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The Sum is Greater Than its Parts: An Autoethnographic Study of Multiracial Men in Higher Education Staff Roles
Full text linkThis qualitative, autoethnographic study sought to understand how multiracial men working in higher education staff roles described their experiences of racial identity. Eight participants, staff members at various higher education institutions across the United States, comprised the study population, including the study author. I conducted semi-structured interviews followed by photo-elicitation interviews with each participant between Fall 2022 and Spring 2023. I analyzed the interview transcripts with an open coding process. I grouped the resulting codes into categories that resulted in the emergence of three major themes that described the way participants experienced their racial identity. The first theme that emerged from the data analysis was the lens of the workplace. The second theme that emerged was the lens of negative experiences. The third and final theme that emerged was the desire for a better future. I utilized Renn’s (2004) Ecological Model and Baxter Magolda’s (2001) Self-Authorship Framework to analyze and interpret the findings. This study provides insights and recommendations around for understanding and supporting the multiracial population for individuals and organizations within the field of higher education
The Traits and Skills of Successful Immigrant Workers in American Organizations
Full text linkThere is no clear-cut, defined step-by-step process for immigrant workers to follow that guarantees success within American organizations. The existing literature identifies immigrant demographics common to leadership roles but does not point to specific traits or skills immigrants need for promotion to leadership positions or how to navigate the hiring process within U.S. organizations. The purpose of this phenomenological qualitative research was to identify factors contributing to immigrant workers’ success within American organizations. An interview approach was used because the immigrants who have lived these experiences are the most accurate storytellers. The study comprised 15 volunteer participants. Those participants formed two groups: successful Immigrant Workers (n = 10) and Hiring Managers (n = 5). Through an interview process, data was collected and coded. Data analysis involved the use of process coding (Saldana, 2014) to identify common themes. Both Immigrant workers and Hiring Managers identified seven themes; five of which were common to both groups interviewed: (a) Personal Traits and Characteristics, (b) Interpersonal Skills, (c) Achievement Orientation, (d) Desire for Learning and Development, and (e) Multiculturalism and Diversity. Immigrant workers also identified English Proficiency and Mentoring and Coaching as important influences on their success. Hiring Managers noted they considered a variety of Basic Work Requirements, and Knowledge of the U.S. when hiring or promoting immigrants. Implications and recommendations for immigrant workers are discussed
From Abraham’s Angels to Europe’s Refugees: The Ethic and Challenge of Hospitality
No full textA program of the Encountering Islam Initiative, and co-sponsored by the Jay Phillips Center for Interreligious Studies, the Department of Theology presents the fifth annual Terence Nichols Memorial Symposium. Dr. Fuad Naeem will introduce Dr. Mona Siddiqui.
Professor Mona Siddiqui is an internationally recognised academic and broadcaster at the University of Edinburgh. She is Professor of Islamic and Interreligious Studies as well as Assistant Principal for Religion and Society.
Religious and philosophical traditions have extolled hospitality a fundamental ethic in human relationships. Abraham is said to have inspired a theology of hospitality often echoed in Jewish, Christian and Islamic literature, one which has frequently been used as a framework for interreligious dialogue. But hospitality is more than an act of charity or simple welcome; it is an obligation which demands transformation of the self and society. Today, the effects of globalization, increased migration and conflicts have led to the vast displacement of people towards Europe. This has reignited the question of who should be made welcome and forced many to rethink the category of stranger, guest and neighbor. Organized and hosted by the Encountering Islam Initiative of the Theology Department and cosponsored by the Jay Phillips Center for Interreligious Studies at the University of St. Thoma
University Housing Reinforces the Negative Relationship between Interpersonal Violence, Psychological Distress, and Suicidality in Undergraduates, Particularly Among Gender Diverse Students
No full textObjective: To compare academic and mental health outcomes across diverse gender identities in the context of interpersonal violence and campus housing. Participants:45,549 students from 124 self-selected post-secondary institutions. Methods: Various academic and health measures from the National College Health Assessment Spring 2017 dataset were analyzed for differences across five gender identities (cis women, cismen, transwomen, transmen, and genderqueer students), and two housing categories (university housing and non-university housing). Results: When compared to cisgender peers, gender diverse students reported greater experiences of interpersonal violence and higher levels of negative academic and mental health outcomes. Living in university housing was associated with an increase in these disparities. Conclusions: University housing, which usually reinforces fixed gender binaries, is associated with worse outcomes for gender diverse students. These data can help higher education institutions better understand and address problems that disproportionately impact transgender and gender diverse students, who represent a growing demographic
