Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity

2007 ◽  
Vol 48 (6) ◽  
pp. 619-636 ◽  
Author(s):  
Elisa S Abes ◽  
David Kasch
Keyword(s):  
College Students ◽  
Queer Theory ◽  
Multiple Dimensions

The Cowboy Code

2018 ◽  
Vol 19 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Eric D. Teman ◽  
Johnny Saldaña
Keyword(s):  
College Students ◽  
Social Justice ◽  
Queer Theory ◽  
Self Harm ◽  
Self Acceptance

Issues of bullying, suicide, self-expression, self-acceptance, self-harm, among others, within the gay, lesbian, bisexual, transgender, queer, questioning, ally, and others (GLBTQQA+) culture are explored. We show the suffering, the silenced voices, and the pain endured by GLBTQQA+ college students in rural Wyoming. We act as story retellers by creatively and strategically editing interview transcripts to transform the narratives into a screenplay. The issues within are viewed through a social justice framework rooted in queer theory.

scholarly journals “I Didn’t Think I’d Be Supported”: LGBTQ Students’ Non-Reporting of Bias Incidents at Southeastern Colleges and Universities

2021 ◽  
Author(s):  
Jessica Weise ◽  
Steph Courtney ◽  
Kamden K Strunk
Keyword(s):  
College Students ◽  
Mixed Methods ◽  
Queer Theory ◽  
Colleges And Universities ◽  
Student Responses ◽  
College Life ◽  
Complex Spaces ◽  
College And University ◽  
Lgbtq Students

Colleges and universities are complex spaces of both LGBTQ+ liberation and oppression. College students experience LGBTQ+ bias-motivated incidents of harassment, assault, or other violence. Previous researchers have found that these incidents are severely under-reported, which may be related to a range of factors, including campus policies, campus climates, and administrator incompetence. These campus characteristics are upheld through systems of anti-LGBTQ+ surveillance and oppression, including compulsory heterogenderism, which normalize anti-LGBTQ+ violence. In this study, we used a survey of 143 LGBTQ+ college students in the Southeastern U.S. to examine their experiences of violence on campus. Using queer theory, we analyzed student responses about bias-motivated incidents and whether they chose to report the incidents to campus or legal authorities via convergent mixed methods. In this analysis, LGBTQ+ students' decisions to report a bias incident are moderated by considerations of the significance of the incidents, unclear and prohibitive reporting options, and the risks associated with reporting. Additionally, students regularly minimized the seriousness of violence against themselves even when describing incidents that commonly meet college and university definitions of harassment and/or assault. This study shows LGBTQ+ students' experiences of bias-motivated violence and (non)reporting are complex and affected by many facets of college life. Therefore, colleges and universities looking to address violence on campus need to improve not only policy but also communication and other efforts that demonstrate students experiencing violence will be heard, supported, and affirmed.

scholarly journals Research on the Teaching and Reform of Electrodynamics Course Based on Multi Dimension

2020 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Quan Li
Keyword(s):  
College Students ◽  
Curriculum Reform ◽  
Quality Teaching ◽  
Teaching Innovation ◽  
Teaching Situation ◽  
Multiple Dimensions ◽  
New Curriculum ◽  
Physical Phenomena ◽  
The New Curriculum Reform ◽  
New Curriculum Reform

Electrodynamics, as one of the four major mechanics, is a required course for college students majoring in physics. It reveals the laws and essence of physical phenomena more profoundly, so it is more difficult and the current teaching situation is not optimistic. Based on the structure and characteristics of electrodynamics, this paper studies the teaching and reform of electrodynamics from multiple dimensions, in order to achieve teaching innovation according to the requirements of the new curriculum reform and the concept of modern talent training, and provide students with higher quality teaching services. 

Exploring Cross-Cultural and Gender Differences in Test Anxiety Among U.S. and Canadian College Students

2017 ◽  
Vol 37 (1) ◽  
pp. 112-118 ◽  
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Test Anxiety ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Multiple Dimensions ◽  
Confirmatory Factor ◽  
And Gender ◽  
College Student Population

Existing measures of test anxiety used with the college student population are old with old norms and old items, and they do not capture the multiple dimensions of the test anxiety construct or assess facilitating anxiety. In the present study, the validity of the scores of a new, multidimensional measure of test anxiety with a facilitating component, the Test Anxiety Measure for College Students (TAM-C) was examined in a sample of 1,344 Canadian and U.S. college students. Tests of measurement invariance were performed across culture and gender on the TAM-C and cultural and gender differences were explored. The results of multigroup confirmatory factor analyses across culture and gender supported strong invariance on the TAM-C. Latent mean analyses were also conducted and cultural and gender differences were found on the TAM-C. Although additional research is needed, the TAM-C appears to be a promising new measure for use with Canadian and U.S. college students.

