scholarly journals Equity in the Academy? Examining Cyberbullying Victimization and Conflict Resolution Across Sexual and Gender Identity During COVID-19

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Courtney Doxbeck ◽  
Tiffany Karalis Noel
Keyword(s):  
Higher Education ◽  
Conflict Resolution ◽  
Gender Identity ◽  
Educational Communication ◽  
Future Research ◽  
Cyberbullying Victimization ◽  
Information And Communication ◽  
Institutional Conflict ◽  
And Gender ◽  
K 12

Decades of research have examined bullying victimization during the K-12 years of schooling; yet limited research has explored cyberbullying victimization at the university level, and even fewer studies have examined cyberbullying of SGM (sexual and/or gender minority) individuals in higher education. As reliance on technology has increased dramatically during the COVID-19 pandemic, university members may have encountered increased victimization experiences. This report aims to expand the literature on SGM cyberbullying victimization and resource utilization in higher education. Findings resulted from a mixed-methods survey of 231 respondents (185 students, 28 staff, 18 faculty) at a large, research-intensive university in the northeast United States. In general, cyberbullying victimization was not attributed to one’s sexual or gender identity, and occurred primarily through educational communication tools (e.g., email) and social media; a majority of cyberbullying instances went unacknowledged by supervisors or campus resources. Though community members were aware of institutional conflict resolution resources, many of the reported instances were not resolved. Future research should focus on how cyberbullying in higher education continues to change as reliance on information and communication technology increases.

Military Background and Gender Identity in Psychological Assessment Among College Students: Factorial Invariance of the Counseling Center Assessment of Psychological Symptoms–62 (CCAPS-62)

Assessment ◽  
2021 ◽  
pp. 107319112199876
Author(s):  
Arpita Ghosh ◽  
Christopher R. Niileksela ◽  
Rebecca Janis
Keyword(s):  
Gender Identity ◽  
Structural Equation ◽  
Psychological Symptoms ◽  
College Counseling ◽  
Counseling Center ◽  
Factorial Invariance ◽  
Equation Modeling ◽  
Future Research ◽  
Military Background ◽  
And Gender

The purpose of this study was to examine the factorial invariance of the Counseling Center Assessment of Psychological Symptoms–62 (CCAPS-62) across military background and gender identity. A sample of 2,208 military students and 2,208 nonmilitary students were chosen from a large database of university and college counseling centers. Using exploratory structural equation modeling, findings suggested the CCAPS-62 is mostly invariant across military background and gender identity. Only three item thresholds appeared to be noninvariant across groups. These results suggest comparisons of scores across military background and gender can be made. Latent mean differences across groups were also examined. After controlling for several background variables, there were some differences between males and females on subscales measuring depression, eating concerns, and generalized anxiety, but no differences between military and nonmilitary students. Implications for practice and future research are discussed.

scholarly journals Identity as Resistance: Identity Formation at the Intersection of Race, Gender Identity, and Sexual Orientation

2019 ◽  
Vol 44 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Alison Cerezo ◽  
Mariah Cummings ◽  
Meredith Holmes ◽  
Chelsey Williams
Keyword(s):  
African American ◽  
Sexual Orientation ◽  
Gender Identity ◽  
Identity Formation ◽  
Psychological Research ◽  
Research Literature ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
And Gender ◽  
The Impact

Although the concept of intersectionality has gained widespread attention in psychological research, there remains a significant gap related to the impact of intersectionality on identity formation for persons negotiating multiple minority statuses. This gap is especially pronounced among sexual and gender expansive women of Latinx and African American descent—two groups that face disparate personal and public health risks but are largely ignored in the research literature. In response to this gap, we carried out a qualitative study using constructivist grounded theory with 20 Latinx and African American sexual minority, gender expansive women to understand participants’ experiences of forming an intersectional social identity. Following an exploration of identity formation related to the specific domains of race, gender identity, and sexual orientation, we prompted participants to consider how each of the specified identity domains impacted the formation and experience of an overall intersectional identity (e.g., how racial position impacted gender identity and/or sexual identity formation). Findings revealed four major themes that were critical in identity formation: (a) family and cultural expectations, (b) freedom to explore identity, (c) the constant negotiation of insider/outsider status, and (d) identity integration as an act of resistance. Implications for future research and psychological services are discussed.

