scholarly journals A Journey of Her Own : A critical analysis of learning experiences among immigrant women: assessing transformative learning and women’s resilience in community-based education programs

2021 ◽  
Author(s):  
Julia Fursova
Keyword(s):  
Transformative Learning ◽  
Immigrant Women ◽  
Learning Experiences ◽  
Well Being ◽  
Power Dynamics ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Programs ◽  
And Gender ◽  
Former Ussr

This is a qualitative study that provides insight into the learning experiences of internationally-trained professional women from Israel, Iran, and the countries of the former USSR. The study focuses on analysing women’s transformative learning experiences and how those experiences may impact their resilience and well-being. The findings of this research inform the development of learner-oriented community-based programs for immigrant women and provide an opportunity for critical reflection on predominant assumptions about immigrant women. In addition, this study challenges the “deficient immigrant” approach and explores the concept of women’s empowerment in relation to cultural contexts and gender-power dynamics that influence immigrant women’s resettlement and learning. Keywords: immigrant women’s learning, transformative learning, immigrant women’s resettlement, empowerment, resilience, critical feminist theory

scholarly journals A Journey of Her Own : A critical analysis of learning experiences among immigrant women: assessing transformative learning and women’s resilience in community-based education programs

2021 ◽  
Author(s):  
Julia Fursova
Keyword(s):  
Transformative Learning ◽  
Immigrant Women ◽  
Learning Experiences ◽  
Well Being ◽  
Power Dynamics ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Programs ◽  
And Gender ◽  
Former Ussr

This is a qualitative study that provides insight into the learning experiences of internationally-trained professional women from Israel, Iran, and the countries of the former USSR. The study focuses on analysing women’s transformative learning experiences and how those experiences may impact their resilience and well-being. The findings of this research inform the development of learner-oriented community-based programs for immigrant women and provide an opportunity for critical reflection on predominant assumptions about immigrant women. In addition, this study challenges the “deficient immigrant” approach and explores the concept of women’s empowerment in relation to cultural contexts and gender-power dynamics that influence immigrant women’s resettlement and learning. Keywords: immigrant women’s learning, transformative learning, immigrant women’s resettlement, empowerment, resilience, critical feminist theory

The Place of Social Learning and Social Movement in Transformative Learning

2017 ◽  
Vol 15 (3) ◽  
pp. 223-240 ◽  
Author(s):  
Peter Westoby ◽  
Kristen Lyons
Keyword(s):  
Transformative Learning ◽  
Social Movement ◽  
Social Action ◽  
Community Organizing ◽  
Local Level ◽  
Community Based ◽  
Community Based Education ◽  
Resource Conflict ◽  
The Social ◽  
Educational Methodology

This article analyses the sustainability school (SS) program of the National Association of Professional Environmentalists (NAPE), Uganda. The focus is on how the social network, enabled by the SS program, fosters social and transformative learning. The significance of this approach to community-based education for social change, including in the context of resource conflict and displacement, is considered. Findings focus on the local-level impacts of the program, including the ways in which collective and community organizing, and educational methodology shape both social and transformative learning. Discussion considers the importance of not only the “social” element of transformative learning but the need—within conflict and dangerous contexts—to link the social explicitly to building organization and a social movement that provides a structural container for people to engage in critical thinking and social action.

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.

Evaluation Tools for Physical Activity Programs for Childhood Cancer: A Scoping Review

2019 ◽  
Vol 37 (3) ◽  
pp. 163-179
Author(s):  
Jena Shank ◽  
Carolina Chamorro-Viña ◽  
Gregory M. T. Guilcher ◽  
David Michael Langelier ◽  
Fiona Schulte ◽  
...  
Keyword(s):  
Physical Activity ◽  
Childhood Cancer ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Well Being ◽  
Functional Mobility ◽  
Evaluation Tools ◽  
Exercise Programs ◽  
Community Based ◽  
Community Based Programs

