing better ones.

Ultrafast nano-imaging of structure and dynamics in a perovskite quantum material also used for photovoltaic applications. Different femtosecond laser pulses are used to excite and measure the material. They are focused to the nanoscale with an ultrasharp metallic tip. The photo-excited electrons and coupled changes of the lattice structure (so called polarons, red ellipses) are diagnosed spectroscopically with simultaneous ultrahigh spatial and temporal resolution. (Illustration: Branden Esses)

Building on more than five years of research developing a unique ultrafast microscope that can make real-time “movies” of electron and molecular motion in materials, a team of 91�� scientists published in Science Advances the results of significant innovations in ultrafast nanoimaging, visualizing matter at its elementary atomic and molecular level.

The research team, led by Markus Raschke, professor of physics and JILA fellow, applied the ultrafast nanoimaging techniques they developed to novel perovskite materials. Perovskites are a family of organic-inorganic hybrid materials that are efficient at converting light to electricity, generally stable and relatively easy to make.

Working with a thin perovskite layer, the researchers directed ultrashort laser pulses onto tiny metallic tips positioned above the perovskite layer. The tip functions like an antenna for the laser light and focuses it to a spot much smaller than what is possible in conventional microscopes. The tip is then scanned across the perovskite layer, creating an image pixel by pixel. Each image provides one frame of a movie as the different laser pulses are varied in time.

The movie also has “color,” albeit in the infrared and invisible to the human eye but where the molecules and electrons respond. Through different wavelengths of light, the researchers can follow both the electron and molecular motion and their coupling, which is what controls the photovoltaic efficiency in perovskites.

This milestone not only helps them better understand the missing links between the perovskite’s crystal structure and composition and its performance as a photovoltaic material but also led to the surprising discovery that more disorder seems to facilitate better photovoltaic performance.

“We like to say that we’re making ultrafast movies,” Raschke says, adding that there have long been many unknowns about the elementary processes after sunlight gets absorbed in photovoltaic materials and how the excited electrons move in them without being dispersed, but “for the first time, we can actually sort this out because we can record spatial, temporal and spectral dimensions simultaneously in this microscope.”

Molecules as spectators of how the electrons move

In recent years, much research has focused on perovskites, particularly in the quest to create more efficient and sustainable solar cells. These materials absorb certain colors of the visible spectrum of sunlight effectively and can be layered with other materials, such as silicon, that catch additional wavelengths of light the perovskite does not absorb.

"This is a way to examine the material properties on a very elementary level, so that in the future we’ll be able to design materials with certain properties in a more directed way."

“(Perovskites) are easy to fabricate and have a very high solar cell efficiency, and can be applied as a very thin film,” explains Roland Wilcken, first author on the new paper and a post-doctoral researcher in Raschke’s research group. “But the problem with this material is it has relatively low photostability.”

Improving the material’s performance is no easy feat. There’s a large possible combination of chemical compositions and preparation conditions of perovskite solar cells, which affect their structure, performance and stability in ways that are difficult to predict. This is a challenge also faced by many other complex materials used for semiconductors, quantum materials, displays or in biomedical applications.

This is where the ultrafast microscope helps the researchers gain the spatial and temporal information needed to optimize the material—and in turn—find a good compromise between stability and performance.

Building the ultrafast microscope was a challenge, explained Branden Esses, a physics graduate student and research contributor. The team used nanotips, coated in a platinum alloy or gold, which are brought within nanometers of the perovskite layer, then hit with a sequence of laser pulses.

The first pulse excites the electrons in the visible, and subsequent pulses in the infrared watch how the electrons and molecules interact and move in time, Esses says, adding that “if you shine a light on this very tiny tip, the light that comes back is very weak since it only interacts with very few electrons or molecules; it’s so weak that you need special techniques to detect it.”

So, they developed a special method, modulating the light beams and using optical-amplification techniques to reduce noise and background to isolate the desired information.

Both how “the light is focused at the nanometer scale with the tips and how it is emitted and detected was essential to get enough contrast and signal to make these ultrafast movies of the material,” Wilcken explains.

And thanks to the ultrafast microscope technology, researchers are able to capture ultra-high-resolution images of femtosecond movement, measuring atomic motion in the molecules with very high precision. A particular feature of this development is the ability to resolve the dynamics of the molecular vibrations as a spectator of how the material responds to the photoexcited electrons.

Building better and functional materials from the bottom up

“This is a way to examine the material properties on a very elementary level, so that in the future we’ll be able to design materials with certain properties in a more directed way,” explains Sean Shaheen, a professor of electrical, computer and energy engineering who provided the material sample and collaborated on the research.

“We’re able to say, ‘We know we prefer this kind of structure, which results in, for example, longer lived electronic excitations as linked to photovoltaic performance,’ and then we’re able to inform our material synthesis partners to help make them,” Esses adds.

One of the surprising results of the work is that “in contrast to conventional semiconductors it seems that more structural disorder gives rise to more stable photogenerated electrons in hybrid perovskites,” Raschke explains. With the ultrafast microscope it became possible for the first time “to directly image the role of molecular order, disorder and local crystallinity on the optical and electronic properties of materials in general.”

This discovery is expected to have a profound impact on material science for advancing the performance of novel semiconductor and quantum materials for computing, energy and medical applications.

The instrument development was supported by the National Science Foundation, through STROBE, an NSF Science and Technology Center for which Raschke serves as co-principal investigator.