LGBT Youth in Schools

Education ◽  
2017 ◽  
Author(s):  
Jeffrey M. Poirier ◽  
Allison Mattheis ◽  
Deborah Temkin
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Gender Identity ◽  
School Context ◽  
School Administrator ◽  
Lgbt Youth ◽  
Lgbt Students ◽  
Inclusive School ◽  
And Gender ◽  
K 12

This review synthesizes recent literature and research on students in K–12 schools who are attracted to the same gender (lesbian, gay), attracted to people of the same or other genders (bisexual), or identify as a gender different than the one they were assigned at birth (transgender). Lesbian, gay, bisexual, and transgender (LGBT) young people have historically experienced vulnerability in schools because of challenges such as invisibility in school curricula; peer and staff rejection, harassment, and violence; and ill-equipped school professionals who lack the competence and will to effectively address bias and foster inclusive school environments. Foundational research in the field examines this vulnerability to document the experiences and needs of this population—and to draw attention to gaps in school policy, practice, and outcomes for LGBT students. Research examining vulnerabilities and challenges for this population is also prominent in the early 21st century because many of these concerns persist. At the same time, more recent research on LGBT youth in schools is attending to these young people’s positive assets and their resilience, including their abilities to effectively navigate conflict and stress and adapt to different situations. Throughout this article, “LGBT” is used as an umbrella acronym. Although the rich diversity of sexual orientation and gender identity and expression, such as students who are queer, genderqueer, or questioning their sexual orientation or gender identity is important, this article aims to provide a working vocabulary to address this population of youth discussed here. This article also aligns its terminology with the content of articles. In other words, if an article examines only transgender students, then the full LGBT acronym is not used when writing about that article. Research on LGBT youth in schools is substantial, given the growth of research studying related issues during the late 20th and early 21st centuries. This expanding research on LGBT youth in schools has spanned topics beyond their school experiences to include myriad issues such as their identity development within the school context; school-based policies, practices, and supports such as inclusive nondiscrimination policies; teacher practices that foster welcoming and inclusive school settings, and the benefits of safe spaces and targeted supports for LGBT students; and how school administrator and teacher preparation programs can lead to better school practice and outcomes for LGBT students. Other areas of research on LGBT youth in schools continue to emerge as the field’s understanding about diverse sexual orientation and gender identities expands, and as there is more attention given to the complexity of identity and expression including intersectionality (e.g., youth in schools who are LGBT and of color, or LGBT and immigrants).

Black Girls and Mathematics Learning

2020 ◽  
Author(s):  
Crystal Morton ◽  
Danielle Tate McMillan ◽  
Winterbourne Harrison-Jones
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Black Girls ◽  
Advanced Mathematics ◽  
Informal Mathematics ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.

scholarly journals A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Mobile Phones ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Personal Digital Assistants ◽  
Future Research ◽  
Research Topics ◽  
K 12 ◽  
Collection Methods

<blockquote>Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings.</blockquote><p> </p>

One African Male in Higher Education

2016 ◽  
Vol 11 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Robert L. Nichols
Keyword(s):  
Higher Education ◽  
Black Men ◽  
Black Male ◽  
African American Student ◽  
Universities And Colleges ◽  
Black Male Students ◽  
Predominantly White Universities ◽  
And Gender ◽  
Gender Groups ◽  
K 12

AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not as successful as other racial and gender groups in K-12, but little research has been given to Black men who successfully finish the K-12 system and matriculate to higher education (Griffin, K. A., Jayakumar, U. M., Jones, M. M., & Allen, W. R. (2010). Ebony in the ivory tower: Examining trends in the socioeconomic status, achievement, and self-concept of black, male freshmen. Equity & Excellence in Education, 43(2), 232–248. doi: 10.1080/10665681003704915). This study presents the cultural background of a male from Africa and how his culture has helped him to be successful in higher education.

scholarly journals Understanding and Managing Gender Identity Variance in Minors: A Qualitative Research on the Parental Role in Italy

2021 ◽  
Author(s):  
Antonio Iudici ◽  
Gloria Orczyk
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Exploratory Study ◽  
Future Research ◽  
Parental Role ◽  
Gender Variance ◽  
Gender Variant ◽  
And Gender ◽  
Italian Context ◽  
New Situation

