Does the High School Geography Experience Influence Enrollment in University Geography Courses?

The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at university and if their high school experience informs their decision. Through a survey of students enrolled in an introductory geography course at an Ontario university, this research questions the relationship between students' high school experience and their enrollment in the course and ponders the implications for the health of the discipline.     

Seedbed of Reform: Arnold Guyot and School Geography in Massachusetts, 1849–1855

Abstract

Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids.     

Geography Deserts: State and Regional Variation in the Formal Opportunity to Learn Geography in the United States, 2005–2015

The formal opportunity to learn geography in the United States is unevenly distributed across space, creating possible geography deserts. Data on the number of exams taken in Advanced Placement Human Geography (APHG) and bachelor’s degrees earned in geography are mapped at the state and regional scales. Normalized rates are ranked and grouped into quintiles. For APHG exams, states in the southeastern region of the United States are in the uppermost quintiles while states in the northeastern region are in the lowermost quintiles. The pattern for bachelor’s degrees in geography is somewhat the spatial inverse of that for APHG.     

Geography: An Essential School Subject—Five Reasons Why

Abstract

Mapping the Subject: Geographies of Cultural Transformation, Steve Pile, Nigel Thrift, eds., New York: Routledge. 1995. Bibliography, index. 414 pp. ISBN 0-415-10226-X. $25.00, paper.

Sonora: An Intimate Geography, David Yetman, Albuquerque, NM: The University of New Mexico Press. 1996. 248 pp. Bibliography, index. ISBN 0-8263-1701-4.

A Geography of Pennsylvania, E. Willard Miller, ed., University Park, PA: Pennsylvania State University Press. 1995. 406 pp. Tables, charts, index. ISBN 0-271-01342-7. $25.00, paperback.     

The Geography of the Journal of Geography: Paper Origins, 2008–2015

The Journal of Geography publishes work on geography education from throughout the world. This article investigates the origins of articles from 2008–2015, uncovers differences in rejection rates among articles from developed versus less developed regions, and makes suggestions to improve publication success by non-North American authors.     

Bridging the Qualitative–Quantitative Divide in Transport Geography∗

Recent viewpoints concerning the state of research in transport geography have touched on the issue of insularity and the need to bridge the divide between the largely spatial–analytical or quantitative research in transport geography and the critical or qualitative research prevalent in urban, economic, and most other subfields of human geography. Transport geography has been criticized by some for being a quiet corner of our discipline that has lost its centrality largely because it remains within the analytical framework of the 1960s. This article explores these sentiments by reexamining recent transport-oriented research in highly cited geography journals to assess the degree to which the qualitative–quantitative divide exists within transport geography and between transport and other subfield in human geography, as well as to explore issues of productivity and centrality of transport-oriented research in geography. Results indicate that geographical research involving transport topics is much more prevalent and reflects a wider range of epistemological and methodological approaches than is frequently assumed. Nevertheless, there is still a considerable divide between “mainstream” transport geography and other human geographical research that necessitates much more interaction between transport and other subfields and greater incorporation of alternative research approaches within the mainstream of transport geography. To that end, we propose a preliminary critical transport geography research agenda that is open to a variety of methodological approaches, including quantitative analysis.     

Productivity Profiles of PhD-Granting Geography Departments in the Unites States: 1980–1994

In our study, 48 U.S. departments that grant geography PhDs are compared along four measures of academic productivity. Using 1980–1994 as the base period, research productivity of faculty was assessed by counting book titles, as well as authorships in 77 journals. Teaching productivity was determined by placement of PhDs in graduate programs of geography in North America, and by a weighted index of teaching outcomes. Data were summed for departments, but are reported primarily as productivity per person (per FTE count). The results point to a wide variety of departmental profiles, from those departments that appear to emphasize teaching outcomes to those that are more productive in book publishing and journal authorship, with several exhibiting a balance between teaching and research.     

Geography’s “World view”: The ontological issues of geography

Contemporary science philosophy suggests that discussing ontological problems is of fundamental significance broadly within certain specific disciplines. Natural and social science research are inseparable from philosophical guidance; for instance, the philosophy of geography is the ideological basis for geography. The traditional philosophy of geography is methodology-oriented, which primarily emphasizes the “logical structure of geography explanations,” and ignores the discussion of its ontology. This study, in the context of the philosophy of science, explores the relationships between methodology, ontology, and the philosophy of geography, defines the connotations of geographical ontology, analyzes the links and differences between philosophical ontology and scientific ontology of geography, clarifies the nature of geographical ontology, and summaries its theoretical values. The ontology of geography incorporates the philosophically ontological beliefs of geographers and geographical schools and the ontological commitment of the theory of geography. As different geographers hold different philosophical viewpoints, their ontological beliefs are different; one geographical theory asserts an ontological commitment of “what is there,” which determines the nature and types of objectives the theory references. The ontological beliefs of geographers determine their epistemology, methodology, and axiology, and the ontological commitment of a geographical theory is the premise and basis of that theory.     

The Changing Geography of U.S. Hispanics from 1990–2006: A Shift to the South and Midwest

Abstract

Between 1990 and 2000 the U.S. Hispanic population increased by 14 million, which is the largest decadal population rise in United States history. This increase was not spread evenly throughout the United States, nor was it isolated to locations that already had large Hispanic populations. On the contrary, areas that previously had a relatively small Hispanic population experienced large percentage increases. In this article the regional variability in Hispanic population growth is explored, along with an emphasis on the economic pull factors driving those demographic changes. This analysis illustrates how restructuring in the meatpacking industry, and the associated economic impacts, have created a dependence on a low wage, illegal labor force that has shaped the recent demographic trend in the South and Midwest.     

Context in Human Geography: A Multilevel Approach to Study Human–Environment Interactions∗

One of the shortcomings of quantitative methods in human geography is an overreliance on models that can only account for the average outcomes of spatial events. Although methodological advancements in the form of multilevel models now allow human geographers to account for average outcomes as well as deviations about average outcomes of spatial events, it is not without question that such models can fully account for the cultural, political, and social contexts that affect human behavior. In this article I argue for the adoption of a multilevel approach to the study of human behavior to address some of the criticisms of quantitative methods in human geography. Using a transportation geography research agenda as an example, I discuss how a multilevel approach can complement qualitative methods. Such mixed research methods offer human geographers the opportunity to identify the appropriate role for quantitative methods and explore how context affects behavior.