Research on the benefits of physical activity (PA) in childhood cancer has been translated into a handful of community-based programs. However, to foster further translation, an understanding of how to evaluate participant outcomes would be beneficial to provide feedback to participants and stimulate future research. Such a review would provide a summary of acceptable tools for work in this area. The purpose of this scoping review was to identify the evaluation tools that have been used in PA/exercise studies or programs for childhood cancer. This review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies included in the review used physical and psychosocial evaluation tools within PA and exercise programs or research for childhood cancer. In addition, studies with measures of health behavior such as PA levels and activities of daily living were included. Tools that assessed physical fitness and physical performance were excluded. Information on the types of evaluation tools used, mean age of participants, and type of cancer was extracted. Psychometric properties of each evaluation tool are reported. The most commonly assessed patient outcomes were motor performance, fatigue, well-being, functional mobility, and quality of life. Less commonly reported patient outcomes were hope, self-efficacy, and self-perception. None of the evaluation tools reported in the PA/exercise and pediatric oncology literature assess physical literacy. This review was the first step in a knowledge translation process, identifying evaluation tools that have been used in PA/exercise programs in childhood cancer survivors, that will guide the development and evaluation of current and future community-based programs.

scholarly journals Conceptualisation of community-based basic nursing education in South Africa: a grounded theory analysis

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
Gloria Mtshali
Keyword(s):  
South Africa ◽  
Grounded Theory ◽  
Nursing Education ◽  
South African ◽  
Learning Experiences ◽  
Theory Approach ◽  
The South ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Learning

Community-based education is about a decade old in basic nursing education in South Africa, An extensive review of literature revealed that although CBE was a familiar concept in South Africa, there was however, limited understanding of what this phenomenon means. The purpose of the study was to analyse the concept ‘community-based education’ with the aim of discovering shared understanding of this phenomenon in basic nursing education within the South African context. Strauss and Corbin’s (1990) grounded theory approach was used to guide the research process. The South African Nursing Council’s (SANC) education committee, the National Department of Health, human resources division representatives as well as seven nursing education institutions with well-established CBE programmes participated in the study. The data was collected by means o f observations, interviews and document analysis. Purposive sampling and later theoretical sampling was used for selecting interviewees. This resulted in a total o f 45 interviewees. The data collection and initial data analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin’s model. The findings in this study revealed that community-based education is education that uses the community extensively, especially the under-developed and under-resourced settings, for learning purposes in order to enhance relevance of nursing education to the needs of the South African population. The core discriminatory characteristics o f CBE were found to include; primacy of the community as a learning environment; the early exposure of students to community-based learning experiences; community-based learning experiences dominating the curriculum, exposure to community-based learning experiences throughout the curriculum, vertical sequencing of community-based learning experiences in a curriculum, starting from primary settings to secondary and later tertiary health care settings to facilitate the development of competencies required when serving in all these settings, and lastly, learning through providing service to the underresourced communities. Community involvement and partnership, problem-centred learning, valid assessment of learning emanated as important characteristics of CBE but which were identified as gaps in the existing programmes. Recommendations focused on these gaps as well as to the problem of community-based learning experiences which were mainly concentrated in first and/or second year levels in most o f the programmes.

Lessons from a community-based participatory research study with transgender and gender nonconforming youth and their families

2018 ◽  
Vol 17 (2) ◽  
pp. 186-207 ◽  
Author(s):  
Sabra L Katz-Wise ◽  
Annie Pullen Sansfaçon ◽  
Laura M Bogart ◽  
Milagros C Rosal ◽  
Diane Ehrensaft ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Well Being ◽  
Research Process ◽  
Lessons Learned ◽  
Community Partner ◽  
Community Members ◽  
Community Based ◽  
Gender Nonconforming ◽  
And Gender

