Jennifer GuzmánAssociate Professor
Jennifer Guzmán has been a member of the Geneseo faculty since 2014
Ph.D. University of California, Los Angeles
M.A. University of California, Davis
B.A. University of Notre Dame
2020 Guzmán, JR., MA Medeiros, and G Faulkner. Teaching Im/migration through an Ethnographic Portrait Project. Teaching and Learning Anthropology 3(1). http://dx.doi.org/10.5070/T33146968
2020 Mikesell, L, A Marti, JR Guzmán, M McCreary, B Zima. Attending to Parent and Child Rights to Make Medication Decisions in Pediatric Psychiatry Visits. In C Lindholm, M Stevanovic, and E Weist (Eds.). Joint Decision Making in Mental Health: An Interactional Approach. Palgrave MacMillan. Pp. 69-94. https://doi.org/10.1007/978-3-030-43531-8_3
2020 Medeiros MA and JR Guzmán. Im/migrant Farmworker Deportability Fears and Mental Health in the Trump Era: A Study of Polimigra and Contramigra in New York State. Culture, Agriculture, Food, and Environment 42(2):103-113. https://doi.org/10.1111/cuag.12254
2020 Guzmán, JR and MA Medeiros. Damned If You Drive, Damned If You Don’t: Meso-level Policy and Im/migrant Farmworker Tactics under a Regime of Immobility. Human Organization 79(2):130-139. https://doi.org/10.17730/1938-35188.8.131.52
2020 Guzmán, JR. Time Discipline and Health/Communicative Labor in Pediatric Primary Care. Medical Anthropology. DOI:10.1080/01459740.2020.1750012
2019 Guzmán, JR. Etiological Storytelling and the Interdiscursive Trajectory of a Diagnostic Odyssey. In E. Falconi & K. Graber (Eds.). Storytelling as Narrative Practice: Ethnographic Approaches to the Tales We Tell. Boston: Brill Press. Pp. 196-225.
2019 Guzmán, JR, DA Paterniti, Y Liu, and DM Tarn. Factors Related to Disclosure and Nondisclosure of Dietary Supplements in Primary care, Integrative, and Naturopathic Medicine. Journal of Family Medicine and Disease Prevention 5:109. doi.org/10.23937/2469-5793/1510109.
2019 Guzmán, JR and MA Medeiros. An Unlikely Cause: The Struggle for Driver’s Licenses to Prevent Family Separation. Practicing Anthropology 41(1):3-6.
2018 L Mikesell, FA Marti, JR Guzmán, M McCreary & B Zima. Affordances of mHealth technology and the structuring of clinic communication, Journal of Applied Communication Research, 46(3):323-347. DOI: 10.1080/00909882.2018.1465195
2017 Pritzker, SE, JR Guzmán, K Hui, DM Tarn. The Third Speaker: The Body as Interlocutor in Conventional, Complementary, and Integrative Medicine Encounters. Communication and Medicine 14(3):256-267. https://doi.org/10.1558/cam.32577
2016 Medeiros, MA, and JR Guzmán. Ethnographic Service Learning: An Approach for Transformational Learning. Teaching Anthropology 6:66-72.
2015 Guzmán, JR. The Epistemics of Symptom Experience and Symptom Accounts in Mapuche Healing and Pediatric Primary Care in Southern Chile. Journal of Linguistic Anthropology 24(3):249-276.
2014 Tarn, DM, JR Guzmán, JS Good, NS Wenger, ID Coulter, DA Paterniti. Provider and Patient Expectations for Dietary Supplement Discussions. Journal of General Internal Medicine 29(9):1242–9.2014 Guzmán, JR. The Epistemics of Symptom Experience and Symptom Accounts in Mapuche Healing and Pediatric Primary Care in Southern Chile. Journal of Linguistic Anthropology 24(3):249-276.
2013 Guzmán, JR. Review: Scripting Addiction. S. E. Carr. Journal of Linguistic Anthropology 23(2):E102-E104.
Dr. Guzmán conducts research at the intersection of linguistic and medical anthropology. Her research in Chile and the United States examines provider-patient communication across a range of conventional, CAM/IM, and indigenous medical paradigms. Dr. Guzmán's theoretical and methodological interests include:
- Speaking rights and speaking obligations in medical settings
- The epistemics of illness experience
- The cultural constitution of clinical reality
- Medicina intercultural / cross-cultural medicine
- The ethnography of communication
- Conversation analysis for the study of talk in institutional settings
ANTH 120: S/Language & Culture
An introduction to the study of language as a social resource and speaking as a cultural practice. This course gives students theoretical tools to examine how human communities use language to create, sustain, and change the social world. Topics include: linguistic heritage, regional and social dialects, language and cognition, racism/ethnicity/gender/class, and global language shifts.
ANTH 231: S/Language and Gender
This course introduces students to the sociolinguistic field of language and gender research. The view of gender adopted in the course is an intersectional one that attends to processes of power and oppression. The course explores how language varieties and linguistic choices reflect, reproduce, and reshape gender norms in diverse communities of practice. Course topics include: (1) how people use language as a means for performing gender, (2) how language practices come to be associated with one gendered identity or another, and (3) how gender norms are reproduced, negotiated, and changed in part via language practices and discourses. The course will utilize feminist pedagogy to foster a climate of mutual inquiry and exchange of ideas between faculty and students.
ANTH 311: Language of Healing
This course addresses two interrelated questions. What sorts of language practices support good health and promote healing and what sorts of language practices impair health and impede healing? We explore these questions cross-culturally through focused reading, critical discussion, and a participatory project in the tradition of embodied anthropology. Course themes include: symbolic healing, meaning response (placebo/nocebo effect), talk therapy, illness narratives, racialization and public health messages, and enduring debates concerning effective and humane doctor-patient communication. Students also receive instruction in ethnographic research methods and carry out a project related to a health-related practice of their choice.
WGST 203: TpGenSocWld:Language&Gender
This is a slot course that focuses on representation of women and/or gender in the social world, generally employing methodologies from one or more social sciences. Each section will incorporate recent feminist scholarship, methodologies, concepts, and analyses. In addition, each section will utilize feminist pedagogy to foster a climate of mutual inquiry and exchange of ideas between faculty and students.