Taking the Prison Rape Elimination Act Seriously: Setting Clear Standards for Identifying and Protecting Vulnerable Prisoners from Sexual Violence in Confinement
Full text linkDon’t Waste My Time: Characteristics of Professional Development that Mid-Career Teachers Say they Need
Full text linkMid-career teachers make up the majority of the educator population (National Center for Education Statistics, 2021) and a significant number of mid-career teachers encounter career cycle periods known as career frustration and career stability (Fessler & Christensen, 1992). The first is characterized by overall frustration and disillusionment with their day-to-day work and the second is seen as a plateau where adequate is acceptable. Despite billions of dollars being allocated to professional development annually (Mirage, 2015), there is a problem designing meaningful learning for mid-career teachers to keep career disillusionment and complacency at bay. Research has covered what content teachers need to have at their command to effectively serve their students (Darling Hammond & Youngs, 2002; Heritage, 2007; Winch, 2004). Additionally, significant research exists about how adults learn (Belanger, 2011; Knowles, 1972; Kolb & Kolb, 2005) that illuminates the considerations of the delivery of professional development, but there is a gap in the literature about the characteristics of professional development that mid-career teachers need. To keep experienced teachers engaged in continuous improvement in our schools, and to be fiscally prudent with taxpayer dollars, this grounded theory study sought to understand the characteristics of professional development that mid-career practitioners describe as most important to meet their needs. The resulting findings and the emergence of the Mid-Career Professional Development Design framework with its companion guide of application-focused questions are intended to be a tool for leaders and facilitators to consult as they plan, support and implement meaningful professional development for mid-career teachers
A Mixed-Methods Multiple Case Study Through a Feminist Lens of Educational Leadership in Minnesota in the Wake of COVID-19 and George Floyd
Full text linkThis mixed-methods multiple case study through a feminist research lens examined COVID-19 era Minnesota K-12 school district leaders’ perceptions of the purposes of education, their roles, and measures used to assess student and system success. Examining these findings through the lenses of relationships between political economy, ideology, and schooling, critical theory, and feminist theory revealed how Minnesota school district leaders maintain systems that promote dominant ideologies, illuminated leverage points for educational reform focused on equity and social justice, and presented topics for future research. Four themes emerged from this study. Minnesota K-12 district leaders agree with the purposes of education as outlined in federal and state legislation, but their actions and measures of student and system success are not aligned to these purposes. Equity and social justice leadership is scarce across Minnesota K-12 district leadership. District leaders have mixed feelings about local control of schools in Minnesota, and federal, state, and local school funding systems act to limit educational reform and administrative leadership. Lastly, opportunities for educational reform focused on equity and social justice include district leaders’ calls to action and diversification of district leadership roles. Study methods included an online survey (101 participants), semi-structured interviews (11 participants), and document analysis of school board policies (28 sample school districts). Participants included superintendents, school board chairs, and district assessment coordinators representing diverse geographical regions of Minnesota. This study provides recommendations for educational stakeholders within and beyond the state of Minnesota
The Problem of Property: Looking Back to the \u27Dark Ages\u27 to Get Through the Dark Ages
Full text linkTeen Voices from the City: How School Instrumental Music Students Persevere and Thrive
Full text linkHigh school bands and orchestras in the United States reflect the rampant educational opportunity gap when it comes to the representation of Black, Indigenous, and people of color (BIPOC) student populations, denying talented and passionate students the opportunities intrinsic to instrumental music participation (IMP) (Bradley, 2007; Elpus & Abril, 2011; Kozol, 2005; Salvador & Allegood, 2014; Stanford CEPA). The study’s purpose was to understand how BIPOC students successfully participated in high school instrumental music (IM) ensembles. Using the theoretical lenses of Maslow’s (2015) hierarchy of needs and Freire’s (2013) critical pedagogy, this study asked: How do teenage BIPOC IM students experience, and make meaning of, their public-school IM journeys? Including, Who supported them?; What were the transitional points of decision?; What were the IM bonds that kept them participating? Using a constructivist phenomenological approach, this qualitative study interviewed 12 BIPOC high school graduates of a Midwest metropolitan area to learn how they made meaning of their IM journeys. Several common themes emerged. Participants’ IM journeys were supported by family, peers, and IM teachers. Transition points included high school entrance, structural crises, and exclusionary experiences. IMP bonds to continuing IMP included mood, social connection, self-esteem/challenge, aesthetics, and agency themes. Recommendations include investment in equitable, culturally responsive IM programming and recruiting; targeted guidance and bridging strategies for high school IM transitions, private lessons for advanced students of low SES, the use of collaborative student-centered teaching strategies and culturally relevant literature; and targeted, caring anti-racist polices and strategies toward inclusion
