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A Journey in Servant-Leadership
No full textWelcome to our 2025 edition of The International Journal of Servant-Leadership. I would like to offer my special thanks to all of our readers and contributing authors in this journal. Each edition of IJSL contains a wonderful array of articles and papers, poetry and research, film reviews and reflections from around the world that demonstrate many remarkable journeys in servant-leadership
Gonzaga Digital Scholarship & Publishing Newsletter, Fall 2025
No full textVolume 2 of the Digital Scholarship & Publishing Newsletter (formerly Gonzaga Institutional Repository Newsletter).
In this issue: Learn about Pure Faculty Profiles Find out about the Digital Scholarship Lab @ Foley Library Read about options for publishing OERs Explore how your department’s research and scholarship is represented in the IR Find out where to go for Copyright and Intellectual Property questions Data Management Plan consultations and options for suppor
Bad Decision-Making or Understandable Coping Mechanism: Socio-Economic Status and American Hypocrisy
No full text“Why are other people’s coping mechanisms better than poor people’s? Because they’re prettier.” This quote by Linda Tirado, a woman living in poverty, highlights the use of a common stereotype imposed on those living in poverty: that they waste money on frivolous and unappealing expenses such as cheap alcohol and drugs. At least 20% of Americans believe people living in poverty have lower moral values than those who are affluent (Lichter, 2002) and 27% believe people are poor because they are lazy, not due to economic circumstances (CBS News). There is a belief those in poverty spend their money poorly as seen in a 2019 welfare, work, and wealth national survey, 60% of strong Conservatives say the top causes of poverty are bad personal decisions (Ekins, 2019). This poster will examine the ways that coping or de-stressing behaviors are viewed as acceptable or even admirable in the wealthy (e.g., cocktails, massages, vacations, shopping, sex) while mechanisms employed by those in poverty (e.g., cigarettes, cheap alcohol, sex) are viewed as morally reprehensible or simply atrocious. This poster will suggest that culturally dominant stereotypes are driving this hypocrisy and will suggest ways in which we can catch these assumptions and employ more accurate and empathetic thinking
Training Educators to Identify and Mitigate the Influence of Bias
No full textWithin education, higher levels of implicit and explicit racial bias have been associated to higher rates of discipline disparities in office discipline referrals and suspensions (Girvan et al., 2021), heightened disciplinary response (Okonofua & Eberhardt, 2015), expectations of academic achievement (Van Den Bergh et al., 2010), and positive student-teacher interactions (Tenebaum &Ruck, 2007). Researchers note that there is a lack of implicit bias research within the practice of school psychology (Romero et al., 2020), as trainings occur outside of the education workforce, or do not include student support specialists (psychologists, counselors, therapists, etc.). This study aims to implement an implicit bias training within a sample consisting primarily of student support specialists. Research questions include 1) To what extent does implicit bias training change attitudes about implicit bias and discipline practices, motivation to act equitably, and self-efficacy using strategies to reduce disparate outcomes? and 2) To what extent do the effects of implicit bias training vary by participant characteristics? 257 of over 500 participants completed the pre- and post- training surveys. Participants engaged in one of four implicit bias professional development sessions (2 to 2.5 hours in length) as a part of a virtual conference or as a standalone video conference session. Participants completed a survey that targeted five factors; Disposition Towards Discipline Practices (DDP), Self-Efficacy to Reduce Disparities (SRD), Awareness and Concerns about Bias (ACB) and Motivation to Respond without Prejudice. This factor consists of internal (IMRWP) and external (EMRWP) influences. Results indicate a statistically significant change across all scales, with a large effect size d = 1.17 detected in the SRD scale, t(257) = 18.83, p \u3c .001. As implicated in this study, by leading implicit bias trainings and teaching strategies that may reduce disparate outcomes, school psychologists may develop more equitable, positive, and safer systems
Love is tough enough: Practicing harm reduction saves lives of people in poverty