Roland Wilcken, Branden Esses, Rachith Nithyananda Kumar, Luaren Hurley, Sean Shaheen and Markus Raschke contributed to this research.

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New 91�� research harnesses the power of an ultrafast microscope to study molecular movement in space and time.

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‘Kenough’: Is 'Barbie' more revolutionary for men than women?

Rachel Sauer — Fri, 07 Mar 2025 21:08:55 +0000

‘Kenough’: Is 'Barbie' more revolutionary for men than women? Rachel Sauer Fri, 03/07/2025 - 14:08

Clay Bonnyman Evans

91�� PhD student’s paper argues that the hit film exemplifies ‘masculinity without patriarchy’ in media

M.G. Lord, author of Forever Barbie: The Unauthorized Biography of a Real Doll and co-host of the podcast LA Made: The Barbie Tapes, describes Greta Gerwig’s Oscar Award-winning, box-office behemoth Barbie as “incredibly feminist” and widely perceived as “anti-male.”

Meanwhile, conservative critics rail that the movie is “anti-man” and full of “beta males” in need of a testosterone booster. Conservative British commentator Piers Morgan called it “an assault on not just Ken, but on all men.”

91�� PhD student Julie Estlick argues that Greta Gerwig's award-winning film Barbie is "a really good film for Ken."

But 91�� women and gender studies doctoral student Julie Estlick sees things differently. In her recent paper, “Ken’s Best Friend: Masculinities in Barbie,” published in Feminist Theory, she argues that the movie is “a really good film for Ken.”

On first viewing, Estlick noticed a woman nearby having a “very visceral, emotional response” to the now iconic monolog by actor America Ferrera, which begins, “It is literally impossible to be a woman.”

She wasn’t particularly moved by the speech, and walking out of the theater, she realized she didn’t see the movie as a clear-cut icon of feminism.

“I really questioned whether the film was actually about Barbie, and by extension, women, at least in the way people were claiming,” she says.

Once Barbie was available for streaming, Estlick took a closer look and arrived at a heterodox conclusion:

“Barbie is not anti-man; it is pro-man and is not necessarily a revolutionary film for women, at least not as much as it is for men,” she writes in the paper’s abstract. “This is because Barbie espouses non-hegemonic masculinity through cultural critiques that are rare to see in popular media.”

Hegemonic vs. toxic masculinity

For Estlick, “hegemonic masculinity” is a kind of stand-in for the “toxic masculinity” so often featured in media: superheroes, gangsters, vigilantes, killing machines who are also “lady killers.” Always strong, rarely emotional, such men are absurdly impermeable to harm, and sport chiseled features and perfectly sculpted abs, she says. Yet many are also “man children” whose “ultimate prize” is to have sex with a woman.

“That kind of media comes at the expense of women, works against women, and often oppresses women by sexualizing and objectifying them,” Estlick says.

In the film Barbie, the patriarchy ultimately doesn't serve the Kens any more than it does the Barbies, argues 91�� PhD student Julie Estlick. (Photo: Warner Bros. Pictures)

Non-hegemonic masculinity is strong without being oppressive, and supportive and protective of women without regard to any quid pro quo. It allows for men to openly express emotions and vulnerability and to seek help for their mental-health struggles and emotional needs without shame, while retaining their strength, vitality and masculinity.

“It does the opposite of hegemonic masculinity,” Estlick says. “It works alongside women and doesn’t harm them in any way.”

The Kens are first represented in the movie as clueless accessories to the ruling Barbies of Barbie Land. But after Beach Ken (Ryan Gosling) and Stereotypical Barbie (Margot Robbie) find a portal to our world, Beach Ken returns and establishes a patriarchal society in which women become mindless accessories to hyper-competitive men in the thrall of hegemonic masculinity.

But ultimately, the patriarchy doesn’t serve the Kens any more than the Barbies.

“As people always say, men’s worst enemy under patriarchy isn’t women. It’s other men and their expectations, who are constantly stuffing men into boxes,” Estlick says.

Which isn’t to say that women don’t also enforce strictures of hegemonic masculinity.

“When little boys are taught to suppress emotions, little girls are watching. They are watching their fathers, and fathers onscreen, acting in certain ways,” Estlick says. “Girls internalize toxic ideologies the same ways boys do.”

Allan the exception

In Barbie, there is just one male who stands apart from Kendom: Allan, played by Michael Cera.

“Allan is positioned as queer in the film in that he is othered but not less masculine in the traditional understanding of the word,” Estlick writes. He “deviates from the conventional canon of masculinity” and “uses his masculinity for feminism and to liberate women while also protesting patriarchy.”

Allan doesn’t fit into Kendom, with or without patriarchy. As the narrator (voiced by Helen Mirren) notes, “There are no multiples of Allan; he’s just Allan.”

The character is based on a discontinued Mattel doll released in 1964, intended to be a friend to Ken. Fearing the friendship might be perceived as gay, the company swiftly removed Allan from store shelves, later replacing him with a “family pack” featuring Barbie’s best friend Midge as his wife, and a backstory that the couple had twins.

In the film, non-toxic Allan is immune to patriarchal brainwashing and sides with the Barbies in re-taking Barbie Land.

“(T)he film can be understood as a vital framework for masculinity that allows for vulnerability, emotion and heterosexual intimacy among men,” says researcher Julie Estlick. (Photo: Warner Bros. Pictures)

“Right off the bat we see (Allan) as queered from the rest of the Kens and Barbies,” Estlick says.