scholarly journals RESEARCH ON SOCIAL RESPONSIBILITY OF COLLEGE STUDENTS IN SOCIAL PRACTICE

2021 ◽  
Author(s):  
GUI-HUA LIU ◽  
YU FENG
Keyword(s):  
College Students ◽  
Social Responsibility ◽  
Social Practice ◽  
Daily Life ◽  
College Education ◽  
Multiple Dimensions ◽  
The Government

The cultivation of the sense of social responsibility is an important part of the college education in all links, all elements, and multiple dimensions. Social practice is an essential approach for improving the sense of social responsibility, in which the college students in the current are generally lacking. Therefore, the college and the society, as well as the government should make full use of social practice as a second classroom to cultivate college students’ patriotism and social responsibility, and urge them to implant such senses in their daily life.

scholarly journals Enduring Commitments to Community Service among Diverse College Students: Testing a Multidimensional Conceptual Model

2014 ◽  
Vol 2 (1) ◽  
pp. 1-17
Author(s):  
Alyssa N. Rockenbach ◽  
Jeremy Tuchmayer ◽  
Tara Hudson
Keyword(s):  
College Students ◽  
Community Service ◽  
Race And Ethnicity ◽  
Structural Equation ◽  
Income Level ◽  
Equation Modeling ◽  
Model Parameters ◽  
Institutional Type ◽  
Multiple Dimensions ◽  
Service Engagement

The Enduring Community Service Engagement Model illustrates how multiple dimensions of service participation – including the type and intensity of service, the motivations to serve, and the benefits of service – relate to subsequent citizenship values and behaviors. This study draws on data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and utilizes structural equation modeling to examine the extent to which the relationships in the model are conditional on college students’ gender, race and ethnicity, income level, and institutional type. The findings provide evidence for model invariance in the case of institutional type; however, some model parameters differ by gender, race and ethnicity, and income level.

scholarly journals College Stress: Testing the Unidimensionality of a Standardized Stress Measuring Inventory Designed to Assess Stress among

2018 ◽  
Vol 1 (2) ◽  
pp. 68
Author(s):  
Avdi S. Avdija
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Stress Testing ◽  
Multiple Dimensions ◽  
Unique Aspect ◽  
Stress Inventory ◽  
College Stress ◽  
Emotional Strain ◽  
Stress Measuring ◽  
Full Domain

<em>Stress is a very common and unavoidable emotional strain among college students. The full domain of college stress has multiple dimensions, each with a unique perspective. The current study examines the unidimensionality and reliability of a 48-items standardized scale designed to measure perceived college stress among students. This Perceived Stress Inventory (PSI) consists of five subscales; each measuring a unique aspect of college stress. To test of unidimensionality and reliability of PSI, factor analysis and psychometric properties were examined. The analyses are based on the data that were collected from 302 college students. The results of this study show that the all five subscales of the Perceived Stress Inventory (PSI) are reliable and each of them is unidimensional.</em>

scholarly journals EXPERIENCES AND BARRIERS TO SUCCESS FOR MID- AND LATER-LIFE COLLEGE STUDENTS: APPLYING A GERONTOLOGICAL LENS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S667-S667
Author(s):  
Phyllis Cummins ◽  
Annabelle Arbogast ◽  
Kathryn McGrew ◽  
Peter Bahr
Keyword(s):  
College Students ◽  
Community Colleges ◽  
Adult Students ◽  
Research Policy ◽  
Life Stage ◽  
Later Life ◽  
Policy And Practice ◽  
Multiple Dimensions ◽  
Key Population ◽  
Single Category

Abstract Adult students have emerged as a key population of interest within higher education as states and institutions strategize to meet postsecondary attainment goals. However, much of the previous research on non-traditional age college students has collapsed all students age 25 and older into a single category, glossing over important age and life stage differences. Using a gerontological lens, this paper examines experiences and barriers encountered by mid-and later-life (MLL) students (age 40 and older) attending community colleges. We report qualitative findings from a mixed-methods study of MLL students in Ohio community colleges, funded by the Institute of Education Sciences. Based on thematic analysis of interviews and focus groups with students, faculty, staff, and administrators at 23 colleges, we identify multiple dimensions of age and aging that each play a meaningful role in shaping MLL students’ community college experiences and outcomes. Additionally, we provide an in-depth profile of MLL students—including their educational and work trajectories, reasons for enrolling, and experiences in community colleges—that can help colleges better recruit and serve this segment of the adult student population. MLL students face both unique and common barriers that colleges can address at the classroom, program, and institution levels. Implications for research, policy, and practice are discussed.

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