Community-based participatory research (CBPR) involves community members collaborating with academic investigators in each step of the research process. CBPR may be especially useful for research involving marginalized populations with unique perspectives and needs. In this paper, we discuss successes and challenges of using a CBPR approach for the Trans Teen and Family Narratives Project, a longitudinal mixed-methods study to examine how the family environment affects the health and well-being of transgender and gender nonconforming youth. We describe considerations for using a CBPR approach with this population, including defining the community of transgender and gender nonconforming youth and families, engaging the community in the research process, managing conflicting agendas for community partner meetings, addressing insider/outsider status of the researchers, resolving researcher/community tensions regarding data collection tools, integrating academic and community members into a cohesive research team, developing safety plans to address participant suicidality disclosures, and differentiating the role of academics as researchers vs. advocates. We conclude by sharing lessons learned, which can inform future research to address the needs of transgender and gender nonconforming youth and families.

scholarly journals Cisgenderism and transphobia in sexual health care and associations with testing for HIV and other sexually transmitted infections: Findings from the Australian Trans & Gender Diverse Sexual Health Survey

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253589
Author(s):  
Shoshana Rosenberg ◽  
Denton Callander ◽  
Martin Holt ◽  
Liz Duck-Chong ◽  
Mish Pony ◽  
...  
Keyword(s):  
Health Care ◽  
Sexual Health ◽  
Well Being ◽  
Community Based ◽  
Sexual Health Care ◽  
Sti Testing ◽  
Gender Diverse ◽  
And Gender ◽  
Community Based Services ◽  
Health And Well Being

Transgender and gender diverse people have unique risks and needs in the context of sexual health, but little is known about sexual health care for this population. In 2018, a national, online survey of sexual health and well-being was conducted with trans and gender diverse people in Australia (n = 1,613). Data from this survey were analysed to describe uptake of sexual health care and experiences of interpersonal and structural cisgenderism and transphobia. Experiences of cisgenderism and transphobia in sexual health care were assessed using a new, four-item scale of ‘gender insensitivity’, which produced scores ranging from 0 (highly gender sensitive) to 4 (highly gender insensitive). Logistic and linear regression analyses were conducted to determine if experiences of gender insensitivity in sexual health care were associated with uptake and frequency of HIV/STI testing in the 12 months prior to participation. Trans and gender diverse participants primarily accessed sexual health care from general practice clinics (86.8%), followed by publicly funded sexual health clinics (45.6%), community-based services (22.3%), and general hospitals (14.9%). Experiences of gender insensitivity were common overall (73.2% of participants reported ≥2 negative experiences) but most common in hospitals (M = 2.9, SD = 1.3) and least common in community-based services (M = 1.3, SD = 1.4; p<0.001). When controlling for sociodemographic factors, social networks, general access to health care, and sexual practices, higher levels of gender insensitivity in previous sexual health care encounters were associated with a lower likelihood of recent HIV/STI testing (adjusted prevalence ratio = 0.92, 95% confidence interval [CI]:091,0.96, p<0.001) and less-frequent HIV/STI testing (B = -0.07, 95%CI:-0.10,-0.03, p = 0.007). Given the high rates of HIV and other STIs among trans and gender diverse people in Australia and overseas, eliminating cisgenderism and transphobia in sexual health care may help improve access to diagnostic testing to reduce infection rates and support the overall sexual health and well-being of these populations.

scholarly journals Complexity in Implementing Community Drowning Reduction Programs in Southern Bangladesh: A Process Evaluation Protocol

2019 ◽  
Vol 16 (6) ◽  
pp. 968 ◽  
Author(s):  
Medhavi Gupta ◽  
Aminur Rahman ◽  
Kamran ul Baset ◽  
Rebecca Ivers ◽  
Anthony Zwi ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Group Discussions ◽  
Community Based ◽  
Middle Income ◽  
Safe Environment ◽  
Evaluation Protocol ◽  
Community Based Programs ◽  
Key Informant ◽  
And Gender ◽  
Depth Interviews

