Make Space, Take Space

2022 ◽  
pp. 1-21
Author(s):  
Maisha Beasley ◽  
Jonli Tunstall ◽  
Samarah Blackmon ◽  
Michelle Smith
Keyword(s):  
Academic Success ◽  
Black Women ◽  
Well Being ◽  
Student Voices ◽  
Historically White ◽  
Black Feminist ◽  
White Institution ◽  
Self Discovery ◽  
The Impact ◽  
Gender Specific

This chapter focuses on the impact of a culturally relevant course centering the experiences of Black women attending a Historically White Institution (HWI). This chapter will provide an overview of the course creation, implementation, and positive implications of a gender-specific course steeped in the African Diaspora. Using Black feminist thought, the authors examine how Black female students experience community, self-discovery, and academic success. The chapter highlights student voices and discusses the lasting impact of the case design on the students and collegiate community. In addition, the co-creators share the impact of the course on their own well-being and its larger impact on the collegiate campus.

scholarly journals Dynamics of Gender-Specific Behaviors in the Digital Educational Environment

2021 ◽  
Vol 15 (24) ◽  
pp. 155-166
Author(s):  
Jeļena Badjanova ◽  
Dzintra Iliško ◽  
Svetlana Ignatjeva ◽  
Margarita Nesterova
Keyword(s):  
Information And Communication Technologies ◽  
Rapid Change ◽  
Female Gender ◽  
Well Being ◽  
Educational Environment ◽  
Digital Learning ◽  
And Gender ◽  
Teachers Professional Development ◽  
The Impact ◽  
Gender Specific

During the social distancing, an increasing number of people use communication applications, various types of digital tools and programs. Various video conferencing platforms are regularly used in the educational environment. The study presents the analyses how intensive is the use of Information and Communication Technologies (ICT) in the educational environment and how it can change cognitive-behavioral gender differences. This is particularly important to pay a special attention to the analysis of gender as a dynamic category, to take into account the processes of gender socialization and transformation of gender identification in the changing social environment. The research methods also included a set of additional methods, such as a focus group on different aspects of gender-specific behavior in the digital learning environment, putting together collages, as well as the method of the unfinished sentence related to the impact of ICT on teachers' professional development and well-being. In the course of the study, it was recognised that the design of social models of male and female gender-specific behaviour includes more than the basic gender identity and gender stability: in today's society, there is a multiplicity of views on the similarities and differences of gender-specific behaviours, and a rapid change in the accepted social guidelines and behavioural patterns is in progress, socio-cultural norms that define the psychological characteristics of women and men, their patterns of behaviour.

Creating Resilient Classrooms and Schools

2020 ◽  
pp. 183-203
Author(s):  
Beth Doll ◽  
Hong Ni
Keyword(s):  
Academic Success ◽  
Survey Data ◽  
Well Being ◽  
Classroom Environments ◽  
Student Surveys ◽  
Classroom Routines ◽  
The Impact ◽  
Beijing China

This chapter describes the Resilient Classrooms protocol for fostering classroom environments that promote students’ emotional well-being and academic success. Descriptions relate key elements of developmental resilience research to the 4 Resilient Classrooms steps: collecting student surveys describing relationships and support for self-agency in the classroom; consulting with students and colleagues to make sense of the survey data; creating and carrying out a plan to modify classroom routines and practices to strengthen supports for resilience; and re-administering the surveys to assess the impact of the plan. An example of a Resilient Classrooms project in Beijing, China, illustrates the acceptability and viability of the Resilient Classrooms protocol in other cultures.

“We Were Loving Warriors!”: A Content Analysis of Black Women’s Resistance Within Psychological Science

2022 ◽  
pp. 036168432110641
Author(s):  
shola shodiya-zeumault ◽  
Michelle Aiello ◽  
Cassandra L. Hinger ◽  
Cirleen DeBlaere
Keyword(s):  
Content Analysis ◽  
Academic Success ◽  
Black Women ◽  
Collective Action ◽  
Psychological Health ◽  
Well Being ◽  
Psychological Research ◽  
Black American ◽  
Adult Women ◽  
Psychological Science