But Beach Ken, too, eventually senses that he’s not happy in the patriarchal society has created. In one of the movie’s final scenes, a tearfully confused Beach Ken converses with Stereotypical Barbie from a literal ledge:

“You have to figure out who you are without me,” Barbie tells him kindly. “You’re not your girlfriend. You’re not your house, you’re not your mink … You’re not even beach. Maybe all the things that you thought made you aren’t … really you. Maybe it’s Barbie and … it’s Ken.”

In other words, Barbie is rooting for Ken to claim his individuality.

“Beach Ken’s house, clothes, job and girlfriend all represent boxes that society expects men to tick, but this scene illustrates that it is okay to deviate from normative behaviors of masculinity and that manhood is not solely defined through heteronormative bonds and behaviors,” Estlick writes. And “it is acceptable for men to admit to a woman that they need help.”

Barbie is pure, candy-colored fantasy. But in our world, Estlick believes it points the way toward further non-toxic media representations of masculinity and ultimately contribute to better mental health for men trapped in a “man box” — as well as women who have borne the burden of men’s self- and societally imposed strictures on their own humanity.

“(T)he film can be understood as a vital framework for masculinity that allows for vulnerability, emotion and heterosexual intimacy among men,” she concludes. It “(opens) the door to the creation of more media that subverts societal expectations of toxic masculinity.”

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91�� PhD student’s paper argues that the hit film exemplifies ‘masculinity without patriarchy’ in media.

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Storytelling, not statistics, can make STEM more inclusive

Rachel Sauer — Tue, 04 Mar 2025 22:57:54 +0000

Storytelling, not statistics, can make STEM more inclusive Rachel Sauer Tue, 03/04/2025 - 15:57

Cody DeBos

91�� researcher Eva Pietri studies how stories can help address gender bias and create inclusivity

Eva Pietri wasn’t planning on being part of a documentary.

When the 91�� associate professor of psychology and neuroscience was contacted by the creators of Picture a Scientist, a film that takes an unflinching look at sexism and discrimination in STEM (science, technology, engineering and math), she was thrilled to discuss her research. Pietri, who has an extensive background studying gender bias in STEM, knows interventions often fail because facts alone rarely change minds.

But when paired with human narratives, they become undeniable.

“I think one danger with anything that talks about bias is that it might dishearten people. But storytelling, when done right, can motivate people to do something about it," says Eva Pietri, a 91�� associate professor of psychology and neuroscience.

“They’re doing exactly what I would have recommended,” Pietri recalls thinking as she watched the film engage audiences with compelling stories supported by data.

Now, Pietri’s latest research explores how storytelling can be a powerful tool for shifting perceptions about gender bias and creating more inclusive environments. It supports what filmmakers have long believed—that stories can change culture.

Why facts alone aren’t enough

Traditional diversity training in STEM often follows a familiar formula: workshops, slideshows and statistical breakdowns of workplace disparities. Though well intentioned, such initiatives often fail to change minds.

Facts alone, it turns out, aren’t always enough.

“It’s easy when you hear one story, especially if you aren’t motivated to believe it, to think, ‘Well that was just you,’” Pietri explains. “But if we have some data to back that story up, the combination can be more persuasive.”

Her studies in social psychology reveal that the most effective interventions engage both the rational and emotional centers of the brain. This phenomenon, known as narrative persuasion, happens when people become absorbed in a story.

In short, emotional investment makes us more likely to find a new perspective and reconsider past assumptions.

“Having communications that use both stories and the data can be really powerful. And I think documentaries are a unique platform to do that,” Pietri says.

That’s precisely what makes Picture a Scientist effective. The film follows three women in STEM careers who recount their experiences with bias, harassment and institutional roadblocks. Their stories create an emotional connection, making it difficult for viewers to dismiss sexism as an abstract problem.

A case study in narrative persuasion

When Picture a Scientist arrived in 2020, its timing created an unusual moment. The COVID-19 pandemic had forced companies and universities to rethink their approach to workplace training, including diversity programs.

Traditional workshops, which already struggled to engage audiences, were relegated to Zoom. But the documentary offered a more compelling alternative.

Pietri and her colleagues saw an opportunity.

The filmmakers had already consulted with her during production, but after the film’s release, they proposed a new collaboration—testing whether it was truly changing attitudes and behaviors.

“Often diversity interventions are not evaluated,” Pietri says. “You could do a diversity training, and it could have worse effects or just no effect, and you’ve wasted all these resources.”

The filmmakers behind Picture a Scientist worked with 91�� researcher Eva Pietra to study whether the film's approach to addressing bias in STEM was truly changing attitudes and behaviors. (Photo: Uprising Production)

So Pietri and her team designed a study to measure the documentary’s impact. They found that Picture a Scientist was prompting real-world action, not just raising awareness.

“One of the most consistent findings we saw was with information seeking. The more people felt transported, the more they engaged emotionally with the film, the more likely they were to want to learn more about gender bias,” she explains.

Likewise, the study showed that this information-seeking behavior often persists after the initial screening.

“One really positive finding is that people who watch the film are motivated to continue looking up these issues and figuring out how they can make their workplace more equitable. They’re putting themselves in a position to keep gaining knowledge,” Pietri says.

Indeed, participants surveyed a month or more after watching the film reported stronger effects than those who answered immediately, suggesting that the film’s impact is long-lasting.