No full textWhile the negative impacts of drug use impact people in all economic classes, people living in poverty are particularly impacted by the harm. Those living in poverty are more likely to die from overdose deaths (Altekruse et al., 2020). Marginalization and stigma towards people in poverty, as well as disproportionate access to social services and resources, contribute to this harm (Room, 2009). The CDC estimates that in over 40% of opioid overdose deaths, a bystander could have prevented it (CDC, 2018). This project aims to educate people on how to use the concept and practice of harm reduction (Northeast Caribbean MHTTC, 2024) to become better allies to drug users, particularly those living in poverty or homelessness in Washington State. This poster and accompanying pamphlet will explain how marginalization and stigma create barriers to harm reduction for those living in poverty and will provide daily practices for people to improve their allyship. This will include examples of how to swap commonly used discriminatory language to destigmatizing language, an explanation of how to use Narcan to reverse an overdose, and a resource list of places people can obtain Narcan in Washington State. As a tool for action, hand-crocheted pouches will be provided for people to store Narcan
Love Thy Neighbor: A Content Analysis of Nextdoor™ Posts Discussing the Homeless Population in Spokane
No full textHomelessness, as it is portrayed in American media (e.g. news, social media, films, television) is riddle with misinformation and stereotype application. These stereotypes place individual blame on those experiencing homelessness, claiming that they are drug addicts, violent, and not worthy of help. 61% of Americans have not researched homelessness on their own, meaning they solely depend on media for their information (National Alliance to End Homelessness, 2024). Furthermore, research has provided evidence that this culturally dominant messaging impacts Americans’ level of empathy and willingness to support policies of care (e.g., Medicaid, food stamps, shelter services) (Johnson et al., 2009). This project will explore one social networking channel that may promote culturally dominant messaging about those living in homelessness in Spokane. Through a content analysis of the language used in posts and comments on the social media app Nextdoor™ conducted over the last 3 months, this poster will explain what stereotypic themes emerge, the percentage of positive versus negative language used, and the attributions assumed (i.e., individual fault, structural inequities) for the situation of homelessness in Spokane. The project will offer a snapshot of the current, cultural messaging about unhoused individuals in the Spokane community
What’s Inside their Backpacks? Discovering Students’ Assets to Support Mathematical Learning
No full textLeaders in mathematics education assert that asset-based perspectives cultivate inclusive classroom spaces where students see themselves as capable learners and doers of mathematics (ASSM & AMTE, (2024). The five equity-based mathematics teaching practices—going deep with mathematics, leveraging multiple mathematical competencies, affirming mathematics learners’ identities, challenging spaces of marginality, and drawing upon multiple resources of knowledge—are central to strengthening mathematical learning and cultivating positive student mathematical identities (Aguirre et al., 2024). Preparing pre-service teachers with the knowledge, skills, and dispositions to enact these practices is critical to creating inclusive spaces where students’ mathematical brilliance is acknowledged and illuminated (National Council of Teachers of Mathematics, 2014). One key equity-based teaching practice, drawing upon multiple resources of knowledge, focuses on leveraging students’ knowledge and experiences—mathematical, cultural, linguistic, peer, family, and community—as resources for mathematics teaching and learning. This practice involves understanding students through these lenses and using this knowledge to support their mathematical learning. In an elementary mathematics methods course and aligned field experience that I teach, pre-service teachers develop their practice by conducting interviews with elementary students. These interviews aim to uncover students’ interests, home and community knowledge bases and resources, and ideas and dispositions related to mathematics (Bartell et al., 2017). In these conversations, pre-service teachers discover what is “tucked away” in students’ metaphorical backpacks—that is, they learn and identify the assets students bring with them each day. Pre-service teachers are then challenged to leverage these assets to inform their planning of instructional activities. In this poster presentation, three pre-service teacher candidates will report what they learned from their student interviews and how they imagine leveraging these assets to support students’ mathematical learning. As the instructor of the class, I will report themes observed in my students’ narrative synthesis related to their development of this practice
The Impact of Telehealth on the Elderly and their Health Outcomes
Full text linkResearch Question: How does telehealth impact the health outcomes among the elderly