Though findings are mixed, collective action engagement has been shown to be positively associated with greater academic success, social support, political efficacy, and well-being with racially marginalized individuals. Despite these findings, however, investigations of collective action engagement with Black American adult women within psychological science are scarce. Consistent with Black feminist thought, the construct of resistance may provide a necessary expansion to include all the ways that Black women actively work to transform their communities toward justice, beyond collective action. To ascertain the breadth and scope of psychological research related to Black women’s resistance (i.e., collective action engagement) to interpersonal discrimination and structural oppression, in this systematic review and content analysis we sought to identify participants’ and scholars’ definitions of resistance, as well as thematic dimensions and specific strategies of resistance. Additionally, we sought to determine the outcomes of resistance that have been assessed and the degree to which psychological health and well-being have been examined as an outcome of resistance within the literature. Findings from the analysis suggest the need for future examinations of the specific influence of Black American women’s collective action engagement and resistance to oppression on their well-being. Additionally, the findings of this review may have important implications for Black women’s well-being and as such, we discuss resistance work as a therapeutic intervention that can be encouraged by therapists, healers, community leaders, and educators.

scholarly journals “Raced” Organizations and the Academic Success of Underrepresented Minority Faculty Members in Sociology

2018 ◽  
Vol 5 (2) ◽  
pp. 261-277 ◽  
Author(s):  
Roberta Spalter-Roth ◽  
Jean H. Shin ◽  
Jason A. Smith ◽  
Amber C. Kalb ◽  
Kyle K. Moore ◽  
...  
Keyword(s):  
Academic Success ◽  
White Male ◽  
Well Being ◽  
Associate Professor ◽  
Faculty Members ◽  
Minority Faculty ◽  
Underrepresented Minority ◽  
Historically White ◽  
Publish Or Perish ◽  
Hispanic Serving

The purpose of this research is to determine whether participating in “raced” organizations benefits underrepresented minority (URM) faculty members in their quest for tenure and promotion to associate professor of sociology. Raced organizations such as historically black colleges and universities began as segregated institutions because black students and faculty members were prevented from attending or working at white-dominated institutions. Over time, raced organizations developed within the white-dominated institutions and were often created in opposition to white or “mainstream” sociology. Latina/o organizations (including Hispanic-serving institutions) started years after organizations for black scholars and have followed a similar pattern and purpose. Although historically white institutions no longer legally segregate URM organizations and activities, these organizations and activities often remain marginalized and devalued. The authors examine the relationship of participating in such organizations in contrast to publishing in peer-reviewed journals for climbing the academic ladder at research-extensive and other institutions. The authors find that there is a significant relationship between publishing and being promoted. URM faculty members must follow the “publish or perish” model, following historically white male norms for an “ideal” career in the academic world. The work of black and Latina/o sociologists still appears to be marginalized. Only one type of raced organization or activity, belonging to a URM-oriented section of the American Sociological Association, is significantly related to upward mobility at either research-extensive or non-research-extensive institutions. The authors conclude with a series of policy recommendations for increasing the academic status and well-being of URM faculty members.

scholarly journals Burnout in the lives of schoolchildren and students: causes, consequences and ways to overcome

2021 ◽  
Vol 10 (2) ◽  
pp. 117-129
Author(s):  
A.G. Ilyukhin
Keyword(s):  
Academic Success ◽  
Longitudinal Research ◽  
Well Being ◽  
Cross Sectional ◽  
Component Structure ◽  
College And University ◽  
Close Relatives ◽  
The Impact ◽  
Learning Stress

The article is devoted to the review of foreign studies of the phenomenon of burnout of school, college and university students. For academic burnout, a three-component structure corresponding to the traditional one is shown: exhaustion, cynicism, and low perceived effectiveness. The article presents works that investigate the influence of social (the quality of relationships with peers, teachers and close relatives) and individual (emotional and personal profiles, empathic abilities, optimism, personal resources) on the development of burnout symptoms in cross-sectional and longitudinal research formats. We analyzed research data on the impact of burnout and learning stress on the quality of life, psychological well-being and academic success of schoolchildren and students. Approaches to preventing the development of burnout, based on the provisions of positive psychology and psychology of motivation, are considered.

