Perceptions of communication and education about sexuality among Muslim immigrant girls in the US

This research explored how Muslim immigrant girls' communication and education about sexuality was mediated through their mothers and school‐based sexuality education (SBSE) classes. Thirty mothers and their 38 daughters living in Illinois participated in focus group discussions and individual semi‐structured interviews that gauged girls' and mothers' perceptions regarding communication about sexuality and SBSE. Thematic analysis showed that little communication regarding sexuality happened between mothers and daughters, and that which did occur was confined primarily to the risks premarital sexual relationships posed to the social order. Furthermore, participants reported that although SBSE classes were informative, they perceived that these classes marginalized Muslim girls' experiences and decisions to abstain from premarital sex by primarily emphasizing prevention from sexually transmitted infections and diseases. Given these perceptions, some participants opted not to attend SBSE classes. This research contributes to enriching the knowledge base of sexuality educators and communities regarding the diverse challenges immigrant youths face in learning about their sexuality. Alternative ways to reach Muslim immigrant youths are discussed.     

Ethnocultural Person—Environment Fit and College Adjustment: Some Implications for College Counselors

The authors investigated the relationship between students' ethnocultural person‐environment (P‐E) fit and college adjustment. They hypothesized differences between P‐E fit of ethnocultural minority versus majority students at a predominantly White university but did not expect differences in adjustment. Furthermore, they explored the effects of ethnicity and sex on P‐E fit and adjustment. Findings generally supported the hypotheses. The authors provide recommendations to increase college counselors' effectiveness in working with diverse clients.     

Undergraduate Experiences of Division I Athlete Science,Technology, Engineering,and Mathematics (STEM) Graduates

Employing the conceptual model developed by Comeaux and Harrison (Coll Stud Aff J 30(1):75–87, 2011), this study explored the undergraduate experience of Division I athlete STEM graduates. Data collection involved 17 in-depth interviews with former athletes at two research-intensive, public institutions. Results revealed that pre-college characteristics, involvement in purposeful STEM-related activities, and sport participation, as well as academic support and guidance within athletic departments, play important roles in shaping the experiences of athletes who earn STEM degrees. Implications for student affairs professionals, faculty, and others who frequently interact with college athletes and are committed to creating more equitable educational environments are discussed.     

Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain

ABSTRACT

Background: In order to offer all students the opportunity to progress and grow to their full potential, teachers must positively recognise and value the different expressions of diversity of all the class members. One of the biggest educational challenges that teachers face today is how to address classroom practices from a truly inclusive and democratic perspective.

Purpose: The main aim of this study was to explore, in a Spanish context, how primary school teachers articulate and implement inclusive and democratic practices in their classrooms.

Design, sample and methods: The methodological design of this study was situated within a qualitative research approach. A multiple case study structure, comprising three case studies, was utilised. Data collection was carried out via interviews, classroom practices inventories, scientific observation and analysis of documentation. The study was carried out over three academic years and had three phases. Data were analysed thematically.

Findings: In the three cases analysed, the analysis identified different possibilities in terms of the implementation and articulation of pedagogical differentiation (the structures, content, process and product) and democratic classroom management (collaborative culture, a shared leadership, democratic participation and school linked to environs).

Conclusions: The analysis highlights the need to support the formation of a critical citizenship within inclusive contexts, as well as the need to develop a sense of belonging to the educational community.