Living and geographical conditions in Bangladesh expose children to a high risk of drowning. Two programs operating in the Barishal Division of Bangladesh aim to reduce drowning risk through the provision of crèches (Anchal) and swim and rescue classes (SwimSafe). Anchal provides a safe environment with early childhood education to children aged 1–5 years old, while SwimSafe teaches children aged 6–10 years old basic swimming and rescue skills. Despite evidence for their effectiveness, it is unclear under which conditions these programs best operate. This protocol describes a project that seeks to conduct a process evaluation and gender analysis to identify implementation inefficiencies and contextual considerations for improved sustainability of the programs. A mixed- method approach using both qualitative and quantitative data will be used. Quantitative program data will be analysed to measure program utilisation, delivery and reach, while qualitative data will be collected via key informant in-depth interviews (IDIs), focus group discussions (FGDs) and observations. The process evaluation of the Anchal and SwimSafe programs provides an opportunity for implementers to identify practical strategies to improve program delivery and improve contextual adaptability of these programs. Furthermore, the findings may provide guidance to other implementers aiming to deliver community-based programs in rural lower-middle income contexts.

scholarly journals Working With Communities to Support Minority Caregivers: The PRISMA Health REACH Expansion Project

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 845-845
Author(s):  
Mindi Spencer ◽  
Maggi Miller ◽  
Diana Jahries ◽  
James Davis
Keyword(s):  
Health Disparities ◽  
Low Income ◽  
Research University ◽  
Well Being ◽  
Health Clinic ◽  
Service Research ◽  
Community Based ◽  
Older Adulthood ◽  
Intervention Adaptation ◽  
Community Based Programs

Abstract In 2019, the NIH presented the results of its two-year visioning process to advance the science of minority health and health disparities. The PRISMA Health REACH Expansion (PH-REACH E) is an innovative, community-academic partnership between a hospital memory clinic, meal delivery service, research university, and low-income health clinic. The purpose is to: 1) increase the dementia capability of community-based programs, 2) offer caregivers of persons with dementia the REACH intervention, and 3) identify and connect racial minority and/or rural residents with services to promote health and well-being in older adulthood. This presentation will detail the PH-REACH E framework and present program results, which include improved caregiver outcomes (e.g., reduced burden, increased self-efficacy, reduced depression) and enhanced dementia capability (e.g., increased dementia knowledge) of partner organizations. This program illustrates some key recommendations of the NIH – community engagement in intervention adaptation, multisectoral collaboration, and promoting systems-level change to reduce health disparities.

scholarly journals Postrzeganie Polaków oraz dobrostan imigrantek w opiniach kobiet z dawnych krajów radzieckich: wybrane aspekty

2020 ◽  
Vol 46 (4 (178)) ◽  
pp. 187-207
Author(s):  
Tatiana Kanasz
Keyword(s):  
Social Media ◽  
Social Group ◽  
Immigrant Women ◽  
Gender Ideology ◽  
Well Being ◽  
Sociology Of Emotions ◽  
Scientific Publications ◽  
Emotional Culture ◽  
Research Goal ◽  
And Gender

Perception of Poles and immigrants’ well-being in the opinions of women from the former Soviet countries: selected aspects In our meetings with representatives of other cultures, we look at each other, compare our experiences, create some ideas about the culture of a given country. The research goal is to explore images of Poles in the experience of immigrant women from post-Soviet countries, as well as to understand the subjective sense of their well-being in the situation of migration. The basis of the analysis are data from long observation of social media, scientific publications, reports, blogs. I pay special attention to the view of Belarusian women living in Poland, also because of the small number of thematic scientific publications from the perspective of this social group. The characteristics of Poles that immigrants from Belarus, Ukraine and Russia consider to be typical are presented. My inspiration comes from cultural theories in the sociology of emotions, namely the category of emotional culture and gender ideology by Arlie Russel Hochschild are used.

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