Pietri believes its entertainment value is partly responsible.

“I mean, this documentary is created by filmmakers, right? They’re not just academics. They know how to create something that’s really entertaining,” she says. “That’s why it was streaming on Netflix, because people, even outside their institutions, are just excited to watch it.”

Of course, stories don’t just educate. They also inspire.

Traditional bias training often focuses on the barriers marginalized groups face, which, while important, can leave viewers feeling hopeless rather than empowered. But when Picture a Scientist viewers see women overcoming challenges, it creates something valuable: role models.

“The film doesn’t just show bias,” Pietri says; “it also highlights these incredible women in STEM. And for students, especially female students of color, that representation is powerful.”

Limiting objections and creating change

Research shows that when people feel forced into a training session, they often react defensively, resisting the very ideas the program promotes. But storytelling doesn’t elicit the same pushback. Instead of feeling lectured, viewers become immersed in a story where they can process difficult topics with less resistance.

"One really positive finding is that people who watch the film are motivated to continue looking up these issues and figuring out how they can make their workplace more equitable. They’re putting themselves in a position to keep gaining knowledge"

That’s one reason Pietri believes storytelling and creative interventions will play an important role in the future of diversity training in STEM.

“This story-based approach addresses some of the limitations of traditional diversity workshops. Aside from people maybe being actually excited to see it and participate, it’s also very scalable,” Pietri says.

“We can show it without having to train facilitators or fly people out to host a panel or host multiple live sessions over Zoom. It’s really easy to scale and it’s not super expensive,” she adds.

Training alone won’t eliminate STEM’s gender-bias problem. However, Pietri’s work suggests that the right intervention can make a difference.

“I think one danger with anything that talks about bias is that it might dishearten people,” she says. “But storytelling, when done right, can motivate people to do something about it.”

Perhaps the most important lesson is that when building a more inclusive STEM community, in a field that thrives on innovation, a good story can be just as efficacious as the right experiment.

“If we can use the small windows for change opened by stories like this to make progress in reducing inequality and suffering, that would be a real win for current and future generations,” Pietri says.

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91�� researcher Eva Pietri studies how stories can help address gender bias and create inclusivity.

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Did ChatGPT write this? No, but how would you know?

Rachel Sauer — Mon, 03 Mar 2025 21:34:42 +0000

Did ChatGPT write this? No, but how would you know? Rachel Sauer Mon, 03/03/2025 - 14:34

Collette Mace

In her Writing in the Age of AI course, 91��’s Teresa Nugent helps students think critically about new technology

One of the most contentious subjects in academia now is the use of AI in writing. Many educators fear that students use it as a substitute for critical thinking. And while students fear that they’re going to be accused of using it instead of doing their own critical thinking, some still use it anyway.

Some students, like their instructors, fear what AI is capable of, and they are highly uncomfortable with the risks associated with its use.

Teresa Nugent, a 91�� teaching associate professor of English, invites students in the Writing in the Age of AI course to experiment with AI as part of their writing process and critically reflect on how these tools influence their ideas.

Teresa Nugent, a 91�� teaching associate professor of English, has seen all these perspectives. When she first read the 2023 essay “I’m a Student. You Have No Idea How Much We’re Using ChatGPT” by Columbia University undergraduate Owen Kichizo Terry, she knew that it was time for educators and students to better understand AI use in writing, even though it was scary.

Two years later, she is in her second semester of teaching ENGL 3016, Writing in the Age of AI. In this course, Nugent invites students to experiment with AI as part of their writing process and critically reflect on how these tools influence their ideas. Her students have conversations with chatbots about topics that they know well and evaluate whether the bots actually know what they’re talking about.

Nugent says she hopes that taking a class in which they are encouraged to talk about AI use allows students to explore possibilities, play with these tools, test their capabilities and determine how best to use them. By teaching students how to use AI as a tool to help develop their critical thinking skills instead of just avoiding that hard work, Nugent aims to prompt students to think about the wider implications of AI, and where it can ethically fit into an academic curriculum.

“We as educators have an obligation to help our students develop the skills that they’re going to need in the world that is developing around all of us,” Nugent says. “If we try to pretend AI isn’t here, we are doing students a disservice. We need to find ways to inspire students to want to learn; we need to spark their curiosity and motivate them to find meaningful connections between course content and the world.”

Mixed feelings about AI

Not all students are enthusiastic about AI. Nugent explains that, since the class fulfills an upper-level writing requirement, she has students of all different majors and experience levels. Many students, she notes, come in with a great deal of apprehension about using AI, something the class discusses openly on day one.

Nugent asks her students to think of a story they’ve been told—often by a parent or grandparent—about what life was like before some commonplace technology—like cell phones or the internet—was invented.

“If we try to pretend AI isn’t here, we are doing students a disservice," says Teresa Nugent, 91�� teaching associate professor of English.

Someday, she reminds her students, they'll tell stories about what the world was like before generative AI. New technology is always emerging, and the best way to adapt to the changing world is to keep learning about it, she says.

Nugent also acknowledges the real risks that come with AI use. She offers students a plethora of readings expressing a range of perspectives on the subject—including Neil Postman’s concerns about the unintended consequences of technological innovations and Mustafa Suleyman’s warning about the need to contain AI in his book The Coming Wave. Students read writings about how current educators have grappled with the release of AI chatbots and science fiction media depictions of AI, including the film Her and the dystopian serial Black Mirror.

