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Reducing The School-to-Prison pipeline through Restorative Practices and Culturally Responsive Teaching
Get PDFResearch has shown there is a growing trend that students of color end up becoming incarcerated due to the school-to-prison pipeline. Students of color are being targeted by exclusionary policies at a higher rate than their white counterparts. School districts must reevaluate their discipline measures and adopt new policies that work to build positive relationships and communities within them. This project provides the groundwork for implementing restorative practices and culturally responsive teaching in schools, with the hope of building stronger community ties and reducing exclusionary discipline policies. The project provides research that supports the implementation of restorative practices and culturally responsive teaching as well as surveys to help track the effectiveness of these programs within the school
Unburying the Bury Your Gays Trope in Young Adult Literature
Get PDFIn this paper, I unpack what the Bury Your Gays trope is, how it originated, its purpose, and its contemporary use and impacts. Through analysis of example novels and referenced scholarly articles, I explain how character deaths do or do not align with the trope, exemplifying the broader patterns of the trope and its impacts on young adults. Educators can learn to contextually identify the trope, gain the tools to spark classroom discussion through analysis, and identify examples of novels that disrupt this trope to be implemented in classroom libraries and reading lists
Pedagogical Empathy as Instructor Self-Care: Struggles, Structures, and Support
Get PDFBuilding from interviews with writing instructors at an urban R1 institution, this article identifies the struggles between balancing empathetic teaching practice—a practice that seeks to understand and address another’s needs in the classroom—with practicing self-care. In proposing a feminist pedagogical empathy, this article investigates how empathetic teaching practices, such as flexibility and transparency, and empathetic course policies can offer benefits to both instructors and students. Ultimately, I argue that empathetic teaching practice can function as self-care for instructors, rather than be considered additional labor or diminished as lenient or unrigorous, upholds rigor by clearly defining expectations for students while also providing them the support necessary to be successful in coursework
Chapter 11: Suicide and Ageism: Understanding Risk and Tools for Prevention
Get PDFThis chapter examines older adult suicide and its risk factors such as increased health challenges, isolation and loneliness, and negative self-ageism. It highlights older adult suicide as a preventable cause of death. It provides practical tools for suicide assessment, intervention, and prevention, using non-stigmatizing language
Decolonizing Psychology as a Scientific and Ethical Necessity
Get PDFThe starting point of this paper is the colonial heritage of mainstream psychology, and particularly of developmental psychology. The dominant paradigm is still the assumption of universality of theories and findings that originate in research from and with a tiny part of the world’s population. Associated is the neglect, even ignorance, concerning existing anthropological, cultural, and psychological ethnographic research from different communities across the globe, which demonstrate that the so-called WEIRD science (Western, Educated, Industrialized, Rich, Democratic) is different in many respects from the multitude of existing cultural patterns, representing an outlier in a statistical sense. The paper presents a reflection of what inclusivity means and how it can be realized. It is obvious that a good intention is not necessary a good deed. Inclusivity necessitates a complete change of perspective. The second part of the paper deals with the necessary decolonization of early childhood development interventions. It is demonstrated how WEIRD assumptions are exported in large parts of LMIC without proving their validity and applicability. These practices not only ignore scientific evidence but are also unethical because of epistemic violence. It is concluded that basic science and applications are highly interconnected. Decolonization should start with including majority world research in the general database. It is important to realize that extending the spectrum of samples is not helpful as long as methods are applied that are developed in the WEIRD world
Peripheral Lives, Central Meanings: How the Global South Can Participate in Reimagining Psychology for the Future
Get PDFEmerging from an invited lecture presentation at the APA conference in 2024, this article discusses how communities of the Global South can actively participate in the future of psychology theory, research, practice and publication. It is abundantly clear that psychology is a product of Euro-American academic practice, with the transportation of knowledge from this region to the rest of the world. Inevitably, there have been many concerns about this transfer of the model to regions that are vastly different in their ontological orientations. After a brief overview of the key issues in this global epistemic imbalance, we raise some critical theoretical and methodological possibilities based on scholarship from other regions to make our case for the future of psychology as a global human science
A Transition Course Supporting Student Veterans\u27 Success
Get PDFResearch has shown that student veterans face unique challenges when transitioning from military service to college, yet many higher education institutions, including Grand Valley State University, have not developed targeted support systems to meet their specific needs. This project explores the experiences of student veterans in higher education and identifies important strategies that promote a successful transition to academic life. A thorough support program must acknowledge the complexity of this transition, including the cultural shift from military to civilian life, and must address academic, personal, and professional development. The Veteran Transition Course is designed to support student veterans in building a strong foundation for college success. It includes intentional content focused on time management, translating military experience into academic strengths, connecting with campus resources, and help develop a sense of belonging. In addition, the course encourages reflection and goal setting. This course balances the need for academic preparation with the importance of community-building and identity development, empowering veterans to take ownership of their college experience and future career paths