scholarly journals Stigma experienced by men diagnosed with COVID-19

2022 ◽  
Vol 75 (suppl 1) ◽  
Author(s):  
Anderson Reis de Sousa ◽  
Sheila Santa Barbara Cerqueira ◽  
Thiago da Silva Santana ◽  
Cleuma Sueli Santos Suto ◽  
Eric Santos Almeida ◽  
...  
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Middle Class ◽  
Urban Area ◽  
Healthcare Professionals ◽  
Mixed Race ◽  
Emotional Dimension ◽  
And Gender ◽  
Treatment Use ◽  
Online Form

ABSTRACT Objective: to analyze the stigma characteristics perceived in the experience of men who had COVID-19. Method: this qualitative study involved men living in Brazil, diagnosed with COVID-19, who answered semi-structured questions in an online form. Data were subjected to thematic and lexical analysis, interpreted in the light of the stigma theory. Results: 92 men, adults, cisgender, heterosexual, of mixed race/color, belonging to middle class, living in the urban area, with higher education participated. The stigma characteristics evidenced were the occurrence of leave, perception of impolite treatment, use of labels and discrimination by co-workers, family members, neighbors and even healthcare professionals, with consequences for the psycho-emotional dimension. Final considerations: discrimination and exclusion derived from stigma surprised men marked by class and gender privileges, little used to being downgraded in interactions when compared to other groups.

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

2020 ◽  
pp. 004208592095912
Author(s):  
Lori D. Patton ◽  
Reginald A. Blockett ◽  
Brian L. McGowan
Keyword(s):  
Higher Education ◽  
Racial Identity ◽  
Qualitative Study ◽  
Institutional Change ◽  
Safe Space ◽  
Higher Education Administrators ◽  
Environmental Press ◽  
And Gender ◽  
Constructivist Epistemology ◽  
Education Administrators

This qualitative study explored how Black LGBQ students at three urban private HBCUs experienced and navigated spaces that affirmed their racial identity but posed challenges to their sexual and gender identities. Drawing on Black respectability politics and environmental press as power as theoretical framing, we utilized a critical constructivist epistemology to unearth the complexities and contradictions that Black LGBQ students face in HBCU settings. Our analysis yielded three themes: (a) affirming/othering, (b) institutional pride/institutional change, and (c) safe space needed/wasted institutional efforts. Implications for higher education administrators and policymakers are offered within.

Negotiating the Intersection of the Urban-Rural Divide and Gender in Contemporary China: Rural Female University Students

Modern China ◽  
2017 ◽  
Vol 43 (6) ◽  
pp. 646-677 ◽  
Author(s):  
Lifang Wang
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
University Students ◽  
Higher Education Institutions ◽  
Female Students ◽  
Chinese Higher Education ◽  
Power Structures ◽  
Urban Rural ◽  
Research Findings ◽  
And Gender

This article, based on a qualitative study of 54 rural female students attending urban Chinese higher education institutions from 2011 to 2012, contests the portrayal of such students as victims suffering from a low level of ability. My research reveals instead that these women exerted agency to recognize, negotiate, and resist both the urban-rural divide and patriarchy, both of which shaped their lives and identities. My research findings also reveal that their lives were multidimensional and diverse, and thus their situations could not be explained by analyzing the effects of either the urban-rural divide or gender alone, but rather by engaging in an analysis of interlocking power structures. The participants’ identities were fluid and in a constant process of formation as they negotiated the various forms of patriarchy they encountered when they moved from their rural homes to attend the urban academies.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

Identify This…

2009 ◽  
Vol 2 (2) ◽  
pp. 209-228 ◽  
Author(s):  
Leslie Rebecca Bloom ◽  
Amanda Reynolds ◽  
Rosemary Amore ◽  
Angela Beaman ◽  
Gatenipa Kate Chantem ◽  
...  
Keyword(s):  
Higher Education ◽  
Life History ◽  
Graduate Students ◽  
Women's Studies ◽  
Essential Elements ◽  
Women's Voices ◽  
Readers Theater ◽  
Creative Pedagogy ◽  
And Gender ◽  
Selection Of

Readers theater productions are meaningful expressions of creative pedagogy in higher education. This article presents the script of a readers theater called Identify This… A Readers Theater of Women's Voices, which was researched, written, and produced by undergraduate and graduate students in a women's studies class called Intersections of Race, Class, and Gender. Section one of the article reproduces the script of Identify This that was based on life history interviews with a diverse selection of women to illustrate intersectional identities. Section two briefly describes the essential elements of the process we used to create and perform Identify This.

Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 54-85
Author(s):  
Victoria K. Malaney ◽  
Kendra Danowski
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Leadership Skills ◽  
Student Organizations ◽  
Mixed Race ◽  
College Campuses ◽  
Institutional Practices ◽  
Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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