Students also read texts about the harmful effects of AI on the environment, the issues of class and social justice that are entangled with AI use and psychological studies concerning AI.

Overall, Nugent says she wants students to leave the class with an informed understanding of AI. For their final project, students are required to research an aspect of AI in which they are particularly interested.

She says this leads to a wide array of research topics, often based on students’ majors; for example, an environmental studies major might research how to use renewable energy sources to power data centers. After writing academic papers, students reframe their research into a “blog” format that a general audience would find easily understandable.

“Knowledge is power,” Nugent says. “Being well informed about something always gives one more of a sense of agency than not being informed.” Ultimately, Nugent says she hopes that students will leave the class feeling confident and prepared to offer their knowledge about AI to society and keep themselves and others informed about this moment in technological history.

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In her Writing in the Age of AI course, 91��’s Teresa Nugent helps students think critically about new technology.

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Counting hidden deaths at the U.S.’s most dangerous border crossing

Rachel Sauer — Wed, 26 Feb 2025 18:23:17 +0000

Counting hidden deaths at the U.S.’s most dangerous border crossing Rachel Sauer Wed, 02/26/2025 - 11:23

Cody DeBos

CU PhD candidate Chilton Tippin working to document migrant mortality in El Paso

With the desert sun beating down on the jagged trails of Mount Cristo Rey just outside El Paso, Texas, Chilton Tippin, a PhD candidate in cultural anthropology at the 91��, wipes sweat from his brow. His backpack is weighed down with bottles of water and food—not for himself, but for the people his research group expects to find hiding in the desert.

In the distance, he sees groups of migrants who just crossed the Mexican border, many of them exhausted and injured, pursued by Border Patrol agents on horseback and in helicopters.

91�� PhD candidate Chilton Tippin spent the summer of 2024 documenting the crisis at a deadly crossing point along the U.S.-Mexico border.

Tippin recalls this almost-daily scene on the mountain, a pilgrimage site that has become the deadliest crossing point along the U.S.-Mexico border.

He spent the summer of 2024 documenting the regional crisis. Though he originally expected to study the environmental impact of the Rio Grande, the unfolding humanitarian crisis was too important to ignore.

“My dissertation is about the Rio Grande, but since the river has been turned into a border and become heavily militarized, it has become a site for a lot of violence and death,” he says.

Yet, when Tippin tried to gather data on how many migrants were dying in the El Paso region, he ran into another problem: bureaucratic stonewalls. Many deaths, he discovered, weren’t being officially counted at all.

Without accurate data, the full scale of the crisis in El Paso is obscured, he says, and over the course of his fieldwork, Tippin saw how systemic failures, political pressure and logistical challenges combine to erase countless migrant deaths from public view.

He’s on a mission to change that.

Life and death on Mount Cristo Rey

“We would go up the mountain regularly,” Tippin recalls, “because a lot of the migrants and undocumented people trying to sneak across would be staged just on the Mexican side of the border.”

Mount Cristo Rey, the northernmost peak of the Sierra Juárez mountain range, is famous for the 29-foot-tall statue of Jesus on the Cross at its summit. With roughly two-thirds of the mountain in Texas and the rest in Mexico, it has also become a major hotspot for border crossings.

“When we would approach, often there were 20 or 30 people just sitting there in the desert with no shade, and it’d be 110 degrees (F). They would come running to us, and we would drop our backpacks and hand out 50 water bottles and any food we could carry,” Tippin says.

The migrants he and his team encountered weren’t just battling the elements. Many had endured days or weeks of travel, cartel-controlled smuggling routes and the fear of being caught and detained, or worse.

“Because of the whole process of being chased by Border Patrol in the desert, where the heat is up to 115 degrees, people are malnourished, depleted and exhausted,” Tippin says. “Then they try to swim across the river, and they’re drowning. Or they’re going out into the desert and getting lost and succumbing to dehydration and heat illness.”

Water bottles are placed beneath a religious display on the border between the United States and Mexico near El Paso, Texas. (Photo: Chilton Tippin)

The mountain itself is a paradox, both a path to safety and a trap ready to spring. The rugged terrain provides cover from Border Patrol and makes expeditions up the slopes more difficult, but it also means there’s no easy escape if something goes wrong.

“The mountain itself is such a surreal landscape,” Tippin recalls. “We often felt like we were in The Matrix or The Twilight Zone because we could be up there just kind of walking on the trails, and people are getting chased and detained and tackled.

“It’s also weird because it’s a religious place. But at the same time you’re moving through that landscape, people are running for their lives.”

The cartel’s grip on the El Paso region

For many of the migrants Tippin encountered, danger didn’t begin on the mountain. In Ciudad Juárez, just across the border from El Paso, the Juárez Cartel has taken control of border crossings, turning human smuggling into a lucrative extension of its drug trade.

“I don’t want to push this idea that the violence is just a ‘Mexico problem.’ But the reality is that people wouldn’t be forced into these cartel-run routes if they had a safe, legal way to cross the border,” Tippin says.

Cartel smugglers, known as coyotes, lead groups of migrants across the border, often charging thousands of dollars per person. In the mountains, the cartel stations lookouts to monitor movements of migrant groups and evade the Border Patrol.

“They are just posted up on the peaks, watching for agents and guiding groups through,” Tippin says. “Border Patrol would try to menace them with helicopters, but they never actually go up there because it’s too dangerous.”