AbstractIdentities that differ from what is expected of each gender challenge the crystallised binary form of social organisation. Furthermore, having a gender-variant child is an experience that confronts parents with something unknown to them that questions most of their assumptions. In the Italian context, there is a lack of awareness about the population of transgender and gender-variant minors, and what their or their families’ needs are. In the present study, we interviewed the parents of gender-variant minors from Italy and asked them to describe the ways they got to know their child’s gender identity and how they managed such a completely new situation. The interviews were transcribed literally and analysed through discourse analysis. We carried out descriptions of how parents configure this topic and the different positionings adopted thorough their experience of understanding and managing gender variance. Overall, we discussed and promoted parent-children interacting modalities aimed at co-constructing and sharing the process of gender identity development, instead of adopting self-referential or ideological positionings. The present article offers a qualitative exploratory study of gender-variant minors and their families in the Italian context. The limitations of the study and suggestions for future research are also presented.

Depression, Anxiety, and Alcohol Use Among LGBTQ+ People During the COVID-19 Pandemic

2021 ◽  
pp. e1-e10
Author(s):  
Ellesse-Roselee Akré ◽  
Andrew Anderson ◽  
Kristefer Stojanovski ◽  
Kara W. Chung ◽  
Nicole A. VanKim ◽  
...  
Keyword(s):  
Mental Health ◽  
New York ◽  
Sexual Behavior ◽  
Sexual Orientation ◽  
Los Angeles ◽  
Gender Identity ◽  
Problem Drinking ◽  
Future Research ◽  
And Gender ◽  
The Impact

Objectives. To describe disparities in depression, anxiety, and problem drinking by sexual orientation, sexual behavior, and gender identity during the COVID-19 pandemic. Methods. Data were collected May 21 to July 15, 2020, from 3245 adults living in 5 major US metropolitan areas (Atlanta, Georgia; Chicago, Illinois; New Orleans, Louisiana; New York, New York; and Los Angeles, California). Participants were characterized as cisgender straight or LGBTQ+ (i.e., lesbian, gay, bisexual, and transgender people, and men who have sex with men, and women who have sex with women not identifying as lesbian, gay, bisexual, or transgender). Results. Cisgender straight participants had the lowest levels of depression, anxiety, and problem drinking compared with all other sexual orientation, sexual behavior, and gender identity groups, and, in general, LGBTQ+ participants were more likely to report that these health problems were “more than usual” during the COVID-19 pandemic. Conclusions. LGBTQ+ communities experienced worse mental health and problem drinking than their cisgender straight counterparts during the COVID-19 pandemic. Future research should assess the impact of the pandemic on health inequities. Policymakers should consider resources to support LGBTQ+ mental health and substance use prevention in COVID-19 recovery efforts. (Am J Public Health. Published online ahead of print August 19, 2021: e1–e10. https://doi.org/10.2105/AJPH.2021.306394 )

scholarly journals The Effects of Game and Student Characteristics on Persistence in Educational Games: A Hierarchical Linear Modeling Approach

2021 ◽  
Vol 5 (2) ◽  
pp. 141-165
Author(s):  
Seyedahmad Rahimi ◽  
Valerie Shute ◽  
Qian Zhang
Keyword(s):  
Hierarchical Linear Modeling ◽  
Educational Games ◽  
Game Problem ◽  
Future Research ◽  
Linear Modeling ◽  
Modeling Approach ◽  
Game Mechanics ◽  
And Gender ◽  
Ninth Grade Students ◽  
K 12

Persistence is an important part of student success—both in and out of school. To enhance persistence, we first need to assess it accurately. Digital games can be used as vehicles for measuring and enhancing persistence. The purpose of this study is to test the effects of (a) game-level characteristics (i.e., game mechanics and conceptual difficulty), and (b) student-related characteristics (e.g., students’ incoming knowledge and gender) on persistence in a game called Physics Playground. The participants in this study were 137, eighth and ninth-grade students from a K-12 school in Florida. We used a Hierarchical Linear Modeling Approach (HLM) to analyze the data. The major findings are (1) the degree of difficulty relating to both the physics concepts and game mechanics of each game problem are significant predictors of persistence, with the former being more effective than the latter in predicting students’ persistence, and (2) the number of gold and silver trophies students attained in the game were the only significant student-level predictors of persistence. We conclude by discussing the findings, the implications, limitations, and future research related to this study.

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