Eye on Collaborative Creativity : Insights From Multiple-Person Mobile Gaze Tracking in the Context of Collaborative Design

Early Career WorkshopNon peer reviewe

Neurofeminism and feminist neurosciences: a critical review of contemporary brain research

To date, feminist approaches to neurosciences have evaluated the debates surrounding practices of knowledge production within and research results of contemporary brain research. Consequently, neurofeminist scholars have critically examined gendered impacts of neuroscientific research. More recently, feminist neuroscientists also develop research appraoches for more gender-appropriate neuroscientific research on several levels. Based on neurofeminist critique feminist neuroscientists aim to enrich neuroscientific work by offering methodological suggestions for a more differentiated setup of categories and experimental designs, for reflective result presentations and interpretations as well as for the analysis of result validity. Reframing neuro-epistemologies by including plasticity concepts works to uncover social influences on the gendered development of the brain and of behavior. More recently, critical work on contemporary neurocultures has highlighted the entanglements of neuroscientific research within society and the implications of ‘neurofacts’ for gendered cultural symbolisms, social practices, and power relations. Not least, neurofeminism critically analyzes the portrayal of neuro-knowledge in popular media. This article presents on overview on neurofeminist debates and on current approaches of feminist neurosciences. The authors conclude their review by calling for a more gender-appropriate research approach that takes into account both its situatedness and reflections on the neuroscientific agenda, but also questions neurofeminist discourse in regards to uses and misuses of its concepts

Embodied Hope in an Urban Elementary School: Stories of Veteran Educators

Neoliberal education policies ignore the intersections of place and race when it comes to accountability at urban schools. The result is schools serving marginalized communities of color often are labeled failures because they do not meet the numerical thresholds established by the state. This ethnographic study examined the ways seven veteran educators shared their educational knowledge with students, parents, and the community as a form of cultural subterfuge, acknowledging state accountability goals but working to improve the community as a whole. The study took place at Clement, an urban elementary school, during the 2016-2017 school year. The research involved 12-20 hours a week of participant observation coupled with 3 interviews per participant. Data sources included field notes from each day of observations, interview transcripts, and visual and auditory material recorded during observations. The study investigated how seven educators navigated and negotiated the constraints of accountability policies while helping to create a site of hope by incorporating pedagogical practices with community outreach. Methodologically driven by the principles of desire-based research (Tuck, 2009) and critical race theory (Ladson-Billings, 1998), the study found that veteran educators were policy adapters and cultural responders. Policy adapters are educators who, over the course of sustained careers, maintain their own pedagogical beliefs while striving to meet policy demands, especially related to accountability and testing. Cultural responders are educators who nurture Black children to reach their highest potential while honoring their cultural backgrounds and assets. In this study, educators were policy adapters and cultural responders who reached out to the community as well as into themselves to create hope and provide children with an education that enriched their lives

Ronald E. McNair Scholars Program Profiles and Abstracts 2023

This is the complete event program and provides presentation abstracts and biographies of McNair scholars and their mentors

The Race for Privilege in Blackness: Transformative Leadership in Traversing Space in Search of Black Queer Cool

This portraiture project, incorporating auto-ethnographic elements, investigating how African American educational systems became systems of oppression faced by lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth of color, intentionally blends artist in creative glance with researcher in systemic inquiry and knowledge gathering (Lawrence-Lightfoot & Hoffman-Davis, 1997; Ellis et al., 2011). An aspiring African American, gender non-conforming, lesbian leader is an auto-ethnographic portraiture exemplar: a counter-narrative of transcending obstacles overshadowing accessing college, graduate school, career success in education; doctoral ambitions with audacity within classes of pervasive racism, heterosexism and homophobia. Parallel instances of critical confrontations in predominantly Black secondary schools and historically Black colleges and universities (HBCUs) exposed LGBTQ youth of color consequently unprepared and obstructed from college access. Parallel instances of critical confrontations in predominantly Black secondary schools and historically Black colleges and universities (HBCUs) exposed LGBTQ youth of color consequently unprepared and obstructed from college access. My story, a text of diverse interdisciplinary praxes, (Spry, 2001, p.710), sketched themes, recreated images with words, interpreted meaning behind observations and insights to understand college access lacking for LGBTQ youth of color providing privileges I currently enjoy; and looked at systemic examples of change. I narrated, collected and traced my reality of events; examined an interview; interpretations; behaviors; words from schooling experiences, attempting meaning-making (Lyle, 2009), studying converging themes and relationships. Additionally, the data refuted speculations and confirmed misperceptions. These complimentary approaches synthesized LGBTQ youth of color outcomes. Resulting insights included the value of scholarly inquiry into lived experience reflecting others\u27 realities, guiding future engagement; key leadership role and identity discovery, and challenging recognition of personal positionality and privilege. Essential images and concepts illuminated shared experiences of battling a degenerating sense of nobodiness (King, n.d.) in multiple constructions of exclusion, isolation, oppression; ongoing transformation in the Process of Becoming (Lyle, 2009). Methodological systemic inquiry into epistemology, insight behind constructs, designed this auto-ethnographic portraiture; evoking reflection, redefining agency. Seeing beauty and finding cool in Black queer me, despite internalizing prevalent images and observations of White and Black folks alike expressing otherwise, is the struggle. The final stage of interconnectedness pushes against normative blackness situated in deviant resistance. My leadership identity, mobilized to act, teach and model for others, emerged

Arch Sex Behav

Although racial sexual exclusivity among Black gay, bisexual, and other sexual minority men (SMM) is frequently framed as a cause of HIV inequities, little research has examined how these sexual relationships may be driven by and protective against racism. This study examined associations between general racial discrimination, Black sexual exclusivity, sexual racial discrimination, and depressive symptoms among Black SMM. We conducted analyses on cross-sectional self-report data from 312 cisgender Black SMM in the U.S. Deep South who participated in the MARI study. Measures included general racial and sexual identity discrimination, race/ethnicity of sexual partners, sexual racial discrimination, and depressive symptoms. We estimated a moderated-mediation model with associations from discrimination to Black sexual exclusivity, moderated by discrimination target, from Black sexual exclusivity to sexual racial discrimination, and from sexual racial discrimination to depressive symptoms. We tested an indirect effect from racial discrimination to depressive symptoms to examine whether Black sexual exclusivity functioned as an intervening variable in the associations between racial discrimination and depressive symptoms. Results indicated that participants who experienced racial discrimination were more likely to exclusively have sex with Black men. Men with higher Black sexual exclusivity were less likely to experience sexual racial discrimination and, in turn, reported lower depressive symptoms. The indirect pathway from racial discrimination to depressive symptoms through Black sexual exclusivity and sexual racial discrimination was significant. Our results suggest that one of the drivers of sexual exclusivity among Black SMM may be that it helps to protect against the caustic psychological effects of racial discrimination.L60 MD013248/MD/NIMHD NIH HHS/United StatesK01 MH118091/MH/NIMH NIH HHS/United StatesU01 PS003315/PS/NCHHSTP CDC HHS/United StatesK01MH118091/MH/NIMH NIH HHS/United StatesU01PS003315/CC/CDC HHS/United States2021-07-01T00:00:00Z32222852PMC73403407946vault:3568