Even for individuals who make it safely across the border, the ordeal often isn’t over. Many are sent right back into cartel-controlled territory, where they face violence, extortion or death.

A helicopter flies over the rugged terrain at border between the United States and Mexico near El Paso, Texas. (Photo: Chilton Tippin)

“That’s the deadly dynamic,” Tippin says. “People cross, they get pushed back and then they get extorted again. Women get assaulted. Families get separated. And they keep trying, because what choice do they have?”

The deaths no one wants to count

When the official numbers of migrant deaths didn’t match what Tippin was seeing on the ground, he quickly realized documenting the crisis would be harder than expected.

“I went through the whole summer filing open records requests, and I was told, ‘We don’t count migrants,’” he recalls. “Then when I tried to get autopsy reports, they said that if I wanted to see the records of drowning victims, it would cost over $4,000. And if I wanted a broader dataset—covering deaths in the desert as well—I got a bill for over $100,000.”

Tippin notes that U.S. Customs and Border Protection (CBP) reporting rules can be obscure, which may lead to underreporting. If a migrant drowns in the El Paso canals or is found in the desert by local first responders, the Texas National Guard or civilians, they aren’t counted in the official data. If they die in a hospital after being rescued, they also don’t make the list. Even if remains are discovered by CBP personnel but the person was not in custody, guidelines state the death isn’t reportable.

As a result, the official data can be off by hundreds—if not thousands—of deaths.

This isn’t just an oversight, Tippin notes. It’s part of a pattern. No More Deaths, a volunteer organization, exposed years of under-counted fatalities, with actual migrant deaths sometimes exceeding CBP’s reports by two to four times.

For Tippin, the answer to why this happens is simple: Acknowledging the full scale of the crisis would shed light on the deadly consequences of U.S. border policies.

“I think that the deaths go uncounted because it’s inconvenient for the whole political and bordering apparatus to have it be known that, as a consequence of their policies and their practices, hundreds of people are dying in the United States, in the deserts and in the rivers that form the border,” he says.

Fighting for the truth

Despite the resistance, Tippin and several grassroots organizations aren’t giving up the fight. They’re using the limited data they have, as well as anecdotal fieldwork, to push for policy changes, local resolutions and new initiatives aimed at tracking and preventing migrant deaths.

Clothing and water bottles left at shady spot on the United States-Mexico border near El Paso, Texas. (Photo: Chilton Tippin)

“It’s such a preventable public health trend,” he says, “and the way we attempt to address problems such as these is to gather data on them.

“We need to make what’s happening apparent and use the data to strategically implement interventions that could help reverse this alarming and tragic trend.”

One organization in Tucson, Arizona, Humane Borders, is using this approach. It works directly with the local medical examiner’s office to gather precise data on migrant deaths. That data is then used to strategically place water stations in high-risk areas.

Tippin and others want to replicate that success in El Paso, but without government cooperation, progress is slow.

“The medical examiner’s office in Tucson works with humanitarian groups,” he explains. “In El Paso, they won’t even meet with us. That’s the difference.”

But activists like Tippin aren’t waiting for permission. They continue to document deaths, advocate for policy changes and pressure local officials to increase transparency.

Recently, Tippin and his research team went before the El Paso County commissioners, pushing them to acknowledge the crisis and demand more transparency from the medical examiner’s office.

“We recently had them pass a resolution decrying all the deaths in El Paso. It’s a step in the right direction, but we need more than words—we need action,” he says.

In the El Paso region, migrants continue to suffer and die from preventable causes. The work to help them is slow, and the resistance is strong. Yet Tippin and others refuse to back down because, ultimately, it’s not about numbers.

“These aren’t just statistics,” he says. “These are people. And until we start treating them as such, nothing is going to change.”

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CU PhD candidate Chilton Tippin working to document migrant mortality in El Paso.

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Top photo: Chilton Tippin

It’s a bird! It’s a plane! It’s another superhero film!

Rachel Sauer — Wed, 19 Feb 2025 20:45:54 +0000

It’s a bird! It’s a plane! It’s another superhero film! Rachel Sauer Wed, 02/19/2025 - 13:45

Doug McPherson

Following a blockbuster opening weekend for Captain America: Brave New World, 91��’s Benjamin Robertson reflects on the appeal of superhero franchises and why they dominate studio release schedules

Captain America continues to conquer obstacles and crush villains―not bad for a man approaching age 85.

The comic book hero made his debut in print in December 1940, then on TV in 1966 and hit the silver screen in 2011―gaining massive momentum along with way. This past Presidents Day weekend, the fourth installment of the superhero series, “Captain America: Brave New World,” hit the top spot at the box office in the United States, and earned $192.4 million around the globe.

Benjamin Robertson, a 91�� assistant professor of English, notes that superhero franchises are comforting in their repetitiveness.

It’s the fourth-best Presidents Day launch on record, behind three other superhero movies: Black Panther, Deadpool and Ant-Man and the Wasp: Quantumania.

What’s going on here? What’s giving Captain America his muscle? And why do folks keep going back to these same stories, characters and worlds over and over?

Benjamin Robertson, a 91�� assistant professor of English who specializes in popular culture, film and digital media, says there are two answers: “One, the genre is comforting in its repetitiveness. This is the least interesting answer, however,” he says.

The second answer appears a little more sinister. Robertson says viewers return to these stories because creators make “story worlds that solicit consumers’ attention and that must always grow and that turn increasingly inward.”

