Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

scholarly journals Higher education as a space for promoting the psychosocial well-being of refugee students

2018 ◽  
Vol 78 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Odette Jack ◽  
Elaine Chase ◽  
Ian Warwick
Keyword(s):  
Ecological Model ◽  
Well Being ◽  
Social Ecological Model ◽  
Support Needs ◽  
Refugee Students ◽  
Social Ecological ◽  
The Social ◽  
Health Promoting ◽  
Health Promoting University ◽  
Health And Well Being

Objective: This study aimed to investigate how well a single higher education institution (HEI) was perceived to be meeting the psychosocial support needs of refugee students and to identify possible ways in which the HEI might better promote refugee students’ psychosocial well-being. Design: Adopting an exploratory, focused case study design, the research employed a qualitative interpretive approach utilising three data collection methods: narrative inquiry, Photovoice and key informant interviews. The social ecological model and the health-promoting university approach guided the enquiry and analysis. Setting: A single HEI in London, UK. Results: Refugee student-participants reported stressful and traumatic experiences at different points in their migratory experience. Participants were motivated by being involved in education but identified barriers to seeking institutional support to improve their health and well-being. Student-participants and staff identified ways in which support for refugee student well-being could be improved. Conclusion: Refugee students were found to have specific health and well-being support needs which were not met due to a range of organisational constraints. The social ecological model and the health-promoting university offer frameworks for HEIs to respond better to the diverse health and well-being needs of students.

scholarly journals Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

2019 ◽  
Vol 9 (4) ◽  
pp. 259 ◽  
Author(s):  
Lillywhite ◽  
Wolbring
Keyword(s):  
Secondary Education ◽  
Stem Education ◽  
Undergraduate Students ◽  
Academic Career ◽  
Post Secondary Education ◽  
Research Experience ◽  
Disabled People ◽  
Disabled Students ◽  
Post Secondary ◽  
Academic Literature

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

scholarly journals Health-promotion research over three decades: The social-ecological model and challenges in implementation of interventions

2018 ◽  
Vol 46 (20_suppl) ◽  
pp. 20-26 ◽  
Author(s):  
Bente Wold ◽  
Maurice B. Mittelmark
Keyword(s):  
Health Promotion ◽  
Social Inclusion ◽  
Ecological Model ◽  
Well Being ◽  
Social Ecological Model ◽  
Social Ecological ◽  
First Case ◽  
The Social ◽  
Complete Study ◽  
The University

Aims: This debate paper traces the development of innovative methods for undertaking health promotion research with a socialecological orientation, with a few examples drawn from 30 years of research on adolescent health promotion research at the University of Bergen. Conclusion: We aim to show how the social-ecological model is becoming more evident as a guide to research, using three cases that illustrate progress and potential. The first case is the Norwegian part of the European Network of Health Promoting Schools. The second case is a project just underway, The COMPLETE study, which is a community-led effort to promote students’ mental health and create a good psychosocial learning environment. The third case is a developing idea for the next generation of social-ecological research on adolescent well-being, using an asset approach to foster social inclusion and sense of community in multiple settings.

scholarly journals The COVID-19 pandemic, well-being, and transitions to post-secondary education

2021 ◽  
Author(s):  
Malte Sandner ◽  
Alex Patzina ◽  
Silke Anger ◽  
Sarah Bernhard ◽  
Hans Dietrich
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Mental Health Problems ◽  
Random Effect ◽  
Well Being ◽  
Three Dimensions ◽  
Post Secondary Education ◽  
Linear Regression Models ◽  
Post Secondary ◽  
Growth Curve Models

This study examines the immediate and intermediate effects of the COVID-19 pandemic on the well-being of two high school graduation cohorts (2020 and 2021). We also investigate how changes in well-being at the transition to post-secondary education affect educational plans and outcomes. Our unique panel data contain prospective survey information on three dimensions of well-being: mental health problems, self-rated health, and life satisfaction for 3,697 students. Data is collected several months before (fall 2019), shortly before and soon after (spring 2020), and several months after (fall/winter 2020/21) the outbreak of the COVID-19 pandemic. Applying difference-in-differences designs, random effect growth curve models, and linear regression models, we find that school closures had a positive immediate effect on students’ well-being. Over the course of the pandemic, however, well-being strongly declined, mainly concentrated among the 2021 graduation cohort. Finally, we show that a strong decline in mental health is associated with changes in educational and career plans and transition outcomes. As adverse life experiences in adolescence are likely to accumulate over the life course, this study is the first to exhibit potential long-lasting negative effects of the COVID-19 pandemic on education and careers of young individuals.

Can Political Science Develop Alternative Careers for its Graduates?

1979 ◽  
Vol 12 (04) ◽  
pp. 446-450
Author(s):  
Erwin C. Hargrove
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Political Science ◽  
Undergraduate Students ◽  
Graduate Programs ◽  
Faculty Members ◽  
Academic Life ◽  
Undergraduate Teaching ◽  
Professional Careers ◽  
Percent Decline

The committee has been charged by the Council with exploring possibilities for employment of political scientists outside of universities in the present and future. This assignment is prompted by some historic facts. We can expect to see a 25 percent decline in the number of undergraduate students in the next decade. This means fewer faculty members. If graduate programs continue at their present size during that period, one-half of the Ph.D.s in political science will be employed outside of academic life by the late 1980s.The discipline could encourage these trends by closing down many graduate programs, keeping the field small and academic, and focusing increasingly on undergraduate teaching. This may happen anyway as prospective graduate students disappear.As an alternative the discipline could develop new kinds of graduate education which would prepare M.A. and Ph.D. students for professional careers outside academic life.

scholarly journals The Influence of COVID-19 on Stress, Substance Use, and Mental Health Among Postsecondary Students

