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Joshua R. Wolff Theresa Stueland Kay H. L. Himes Jennifer Alquijay 《Christian Higher Education》2017,16(5):319-338
Religion and spirituality are important in the lives of many transgender and gender-nonconforming (TGNC) individuals. Although TGNC students can make unique contributions to Christian colleges and universities (CCUs), many individuals who identify as both religious and TGNC report rejection from nonaffirming religious communities that view TGNC identities and expression as sinful or psychologically disordered. Additionally, previous research has suggested that TGNC college students experience disproportionately high rates of verbal and sexual harassment, threats, physical assault, and anti-TGNC messaging on college campuses. In order to better understand the experiences of TGNC students who attended nonaffirming CCUs, semistructured interviews were conducted with seven TGNC students and alumni regarding their gender identity, religion, spirituality, campus experiences, and perceptions of campus climate. Data analysis was completed using guidelines consistent with Interpretative Phenomenological Analysis (Shaw, 2010). Findings revealed four major themes: (a) invisibility of TGNC individuals and identities on campus, (b) rejection within the college environment, (c) ambivalence and psychological conflict about integrating religion, spirituality, and gender identity, and (d) resilience and the importance of campus support systems. Recommendations for creating greater inclusion of TGNC students on CCU campuses are presented. This study also explores clinical considerations for mental health professionals and student services personnel employed at CCUs. 相似文献
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Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context. 相似文献
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Fuller K 《Journal of educational administration and history》2010,42(4):363-382
In this paper I explore how a woman secondary school headteacher and her colleagues talk about her gendered headship. To facilitate and contextualise the semi-structured interviews, participants were asked to categorise a range of attributes and qualities that have been seen as 'masculine' or 'feminine'. They attempted to plot their perceptions of her gendered headship on a continuum from 'extremely masculine' to 'extremely feminine' in relation to her appearance and interactions in various contexts. Their talk, as they explained and illustrated their thinking, reveals that even from a dualist starting point many have an understanding of the fluid nature of complex, subjective, gendered identities. The rejection of binary notions of gender by some participants disrupts the perpetuation of gender as a dualist concept. In particular, the headteacher forces open a space in which to consider the complexity of her own gendered headship. 相似文献
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A ‘break with tradition’ in interwar teacher education 总被引:1,自引:0,他引:1
Kay Whitehead 《Gender and education》2010,22(3):279-294
British teacher education in the interwar years was a contested field, dominated numerically by women but regulated by the Board of Education. The traditional perception of women’s residential training colleges was that they were autocratic and socially isolated. By focusing on Gipsy Hill Training College (GHTC), the first specialist training college for nursery school teachers, and its foundation principal, Lillian de Lissa, I challenge this perception. I explore the relationships between young women students’ social worlds, teacher educators’ understandings, teacher education curriculum and GHTC’s institutional culture. The main argument is that under de Lissa’s leadership GHTC was a socially and educationally progressive and democratic institution that focused on shaping students’ identities as women, teachers and citizens. 相似文献
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