The Lived Experiences of Queer* Teachers in İstanbul within the Scope of Institutionalized Heteronormativity and Neoliberal School Policies

Even though the challenges that Queer* employees face in the workplace because of their intersecting identities of gender, sexuality, race, and class continue to be one of the rarely studied topics in social sciences, there has been a resurgence of interest in recent years, concerning how Queer* teachers experience the conflation of their sexual and professional identities. Informed by the recognition that schools are one of the most representative prototypes of gendered organizations with their ever-adapting regimes of inequality, this study is motivated by the question of how Queer* teachers in İstanbul deal with the enduring institutionalized homophobia, which has only got worse in terms of its silencing and pathologizing mechanisms. Claiming one of the fundamental functions of schools to establish strictly heteronormative spaces of learning, where any form of gender nonconformity or sexual dissidence stands before disciplinary punishment or reprimand from other students and teachers, I have examined the current working conditions of Queer* teachers in İstanbul within the contexts of schools, which compel Queer* teachers to abide by their institutionalized rules and norms of compulsory heterosexuality. This study attempts to learn what kind of experiences Queer* teachers in İstanbul articulate regarding the conundrum of being forced into presenting themselves as non-sexualized and non-gendered professional figures, as neoliberal policies and capitalist expectations of a rigid separation between professional identities and personal lives of workers continue to negatively affect the occupational well-being of Queer* teachers. A careful analysis of the interviews has revealed that the Queer* teachers in İstanbul are burdened with the aesthetic labor they are constantly expected to perform due to the emergent neoliberal schemes of professionalism and that they suffer under closely monitoring mechanisms of heteronormative school policies and work climates.

Mastery Goals for Black American Dementia Caregivers

About 5.8 million older American adults live with Alzheimer’s disease and related dementias; Black American older adults’ prevalence is more than twice that of non-Hispanic white older adults. The Black American dementia caregiving experience can be pictured within the Black Family Social-Ecological Context Model, which provides a conceptual basis for examining social determinants of health at individual, family, community, and societal levels with careful consideration for how the intersecting identities of race, gender, and class of Black American caregivers influence the multiple dimensions of their caregiving experiences. Family dynamics, community setting, and healthcare systems have a potentially bidirectional influence on these caregivers, which is informed by the larger historical reality of systemic racism and general disenfranchisement. This paper outlines how Stress Process and Perceived Control frameworks offer ways for Black American dementia caregivers to achieve a sense of mastery within the complicated and fraught ecology within which their caregiving occurs. We propose a research and development agenda to create a program for enhancing a sense of mastery among Black American dementia caregivers. Two concepts in particular, “constraints” and “efficacy expectations,” provide ways to develop a systematic approach to developing successful coping strategies for the constraints perceived by individuals as they undertake and function in the caregiving role. The recognition of the complexity of the caregiving ecosystem and intersectionality of caregivers’ experience emphasize the importance of individualization: each caregiver’s experience of this ecosystem– and therefore each Black American caregiver’s way to mastery within it– will be uniquely shaped and experienced.

Critical Age-Friendly Research and Representational Ethics

As the efforts of the Global Age-friendly Cities and Communities movement mature and continue to grapple with society’s shifting dynamics, blind spots and knowledge gaps are exposed. This research applies critical discourse analysis to examine the evolution of Age-friendly NYC using an intersectional lens committed to an ethics of representation. Over 1,000 pages of public records were analyzed to trace the history of this movement in relation to age, race, sexuality, gender, ability, and class. Findings suggest that Age-friendly NYC is a global leader of the age-friendly movement, yet social identities are represented neither equally nor universally in its initiatives. Discussions of race, sexuality, and gender are subtle. They also overlook how these identities may intersect and shape the aging experience for differently positioned older adults. A comprehensive understanding of the aging experiences of those with multiple intersecting identities is needed to inform future age-friendly policies and programs.

Performing intersectional identity work over time: the historic case of Viola Turner

Purpose This study aims to analyze the exemplary historic case of Ms Viola Turner – an African-American insurance executive in the early 1900s to gain insights into how individuals negotiate the tension between intersecting identities and moral foundational values over time. Design/methodology/approach This study uses a mixed research design and a genealogical-pragmatic approach to analyze this exemplary case. This study uses computer-aided textual analysis software to analyze interviews conducted with Ms Turner, generating quantitative insights. This study qualitatively codes the interviews to aid in establishing the behavioral patterns across Ms Turner’s lifespan. Findings This study found that Ms Turner altered her underlying configurations of moral foundations to better align with her intersecting identities. This study also revealed cross-level interactions of intersecting identities, life stages and social contexts. Individuals manage and cope with power imbalances through these identity-value alignments. Originality/value The findings shed light on how intersectional history contributes to understanding the ways in which individuals deal with power relationships embedded in intersecting identities over time.

Racial Limitations on the Gender, Risk, Religion, and Politics Model

Risk aversion dampens political participation and heightens religiosity, with concentrated effects among women. Yet, little is known about how intersecting identities moderate these psychological correlates of religiosity and political engagement. In this paper, we theorize that the risk-religion-politics relationship is gendered and racialized. Using a nationally representative survey, we show that political participation is more strongly correlated with risk for Black women than for any other race-gender group. For religiosity, however, we find little evidence that risk is related to religiosity among Black women, while highly correlated with white women's religious engagement. For men—whether Black or white—risk exhibits a modest, positive relationship with their religiosity. Our results speak to the importance of considering intersectionality and race-gender identities in evaluations of religious and political activities in the United States.

Psychosocial Challenges and Protective Factors Among MSM Living with HIV: An Integrative Review of the Literature Using an Intersectional Framework

Objective: Given the emerging data on intersecting identities involving men who have sex with men (MSM) with respect to various factors, there lies a need to include one’s human immunodeficiency virus (HIV) status in this intersection, given the experience of stigmatization and inequalities. This integrative review covers psychosocial risk and protective factors experienced by MSM of HIV-positive status, while also considering other intersecting identities (e.g., ethnicity, older age). Method: Following a standardized search inquiry, 2139 records were identified and narrowed down to 24 peer reviewed articles. Results: Psychological and social protective factors such as positive mental health outcomes; lessened or resolved internalized homophobia; social networks in younger and older MSM, with a discussion on the contextually relevant impact that religion has among Black MSM. Some risk factors such as co-occurring stigmas, psychological distress, exposure to violence, and trauma are explained.Implications: These immediate findings highlight factors that contribute to resilient pathways among ethnic minorities, and of other intersections among sexual minority men. In order to mitigate risks, developing tailoredinterventions with a focus on co-occurring and syndemic stigmas is crucial, to help ensure the psychological and social well-being of diverse HIV-positive MSM. An adapted version to the minority stress model is thus presented.

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from firsttime-in-college students at all 28 Florida College System institutions, we use an interrupted time series design with an analysis of heterogenous effects to compare first year coursetaking outcomes in English before and after Florida’s developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform’s benefits are similar for LM and non-LM students overall, there are importance differences among LM subgroups which indicate that ESOL and foreign-born students may benefit most.

Criminalized Black Women’s Experiences of Intimate Partner Violence in Canada

Canadian research examining the overlap between Black women's victimization and criminalization is sparse. This qualitative study addresses this gap by examining the ways in which criminalized Black women's intersecting identities of race, class, and gender influence how they perceive, experience, and respond to intimate partner violence (IPV). Semi-structured interviews were conducted with 25 Black women who experienced IPV. The findings focus on the women (15) who were also charged with an IPV-related offense. Critical race feminism was employed to analyze their narratives. This research has implications for policy, practice, and future research with Black women who are victimized and criminalized.