The Development and Evaluation of the Multicultural Gender Roles Scale – Male Version

The purpose of this study is to develop and evaluate a scale that measures gender role construction and the various components associated with this process in men of color (i.e., African American, Latinx, and Asian American men). Existing psychological models for understanding this paradigm have primarily focused on the experiences and worldviews of White, Euro-American men without taking into consideration the various societal influences and socializing agents that uniquely impact this process in men of color. In an attempt to more accurately capture this process in people of color, through qualitative data, Miville, Bratini, Corpus, Lau, and Redway (2013) developed the Multicultural Gender Roles Model, which described eight unique components people of color may experience in their gender roles negotiation. For this study, the Multicultural Gender Roles Model (MGRM) was adapted for the development of the Multicultural Gender Roles Scale – Male Version (MGRS – Male Version). Qualitative research from the MGRM and feedback from experts in gender/gender roles research contributed to the development of 69 items that were analyzed through an exploratory factor analysis resulting in a 41-item measure. Exploratory factor analysis of data from 200 men of color resulted in 5 factors reflecting experiences men of color undergo in the gender role development process: (a) Transforming Self-Perceptions, (b) Negative Psychological Symptomatology, (c) Understanding Impact on Others in Family, Community, and Society, (d) Intersecting Identities, and (e) Navigating Emotions related to Privilege and Oppression

Shifting Narratives in Doctoral Admissions: Faculty of Color Understandings of Diversity, Equity, and Justice in a Neoliberal Context

Little is known about how faculty make decisions in the doctoral admissions process or how they conceptualize diversity, equity, and justice in those same processes. As the United States continues to diversify, understanding how students are selected into graduate programs and how faculty understand diversity, equity, and justice is increasingly important to supporting diverse leadership bodies and shaping an inclusive campus cultural context. This qualitative study utilized semi-structured interviews, focus groups, and critical discourse analysis to explore how faculty of color understand diversity, equity, and justice norms, values, and behaviors in the doctoral admissions process in Higher Education and Student Affairs (HESA) doctoral programs in Predominantly White Institutions (PWI) and how professors of color navigate those norms, values, and behaviors with their multiple intersecting identities. Data reveals that faculty of color resist the utilization of standardized measures of success, are attracted to students of color and students aiming to do conduct equity work, and consider diversity at all times in the admissions process. Faculty also feel constrained in their ability to fully engage in the admissions process due to marginalization of their identities and their tenure status. Faculty also understand the values of their university through (in)actions taken when critical community incidences occur resulting in shifting recruitment tactics for diverse students and find tensions in conflating international students of color with domestic students of color particularly as it pertains to supporting international students on campus and remedying historical disparities in college access for domestic people of color although they support the admission of both types of students

Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors

The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females’ interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships

Multicultural Initiatives at ACA Colleges

This study, conducted in two phases, examined the extent and scope of multicultural initiatives at Appalachian College Association (ACA) colleges and the experiences of 15 students, faculty and staff members, and administrators at one predominantly white college in central Appalachian. In the first phase, data was gathered by surveys completed by a random sample of ACA faculty. The purpose of the survey was 1) to examine the extent and scope of multicultural initiatives at ACA schools, and 2) to select one ACA College where a qualitative study of multicultural initiatives could be conducted. The survey findings offer demographic and descriptive profiles of the faculty members who participated in the random sample survey. The findings also detail the curricular and co-curricular offerings that support diversity. The extent and scope of programs and services that address the needs and interests of American minority students and International students who attend ACA schools are also presented. And finally, from the quantitative data, ACA colleges are ranked with aggregate scores that express the degree to which each school describes its multicultural initiatives. In the second phase, a qualitative study was completed by examining the experiences of 15 students, faculty, staff members and administrators of one ACA college. Semi-structured, in-depth interviews served as the primary source of data. The purpose of this phase was 1) to establish the environment of a predominantly white liberal arts college in Appalachia, 2) to use the environment as a context in which students, faculty, staff members and administrators could comment on multicultural issues, 3) to capture the challenges that students, faculty, staff members and administrators face as diversity initiatives are addressed and implemented, 4) to offer recommendations from students faculty, staff members and administrators that address the challenges they face, and 5) to enhance their recommendations with research on multicultural theory and diversity initiatives. Many themes emerged from this study. Students from Appalachia, minority students, and minority faculty and staff acclimate themselves to the college in different ways. The curriculum continues to reflect Western views and voices; faculty and staff need training to incorporate diversity initiatives into their programs. Students from the majority lack experience with diverse cultures; they also perceive the culture and values they possess as people from Appalachia and as whites as natural, unremarkable, and not in fact cultural; they also do not understand that they have been socialized with racist attitudes by their environment. The racial segregation of the colleges’ sports teams and student organizations suggests that the administration needs to examine its own institutional racism. Finally, the college also does not address overt acts of racism promptly. Recommendations include expanding orientation and mentoring programs. The curriculum also needs to be revised to include non-Western voices and experiences. Campus programming should include cultural and religious events of American minorities. Travel nationally and abroad as well as participation in community service programs would offer students insight into diverse communities with which they are unfamiliar. While coaches and sports staff members address the segregation of sports teams, charters of racially segregated organizations should be revoked; nevertheless, historically oppressed groups should be given latitude in forming support groups. Minority faculty and staff should be supported for the strengths they bring and the challenges they face in this predominantly white community

Negotiating Self: An Exploration of Women\u27s Perceptions of Their Feminist and Submissive Identities

As women navigate the intersecting meanings of feminism and submission, some struggle to reconcile their feminist politics and submissive practice (i.e., belief in equality and desire to yield authority). Bondage/discipline, dominance/submission, and sadism/masochism (BDSM) has been examined through diverse feminist lenses, including radical feminism, postcolonial world-travelling, and a sex-critical approach. However, scant empirical research focuses on the intersection of feminist and submissive identities. The purpose of this collected papers dissertation was to better understand the identity navigation of women in the BDSM community who identify as feminist and submissive. Two studies were conducted to explore this gap. Study #1, a structured literature review of BDSM, examined how feminism and submission are discussed related to women who are feminist and submissive. Data were collected through a library database search, Google Scholar, reference scans, and Google Scholar Cited by. Important segments of data were identified and analyzed. Four themes emerged: feminism in the context of BDSM, normalization of BDSM, navigating identities, and power as transgressive. Implications focus on three areas: the importance of consent, transgression, and diversity; helping women understand and navigate identities; and reducing stigma through education. Study #2, a phenomenological study, explored how 23 women in the BDSM community perceive and navigate their feminist and submissive identities. Data were collected through interviews. Inductive analysis revealed six themes: feminist identity as distinct from feminist values, the complexity of submissive identity, women learn to accept their submissive identity in different ways, BDSM community perceived as generally accepting of feminist identity, feminist community perceived as not very accepting of submissive identity, and being out as feminist and as submissive. Implications focus on four areas: exploring how women challenge oppressions; understanding how women understand and negotiate consent; learning about how individuals learn about, develop, and engage in BDSM D/s relationships; and examining how college women experience these identities, feminism, submission, consent, and abuse while they develop as individuals. The findings can apply to counseling, feminism, sex education, higher education, adult education, and human resource development through incorporation into curriculum, training, and policies. Research and practice can be enhanced through exploring how consent is understood, operationalized, and violated; broadening discussions about identity development; and increasing awareness of how adults learn

Gender Equality and Women's Empowerment in Education

Colección de artículos publicados en las revistas: Frontiers in Education, Frontiers in Sociology and Frontiers in Psycholog