How sex education research methodologies frame GLBTIQ students

The ‘bullied’ gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the ‘deviant homosexual student’ and studies that contribute to ‘bullying victim’ tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified.     

Ethnic and Racial Identity in Adolescence: Implications for Psychosocial,Academic, and Health Outcomes

The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth.     

Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates identified pedagogical similarities between their tutoring experiences and teacher education programs. Other times, disparities between the classroom and tutorial instruction settings provoked some candidates to denounce the approaches of their teacher mentors during practica. We conclude by discussing the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.     

What do teachers know about dyslexia? It’s complicated!

Reading and Writing - In recent years, many states have passed laws requiring dyslexia training for teachers. Research suggests teachers hold both scientifically-based conceptions as well as...     

Regional HIV/AIDS Information Environments and Information Acquisition Success

Although health information is widely available, information acquisition patterns may vary according to where one lives. Using Lievrouw's (2001) information environments (IE) theory, this mixed methods study compares three regional HIV/AIDS information environments in rural Canada. In accordance with IE theory, findings showed regional variation in institutional aspects of HIV/AIDS information environments: health institution service models; resource munificence and technology use; and some measures of social engagement and source availability. Differences were also present in the personal/relational aspects of environments: information network characteristics and levels of interpersonal interaction. However, in divergence from IE theory, regional success rates for answering HIV/AIDS-related questions were similar (86.26–89.34 percent). Furthermore, individual-level factors were more important than network position in predicting participants’ success rates. Yet, in line with IE theory, there were regional differences in the barriers that people affected by HIV/AIDS faced when seeking answers to their questions. These unaddressed barriers suggest that further development of IE theory requires incorporation of institutional capacity: provider knowledge, responsiveness, and service availability.     

Transitioning towards inclusion: a triangulated view of the role of educational assistants

The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.     

Youth voices: connections between history, enacted culture and identity in a digital divide initiative

The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally, however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data in this after-school technology course.

Emergent fields through adaptation and identity: overcoming social distance

We examine the inseparability of one’s environment with the elements of adaptation and identity. Specifically, we revisit the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding, but also naturally in constant flux as they interact with each other. Contrary to nature, however, the social distance between the instructors and learners is the result of a human construct that often hinders adaptation and identity development. We address the factors that afforded participants overcoming social distance and ultimately cultivating a shift in the learning structure of Project H.O.M.E.

A Longitudinal Examination of Racial Identity and Racial Discrimination Among African American Adolescents

This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans.     

HIV post-exposure prophylaxis in children and adolescents presenting for reported sexual assault

BackgroundThe appropriate use of antiretroviral medications to protect against infection with human immunodeficiency virus (HIV) is unclear in cases of sexual assault of children, for whom the perpetrator's risk of HIV is often unknown, and physical proof of sexual contact is usually absent.ObjectiveIn an effort to clarify prescribing practices for HIV post-exposure prophylaxis (PEP) at our institution, we examined records of all children tested for HIV for prevalence of infection, our experience with prescribing PEP, and follow-up rates.Design/methodsMedical records at a sexual abuse clinic of all children tested for HIV during a 38-month period were reviewed for information concerning risk factors for HIV acquisition, STI test results, and PEP experience. Children were defined as PEP-eligible if they were within 96 hours of assault, and there was a report of sexual contact with the potential to transmit HIV.ResultsOne thousand seven hundred and fifty children were tested for HIV during the study period. Five children had a positive HIV ELISA, but only one child was confirmed HIV-positive. Three hundred and three children were eligible to receive HIV-PEP, but it was only offered to 16 (5.3%), of whom 15 accepted the medications. None of the children prescribed PEP completed follow-up, but 11 children had limited follow-up.ConclusionsOur results indicate that the prevalence of HIV infection among sexually abused children in our population is low, and follow-up rates are poor. Intensive efforts to try to ensure follow-up are warranted whenever PEP is prescribed. Further research may help better define the efficacy of PEP in sexually abused children and adolescents.