2021 ◽  
pp. 216769682110140
Author(s):  
Zachary R. Patterson ◽  
Robert L. Gabrys ◽  
Rebecca K. Prowse ◽  
Alfonso B. Abizaid ◽  
Kim G. C. Hellemans ◽  
...  
Keyword(s):  
Mental Health ◽  
Emerging Adults ◽  
Secondary Students ◽  
Well Being ◽  
Post Secondary Education ◽  
Education Students ◽  
Post Secondary ◽  
The Social ◽  
The Face ◽  
Health And Well Being

Emerging adults, including post-secondary education students, are disproportionately affected by the social and economic impacts of the COVID-19 pandemic. The speed with which society moved in attempt to minimize the spread of the virus left many students with uncertainty and concern about their health, mental health, and academic futures. Considering that post-secondary students are a population at risk, it is important to determine how students respond in the face of the pandemic, and what coping mechanisms or supports will result in improved mental health outcomes. This knowledge will be helpful for post-secondary institutions to understand how COVID-19 has influenced the health and well-being of their students, and may facilitate the implementation of strategies to support their students. This narrative review explores evidence on how COVID-19 has impacted students with the overall goal to provide a set of recommendations to post-secondary institutions to help meet the evolving needs of this population.

scholarly journals Evaluation of a sitting light volleyball intervention: a social-ecological approach

2019 ◽  
Author(s):  
Ka Man Leung ◽  
Pak-Kwong Chung ◽  
William Chu
Keyword(s):  
Qualitative Study ◽  
Ecological Model ◽  
Self Regulation ◽  
Community Setting ◽  
Well Being ◽  
Organizational Level ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Social Ecological ◽  
The Government

Abstract Background This study was part of a 15-week sitting light volleyball (SLVB) intervention programme which examined the effectiveness of the intervention on physical and psychological attributes of people with physical disabilities (PWPD) in Hong Kong. Gaining an in-depth understanding of the perceptions and experiences of PWPD in the SLVB intervention is critical to further develop SLVB as a PA intervention and sport. This qualitative study explored and examined the association between the SLVB intervention elements and outcomes. Methods Using a social–ecological model (SEM), the participants’ experiences regarding the intervention were assessed and the suitability and feasibility of the SLVB intervention elements were examined. Twenty participants (mean age = 53.52 years standard deviation (SD = 9.02), 60% female participants; 25% had at least a college degree) attended our semi-structured interviews. Results Using thematic analysis, their experiences at the individual or intrapersonal level (improved health and well-being, enjoyment, novelty, competence autonomy, and self-regulation when playing SLVB); relationship or interpersonal levels (teamwork, social support, socialization, and communication); perceived environment level (comfort, privacy, spaciousness, and accessibility concerns); community or organizational level (safety, dissemination of information, and community facilities); and policy level (resources allocation by the government) were obtained. The participants also commented on the suitability of the SLVB intervention for PWPD, contents and coaching, modified rules, duration of session and scheduling, and number of participants and coaches. Conclusion This qualitative study identified several primary drivers and barriers for engaging PWPD in SLVB, and demonstrated that adopting a multilevel approach to our SLVB intervention has positive outcomes. Our results can facilitate the development of the experiential aspects of SLVB and indicate the suitability and feasibility of organizing SLVB-related activities in a community setting in the future.

scholarly journals Well-being and College Success of Undergraduate Students

2019 ◽  
Vol 3 (2) ◽  
pp. 59
Author(s):  
Melissa K. Kovich ◽  
Vicki L. Simpson
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Research University ◽  
Well Being ◽  
Chi Square ◽  
Related Factors ◽  
Post Secondary ◽  
Using Data ◽  
Chi Square Analysis ◽  
The Relationship

Background:  In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance. Aim: Explore the relationship between academic success and time spent performing well-being activities. Methods:  Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included. Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05. Conclusions:  Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students.

Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans

2018 ◽  
Vol 17 (5) ◽  
pp. 733-754 ◽  
Author(s):  
Janine Jongbloed
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Satisfaction With Life ◽  
Tertiary Education ◽  
Well Being ◽  
Post Secondary Education ◽  
Single Item ◽  
Men And Women ◽  
Post Secondary ◽  
The Impact

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as ‘satisfaction with life’ (SWL) and ‘flourishing’. The results indicate that the impact of education varies significantly when well-being is defined from each of these two perspectives: although vocational education is not significantly associated with the SWL of women and men, it is significantly associated with the extent to which both men and women are flourishing in their lives. Tertiary education is significant across all models for both SWL and flourishing. This study highlights the importance of comprehensive conceptualizations and measurements of well-being in European educational research and public policy.

Assistance in handling large-enrolment, introductory General Chemistry courses

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Laura Pavelka ◽  
Avik Ghoshdastidar ◽  
Mitchell J. Huot ◽  
Ian S. Butler
Keyword(s):  
High School ◽  
General Chemistry ◽  
Undergraduate Students ◽  
First Year Experience ◽  
First Year ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Science Courses ◽  
The World ◽  
Mcgill University

AbstractThe post-secondary education system in the Province de Québec is quite different from that in the rest of Canada and in many other countries throughout the world. The introduction of a 2-year Collèges d’enseignement général et professionnel (CEGEP) program in 1967 has led to a reduction in the number of years that Quebec students have to spend in both high school and at university. The CEGEP program combines the last year of high school with the first year of a traditional 4-year university program meaning that students living in Quebec must do a 3-year undergraduate degree at the universities, while all other students must do a 4-year degree. Moreover, since almost 50 % of 27 000 undergraduate students at McGill come from other parts of Canada and internationally, this has led to enrolments of about 1000 students in the basic science courses. We present here an overview of how the introductory General Chemistry courses at McGill University are currently being handled so that the students have a meaningful first-year experience.

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