Power, Patriarchy, and Gender Identity in Higher Education

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.

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Queer(y)ing Indigenous Australian higher education student spaces

The Australian Journal of Indigenous Education ◽

10.1017/jie.2019.19 ◽

2019 ◽

pp. 1-8 ◽

Cited By ~ 2

Author(s):

Corrinne Sullivan ◽

Madi Day

Keyword(s):

Higher Education ◽

Cultural Identity ◽

Gender Identity ◽

Indigenous Australians ◽

Education Student ◽

Indigenous Australian ◽

Personal Impact ◽

Gender Diverse ◽

University Access ◽

And Gender

AbstractFor many Queer and Gender Diverse (QGD) Indigenous Australian people, there is little to no separation between our queer or gender identity, and our cultural identity. We are increasingly calling upon institutions to consider and cater to our identities and the needs which correlate with such identities. This paper discusses the findings of a project that investigated the ways in which QGD Indigenous Australian students are included, or not, in the Australian higher education space. Our findings suggest QGD Indigenous Australians are often overlooked in these spaces. We explore the consequences for university access, retention and personal impact for this cohort of students.

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Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-s-19-0047 ◽

2019 ◽

Vol 62 (11) ◽

pp. 4001-4014

Author(s):

Melanie Weirich ◽

Adrian Simpson

Keyword(s):

Parental Involvement ◽

Gender Identity ◽

Spontaneous Speech ◽

First Year ◽

Space Size ◽

Vowel Space ◽

Potential Impact ◽

Phonetic Features ◽

And Gender ◽

Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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