scholarly journals Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” Policy

Paideusis ◽  
2020 ◽  
Vol 22 (1) ◽  
pp. 8-18
Author(s):  
Lauren Bialystok
Keyword(s):  
Minority Students ◽  
Sexual Minority ◽  
School System ◽  
Catholic School ◽  
The Other ◽  
Willingness To Accept ◽  
Publicly Funded ◽  
Lgbt Students ◽  
Education Act ◽  
Ontario Education

In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances (GSAs), including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Respect is a complex ethical notion with a long philosophical history. Through an overview of what philosophers from different traditions (including Kant, Buber, Levinas, Hegel, and Rawls) have said about respect, it becomes apparent that the kind of respect that is due to all persons requires recognition, or a willingness to accept the other as a self-identifying subject who is irreducible to my experience. In its discussion of LGBT students, the OCSTA fails to accord them such recognition, even while it emphasizes the meaning of difference. Consequently, there is reason to conclude that it does not truly respect sexual minority students and that it is not fully committed to eradicating homophobia-based bullying in the Catholic school system. “Respecting Difference” declines to heed best evidence about the factors that actually protect LGBT students from bullying, and uses the guidelines for “Respecting Difference” groups as an opportunity to reinforce its pathologization of LGBT identity itself.

Italy's School System: An Approach to Integrating Ethnic Minority Students

2007 ◽  
Author(s):  
Giuseppe Costantino ◽  
Francesca Fantini ◽  
Erminia Costantino ◽  
Carolina Meucci
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
School System ◽  
Ethnic Minority Students

scholarly journals Astronomy to understand a human environment

1998 ◽  
Vol 162 ◽  
pp. 211-213
Author(s):  
S. Isobe
Keyword(s):  
School System ◽  
Environmental Science ◽  
The Other ◽  
Human Environment ◽  
Science Courses ◽  
The Public ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Set Up ◽  
School Period

Astronomy is an important science in understanding a human environment. However, it is thought by most politicians, economists, and members of the public that astronomy is a pure science having no contribution to daily human activities except a few matters relating to time. The Japanese government is studying a reorganisation of our school system to have 5 school days per week, instead of 6 days per week, and this July its committee made a recommendation to reduce school hours for science and set up new courses for practical computers and environmental science. I currently made a proposal. It is very difficult for most of the school pupils, who will have non-scientific jobs, to understand science courses currently taught in school, because each science is taught independently from the other sciences. Therefore, their knowledge of sciences obtained during their school period does not greatly help their understanding of global environmental problems.

scholarly journals Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz
Keyword(s):  
Catholic Education ◽  
Religious Identity ◽  
School System ◽  
Catholic Schools ◽  
Cultural Context ◽  
Catholic School ◽  
Initial Position ◽  
Human Community ◽  
Common Values ◽  
Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

Do Students of Noncollege-Educated Parents Achieve Less Academically Than Students of College-Educated Parents?

1999 ◽  
Vol 85 (2) ◽  
pp. 417-421 ◽  
Author(s):  
Carlos P. Zalaquett
Keyword(s):  
Grade Point Average ◽  
Minority Students ◽  
First Generation ◽  
College Experience ◽  
The Other ◽  
Retention Rates ◽  
First Generation Students ◽  
Grade Point ◽  
Retention Characteristics ◽  
College Educated

The ethnicity, grade point average (GPA), and retention characteristics of 202 students whose parents never attended college, 244 students whose parents had some college experience, and 394 students whose parents graduated from college were examined. Analysis showed that a significantly higher percentage of minority students were first-generation students. No significant differences were found between the GPA and retention rates of first-generation students and those of the other two.

Institutional Response and Impact of Reporting Sexual Violence: An Examination of Sexual and Gender Minority College Students

2021 ◽  
pp. 088626052110550
Author(s):  
Lauren R. Grocott ◽  
Nykia R. Leach ◽  
Leslie A. Brick ◽  
Richard Meza-Lopez ◽  
Lindsay M. Orchowski
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Minority Students ◽  
Sexual Minority ◽  
Sexual Victimization ◽  
Poor Response ◽  
College Campuses ◽  
Institutional Response ◽  
Heterosexual Women ◽  
And Gender

Although college students who are sexual and gender minorities (SGM) experience higher rates of sexual victimization than their peers who identify as heterosexual and cisgender, there is a paucity in the literature investigating how college campuses can address the needs of SGM college students in violence prevention and response. The present research examines a subset of data from the Healthy Minds Survey (HMS), a national web-based survey administered across two universities from 2016 to 2017. We examined the role of SGM status in the rates of sexual violence, perceptions of their college/university’s institutional response to reports of sexual violence (e.g., taking a report seriously and taking corrective action), and the perceived impact of reporting sexual violence (e.g., students would support the person making a report). Logistic regression analyses revealed higher rates of sexual victimization among sexual minority students (compared to heterosexual), women (compared to men), and transgender and gender diverse (TGD) students (compared to cisgender). In addition, sexual minority (compared to heterosexual), women (compared to men), and TGD (compared to cisgender) students were more likely to perceive their institution would have a poor response to reports of sexual violence. Women and sexual minority students were also likely to believe that students who report sexual violence would suffer academically. These findings highlight the need for continued efforts to enhance sexual assault prevention and response efforts on college campuses, especially for SGM students.

scholarly journals Sexual Minority Status, Anxiety–Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students

2020 ◽  
Vol 10 (12) ◽  
pp. 179
Author(s):  
Anna Lisa Amodeo ◽  
Concetta Esposito ◽  
Camilla Esposito ◽  
Dario Bacchini
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
Sexual Minority ◽  
Academic Outcomes ◽  
Campus Climate ◽  
Minority Status ◽  
European Higher Education ◽  
Climate Perceptions ◽  
Anxiety Depression

Students from sexual minorities generally describe Higher Education contexts as unwelcoming and chilly environments. Based on the Minority Stress theory, these disparities in climate perceptions may lead sexual minority students to negative health and academic outcomes. To date, research documenting the experience of sexual minority students within European Higher Education Institutions is limited. Framed within campus climate literature, the current study aimed to expand on previous knowledge by investigating the associations between sexual minority status, students’ perceptions of campus climate and psychological (i.e., anxiety–depression), and academic outcomes (i.e., intellectual and academic success and considering leaving the university) using a self-selected sample of 868 Italian university students (17.9% sexual minority students). The results showed that sexual minority status was associated with negative perceptions of campus climate, which, in turn, were associated with higher levels of anxiety–depression symptoms, lowered academic success, and a high probability of considering leaving university. Further research is needed to investigate the experience of sexual minority students within European Higher Education contexts and to explore possible actions that could contribute to fostering a greater sense of belonging to the campus community for all students, and particularly for students from sexual minority groups.

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