He says the first Iron Man film is about America intervening in the Middle East following Sept. 11, but later MCU (Marvel Cinematic Universe, the franchise behind many superhero movies) films seem less and less about real or historical matters and more about the MCU itself.

“As a colleague once put it, every MCU film is simply the trailer for the next MCU film, the result of a strategy that seeks to create a fandom that can’t escape from the tangled narrative that the franchise tells,” he explains.

In short, Robertson says if consumers want to know the full narrative—the full world that these films and series describe—they have to go to the theater. “As this world becomes about itself rather than about external history or real-world events, a certain ‘lock in’ manifests, making it harder and harder to not see these films if one wants to understand the world they create.”

‘Flatter American identities’

Actor Anthony Mackie plays the titular Captain America in Captain America: Brave New World. (Photo: Marvel Studios)

Another trick is that MCU films tend to “flatter American identities” by celebrating militarism, focusing on charismatic heroes who try to do the right thing unconstrained by historical necessity and suggesting that everything will work out in the end, Robertson says.

“I can see the more comforting aspects of these films having appeal to many consumers. Don’t fear climate change, fear Thanos [a supervillain] and other embodiments of badness,” he says.

As to the question of whether franchises are just growing their worlds and the characters in them, or retelling the same story because it makes money, Robertson says each MCU film is a piece of intellectual property, but an individual film is far less valuable than a world.

“A film might spawn a sequel or sequels, but without developing the world, the sequels will likely be of lesser quality and, eventually, no longer be profitable or not profitable enough to warrant further investment,” Robertson says. “But if producers develop the world into a complex environment that contains numerous characters with distinct and yet intersecting story arcs, well, then you have the foundation for potentially unlimited storytelling and profit in the future.”

He adds that in that context, Captain America has obvious value as an individual character, but he has far more value as part of a world that can develop around him and allow for new actors to play him as he evolves with the world.

So, as the world grows as an intellectual property and in narrative development, "so does the potential for profit, although we may now be seeing the limits of this dynamic as some MCU films have not been doing as well at the box office over the past five years, although there are likely several factors that contribute to this decline.”

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Following a blockbuster opening weekend for ‘Captain America: Brave New World,’ 91��’s Benjamin Robertson reflects on the appeal of superhero franchises and why they dominate studio release schedules.

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Top photo: Marvel Studios

How ardently we admire and love 'Pride and Prejudice'

Rachel Sauer — Fri, 14 Feb 2025 17:16:15 +0000

How ardently we admire and love 'Pride and Prejudice' Rachel Sauer Fri, 02/14/2025 - 10:16

Collette Mace

Are Elizabeth Bennet and Mr. Darcy the greatest love story? 91��’s Grace Rexroth weighs in

What is the greatest love story of all time?

This is a question many like to consider, discuss and debate, especially around Valentine’s Day. Whether you’re more of a romantic at heart or a casual softie, you’ve more than likely heard or expressed the opinion that there is no love story quite like Elizabeth Bennet and Mr. Darcy in Jane Austen’s Pride and Prejudice.

Despite being more than 200 years old, something about this classic novel transcends centuries and social changes to remain a text with which many people connect, whether on the screen, stage or in the pages of the novel.

Grace Rexroth, a 91�� teaching assistant professor of English, notes that Pride and Prejudice has captivated audiences for more than two centuries in part because it appeals to what people—specifically women—have wanted and fantasized about through different eras following its publication.

What makes this love story so memorable and so beloved? Is it truly the greatest love story of all time, or is there something else about it that draws readers in again and again?

According to Grace Rexroth, a teaching assistant professor in the 91�� Department of English who is currently teaching a global women’s literature course focused on writing about love, the historical context in which Jane Austen wrote Pride and Prejudice is crucial to understanding the novel's inner workings.

The Regency Era was a period of intense revolution and change. There still were very strict social norms surrounding marriage and status, which are evident in the novel, but it’s also important to consider that proto-feminist ideals, such as those expressed by Mary Wollstonecraft, were influencing conversations about the position of women in society, Rexroth notes.

Even at the time of publication, Pride and Prejudice was perceived differently between opposing political groups—more conservative thinkers saw it as a story that still rewarded conservative values, such as humility, beauty (always beauty) and a reserved disposition. Other, more progressive readers saw it as standing up to the status quo.

To this day, readers and scholars often debate whether Austen was writing to criticize or praise Regency Era ideas about women’s autonomy. In The Making of Jane Austen, author Devoney Looser observes, “It sounds impossible, but Jane Austen has been and remains a figure at the vanguard of reinforcing tradition and promoting social change.”

Nuance helps it endure

The fact that Pride and Prejudice lends itself to different interpretations is part of the reason why it’s lived such a long life in the spotlight, Rexroth says. It has managed to appeal to what people—specifically women—have wanted and fantasized about through different eras following its publication.

According to Looser, both film and stage adaptations have highlighted different aspects of the text for different reasons. During its first stage adaptations, for instance, the emphasis was often placed on Elizabeth’s character development. In fact, the most tense and climactic scene in these early performances was often her final confrontation with Lady Catherine De Bourgh, when Elizabeth asserts that she’s going to do what’s best for herself instead of cowering under Lady Catherine’s anger at her engagement to her nephew, Mr. Darcy.

Such scenes emphasize Elizabeth’s assertiveness and self-possession in the face of social pressure. Featuring this scene as the climax of the story is quite different from interpretations that focus on the suppressed erotic tension between Elizabeth and Darcy.

