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You Can\u27t Be Kind of a Lesbian: Mass Media\u27s Representation of Bisexual Woman
No full textIn the present day, many societal beliefs and ideas are cultivated through mass media messaging. This study aims to examine mass media’s representation of bisexual women, specifically in pornography, and how those ideas lead to harmful stereotypes. Television show characters and song lyrics depicting bisexual women were examined using cultivation theory. Analysis found much of the representation involving force or coercion, indecisiveness, hypersexuality, and group sex. Pornography is an integral space for people to explore their sexualities. However, bisexual videos tend to only depict hypersexual or violent fantasies. With over 80,000 people logging onto PornHub each minute, negative stereotypes of bisexual women can lead to lasting impacts. Bisexual women are more likely to experience biphobia, bi-erasure, and gendered violence than straight and lesbian women
Beyond the Shadows: Unveiling the Dynamics of Gender-Based Violence in Malawi Through Advocates’ Perspectives
Get PDFGender-based violence (GBV) is a term commonly used to describe harm inflicted upon individuals due to gendered power inequalities. In Malawi, GBV remains a significant barrier to achieving gender justice, with its pervasive nature hindering progress in areas such as health, education, and economic empowerment. This research explores the dynamics of GBV in Malawi through the experiences of advocates working to address the issue. Using semi-structured interviews and qualitative data analysis, the study investigates the prevalent forms of GBV, its root causes, and the far-reaching impacts it has on individuals and communities. Additionally, the research proposes evidence-based solutions to strengthen GBV prevention and response strategies. By critically analyzing the socio-cultural and systemic factors that perpetuate GBV within a feminist framework, the study bridges the gap between policy and practice. Contributing to the growing body of knowledge on GBV in Malawi, this research aims to enhance efforts to combat GBV and foster more inclusive, meaningful change
Exploring Front-Line Implementers Perceptions to Inform Tier 1 PBIS Implementation Coaching
Get PDFThe successful implementation of universal practices within Positive Behavior Interventions and Support systems (Tier 1 PBIS) relies on front-line implementers to deliver services through student-facing practice elements. However, schools are often limited in the implementation support they can provide (Fixsen et al., 2005). Therefore, there is a growing emphasis in educational research on the systems and resources necessary to support the individuals tasked with implementing the programming (Forman et al., 2013). One form of support commonly used to support implementers of other school-based practices is implementation coaching. While this term is not universally used within the literature, it can be conceptualized as the overarching process of identifying and delivering implementation supports that directly target intervention implementer behavior (Reinke et al., 2013, Sanetti & Collier-Meek, 2019). Despite a need to support the delivery of PBIS, the use of support practices, such as implementation coaching has not yet been explored. Since implementation coaching is underdeveloped and, as a form of collaborative consultation, depends upon a well-formed relationship between the coach and the implementer, the development of Tier 1 PBIS implementation coaching should begin by gathering the perspectives of the implementers about this approach. Understanding attitudes toward receiving implementation coaching provides insight into points of entry, facilitators, and barriers to positive, collaborative relationships with a coach. This will facilitate the refinement of broad implementation coaching practices that are well-matched to implementer issues, socially valid, and likely to be successful (Bastable et al., 2019). The current study sought to gain a better understanding of the Tier 1 PBIS implementer\u27s perspective of receiving implementation coaching through semi-structured interviews of eight elementary teachers who have experience implementing Tier 1 PBIS. Specifically, participants were asked about their preexisting beliefs about tier 1 PBIS and implementation coaching in isolation, then about their perspectives of utilizing implementation coaching to support the delivery of Tier 1 PBIS. Supplemental information about attitudes’ toward each practice were also gathered with the School-Adapted Evidence-Based Practice Attitudes Scale (S-EBPAS; Merle et al., 2023). Transcriptions of interviews were analyzed through thematic analysis and results were examined within the Consolidated Framework for Implementation Research (CFIR; Damschroder et al., 2022) to better conceptualize themes based on level of the implementation context. Results indicated seven themes related to the acceptability of implementation coaching for Tier 1 PBIS. The seven themes included: Preexisting Beliefs about PBIS, Preexisting Beliefs about Implementation Coaching, Practice: Implementation Coaching for PBIS, Inner Setting, Individual Factors: Coach, Individual Factors: Recipient, and Implementation Process. Within each theme, subthemes were examined to identify facilitators and barriers. Notable facilitators included overall positive attitudes toward Tier 1 PBIS and the appeal of using implementation coaching to support its delivery. Additionally, participants indicated a need for additional teacher support, which would increase the acceptability of a new support practice. Notable barriers included lack of resources, competing initiatives, and individual-level factors, such as lack of motivation. Findings of the current study provide guidance for recommendations for future practice and the development of implementation coaching practices. Future research should seek to expand the sample to better understand implementer perspectives on a broader scale, in addition to developing coaching practices that include elements of evidence-based professional development practices that can be matched to the educational context and person-level factors of the implementer
Exploring the Experiences of Collegiate Black Female Student-Athletes from a Phenomenological Perspective
Get PDFCollegiate Black female student-athletes at predominantly White institutions (PWIs) face a unique experience as they navigate the complex intersections of race, gender, and sports while striving for academic and athletic success. Their encounters with racism, discrimination, and marginalization remain largely underexplored. This research provides findings from a transcendental phenomenological study that examined the lived experiences of these athletes. The goal was to understand how racism, discrimination, and marginalization impact these student-athletes both individually and in context sport. Grounded in social constructivism and informed by Black Feminist Thought and Intersectionality Theory, the study involved semi-structured interviews with eight current and former collegiate Black female student-athletes. Participants shared how the intersections of race, gender, and athletics influenced their academic and athletic experiences, social identities, and the impact on their sense of community, as well as the emotional and mental challenges they faced while showing resilience and accessing support systems. Data analysis utilized Moustakas\u27s (1994) seven-step adaptation of Van Kaam\u27s method, along with a four-step phenomenological reduction, to extract core themes and sub-themes reflecting the experiences of Black female student-athletes in societal, academic, and athletic spheres. The study highlights their experiences with racial and gendered microaggressions and stereotypes, the emotional toll of feeling isolated and othered, and their resilience alongside the significance of a robust support network. Furthermore, it emphasizes the need for social justice and advocacy, advocating for culturally responsive practices and interventions among counselor educators, mental health professionals, and athletic department staff supporting Black female student-athletes
Interview with Dr. Margaret Price on Crip Spacetime
Get PDFDisLIS journal editors JJ Pionke and Jess Schomberg interview Dr. Margaret Price about her book Crip Spacetime, her writing process, what the phrase crip spacetime means and how it affects academics with disability
Plate 17: Minnesota River Sheet 1
No full texthttps://cornerstone.lib.mnsu.edu/maps-mn-river-surveys-volume1/1018/thumbnail.jp
Plate 20: Ottertail River Sheet 1
No full texthttps://cornerstone.lib.mnsu.edu/maps-mn-river-surveys-volume1/1021/thumbnail.jp
Plate 26: Ottertail River Sheet 7
No full texthttps://cornerstone.lib.mnsu.edu/maps-mn-river-surveys-volume1/1027/thumbnail.jp
Plate 31: Red Lake River Sheet 5
No full texthttps://cornerstone.lib.mnsu.edu/maps-mn-river-surveys-volume1/1032/thumbnail.jp