Effects of Indigenous-focused curriculum on elementary students' engagement and cultural identity

2019 ◽  
Author(s):  
◽  
Lisa N. Aguilar
Keyword(s):  
Academic Success ◽  
Cultural Identity ◽  
Academic Engagement ◽  
Student Outcomes ◽  
Well Being ◽  
The United States ◽  
Future Research ◽  
Ample Evidence ◽  
Intervention Phase ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Achievement disparities stratified by race and socioeconomic status persist across all academic disciplines and grade levels in the United States (National Center for Education Statistics, 2010). Culturally responsive teaching (CRT) is a direct response to concern over an academic achievement differential and high school dropout rates based on race, socioeconomic class, and level of English language ability (Vavrus, 2008). Several researchers have theorized that student engagement may explain variation in student achievement across ethnic groups (Connell, Spencer, and Aber, 1994; Finn and Rock, 1997; Steele, 1997). In the case of Indigenous students, cultural representation within the curriculum has the potential to engage students with the content. Additionally, there is ample evidence that a strong Indigenous identity can be a source of resilience for Indigenous youth, contributing to their academic success and well-being (Lester, 1999; Walters, Simoni, and Evans-Campbell, 2002; Whitbeck, Hoyt, McMorris, Chen and Stubben, 2001). More research is needed to understand the relationship between culture-specific programs, universal contributors to school success, and Indigenous student outcomes (Powers, 2006). ... Each classroom completed behavior and academic engagement ratings using a multiple baseline design, including baseline and intervention phases. The intervention phase involved teachers providing instruction in the areas of science and social studies using the lessons from the NDNAEU curriculum. The results from the study indicated minimal change in behavior and academic engagement ratings for one classroom. However, the improvements for each classroom during the intervention phase were small, in comparison to baseline. Each classroom displayed small changes in pre-and post-test cognitive and affective scores and small to medium effects on cultural identity. Future research is needed to determine the impact of Indigenous-focused curricula on student outcomes. Implications for research and practice, limitations, and future directions are discussed.

Material and Relational Difficulties: The Impact of the Household Environment on the Emotional Well-Being of Young Black Women Living in Soweto, South Africa

2019 ◽  
Vol 41 (8) ◽  
pp. 1307-1332
Author(s):  
Emmanuel Cohen ◽  
Lisa J Ware ◽  
Alessandra Prioreschi ◽  
Catherine Draper ◽  
Edna Bosire ◽  
...  
Keyword(s):  
South Africa ◽  
Black Women ◽  
Young Women ◽  
Well Being ◽  
Middle Income ◽  
Cultural Aspects ◽  
Nulliparous Women ◽  
Household Environment ◽  
Young Black Women ◽  
The Impact

South Africa is an upper-middle income country with high levels of inequality. Young urban black women living in historically disadvantaged suburbs are particularly vulnerable to these socioeconomic inequalities. We conducted a qualitative study (four focus group discussions with young nulliparous women and 13 dual semistructured interviews between women and their mother) to better understand the household environment context of young women living in Soweto (a poor urban predominantly black township) and how this impacts their emotional well-being. Several household-centered issues were identified that impacted the young women’s well-being including both material and relational elements. These issues resulted in household environmental perturbations involving several psychological disturbances (stress, chronic anger, depression, and suicidal thoughts) stated by young women. Urban young black women experience significant material and relational hardships within the household environment. Interventions that aim to optimize young women’s emotional well-being should better recognize both economic and cultural aspects impacting on them.

scholarly journals Does Gender Affect Well-Being of Elderly?

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ankita Budhiraja ◽  
Punam Midha
Keyword(s):  
Well Being ◽  
Gender Disparity ◽  
Research Literature ◽  
Subjective Well Being ◽  
Significant Difference ◽  
Age Range ◽  
The Impact ◽  
Gender Specific ◽  
Purposive Sample ◽  
Biological Differences

Gender plays a magical role in each and every sphere of life. We are living in a patriarchic society, where gender disparity still exists; this disparity is visible not only before birth, but still goes on till death. Despite inevitable biological differences with regard to gender, certain other factors appeared to be gender specific as far as even well-being is concerned. Research literature has shown that even elderly are not spared with these speculations. Thus the present researchers have decided to explore the impact of gender on the subjective well-being of old people. A purposive sample of 75 elderly in which 45 were male and 30 were female with the age range of 60-80 years, was drawn from Rohtak city, Haryana. For measuring their subjective well-being Sell and Nagpal’s scale of subjective well-being was used. In order to find out the statistical significant difference in overall subjective well-being and its various dimensions t-test were calculated. The significant value of t indicated that both groups differed on their overall subjective well-being, where male superseded female. Further positive well-being, ill-being and various domains of subjective well-being have been discussed in detailed in the paper. The gender disparity even at this stage of life suggests that society still needs gender sensitization and cognitive restructuring regarding gender.

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