This doesn’t mean that adaptations prioritizing the romantic union didn’t soon follow. In 1935, Helen Jerome flipped the narrative on what Pride and Prejudice meant to a modern audience by casting a young, conventionally attractive man to play Mr. Darcy. Looser refers to this change as the beginning of “the rise of sexy Darcy,” a phenomenon that has continued in the nearly 100 years following this first casting choice.

In many ways, the intentional decision to make Mr. Darcy physically desirable on stage coincided with the rising popularity of the “romantic marriage”—a union founded on love and attraction rather than on status and societal expectations. Before this, Mr. Darcy’s being handsome was just a nice perk to Elizabeth, not a clear driving force for her feelings towards him.

Matthew Macfadyen (left) as Mr. Darcy in the 2005 film Pride and Prejudice. Some critics argue that the film over-dramatized the first proposal scene. (Photo: StudioCanal)

From loathing to love

This is not to say there’s no implication of attraction in the original novel, though. There’s something magnetic about Darcy and Elizabeth’s relationship from the very beginning, when they profess their distaste for each other as the reigning sentiment between them (though readers can see that Elizabeth really doesn’t seem to mind being insulted by Mr. Darcy until later in the novel). It’s a quintessential “enemies to lovers” narrative, Rexroth says.

In that way, the novel offers a hint of the unruly desires driving many creative decisions in most modern film adaptations—from the famous “wet shirt” scene in the 1995 BBC adaptation with Colin Firth and Jennifer Ehle, to what some critics argue is a highly over-dramatized first proposal scene staged in the rain in the 2005 Keira Knightly version. That sense of tension between Elizabeth and Darcy, unsaid but palpable, is a draw that has reeled in modern audiences to the point of obsession.

Rexroth suggests that part of the novel’s appeal hinges on what can and cannot be expressed in the text: “Because discussions of sex and desire are fairly repressed in the novel, emotional discourse has more free reign, which is often appealing to modern readers who experience a reverse set of tensions in modern life. Modern discourse, while often privileging a more open discussion of sex, often places tension on how and why we express emotion—especially in romantic relationships.”

Modern sexual liberation, especially through the eyes of women, has been an integral part of feminist movements. However, feminism also offers reminders that when the world still is governed by misogynistic ideas about sex—including women as the object and men as more emotionally unattached sexual partners—key aspects of what sex can mean from an anti-misogynist viewpoint are lost.

This, perhaps, is one reason that Pride and Prejudice is so appealing to women battling standards of sexuality centered around patriarchy, and who find themselves longing for something more—a “love ethic,” as author bell hooks called it.

However, is Pride and Prejudice really a perfect example of a "love ethic”? Rexroth also asks her classes to consider the pitfalls of how readers continue to fantasize about Pride and Prejudice, potentially seeing it as a model for modern romantic relationships.

Questions of true autonomy

While Elizabeth exercises her autonomy and free choice by rejecting not one but two men, standing up to Lady Catherine and overall just being a clever and witty heroine, she is still living within a larger society that privileges the status of her husband over her own and sees her value primarily in relation to the ways she circulates on the marriage market.

Jennifer Ehle (in wedding dress) and Colin Firth as Elizabeth Bennet and Mr. Darcy in the 1995 BBC adaptation of Pride and Prejudice. For many fans, the "perfect ending" with the "perfect man" is part of the story's longstanding appeal. (Photo: BBC)

For that reason, women are never really autonomous, Rexroth says. How can they be, when Elizabeth’s decision to reject a man could potentially ruin her life and the lives of her sisters? Or when her sister Lydia’s decision to run away with Mr. Wickham nearly sends the entire family into ruin? What happens to Elizabeth in a world without Darcy?

This, according to Rexroth, is the danger of looking at Pride and Prejudice uncritically. Though readers and scholars may never know if Austen meant it to be a critical piece about the wider societal implications of the marriage market—although it can be inferred pretty strongly that she did mean it that way, Rexroth says—it does have startling implications towards modern relationships that we tend to find ourselves in.

“Modern discussions of love often focus on the individual, psychological aspects of relationships rather than the larger social networks that structure them,” Rexroth explains. “My students sometimes think that if they just work on themselves, go to the gym and find the right partner, everything will be okay—they’re not always thinking about how our larger social or political context might play a role in their love lives.”

The fantasy of Pride and Prejudice tends to reinforce this idea, she adds. It’s not that the world needs to change—the fantasy is that finding the right man will “change my world.” Such fantasies tend to treat patriarchy as a game women can win if they just play it the right way, Rexroth says. If a woman finds the right man or the right partner, that man will somehow provide the forms of social, economic or political autonomy that might otherwise be lacking in a woman’s life.

Such fantasies sidestep the question of what produces true autonomy—and therefore the capacity to fully participate in a romantic union, she adds.

So, is Pride and Prejudice the ultimate love story? Ardent fans might argue yes—a “perfect ending” with a “perfect man” is the quintessential love story, and who can blame readers for wanting those things? Happy endings are lovely.

Others, however, might still wish that Mr. Darcy had behaved in a more gentlemanlike manner.

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Are Elizabeth Bennet and Mr. Darcy the greatest love story? 91��’s Grace Rexroth weighs in.

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Colin Firth (left) and Jennifer Ehle as Mr. Darcy and Elizabeth Bennet in the 1995 BBC adaptation of "Pride and Prejudice." (Photo: BBC)

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