Expanding Intersectionality Praxis: Informing Culturally-Responsive Programming for Black and Latino Gay and Bisexual Young Men

Black/Latino gay/bisexual young men face a multitude of health disparities caused by various determinants of health. However, despite the awareness of the gaps, health intervention research rarely explores the impact of current health intervention strategies on Black/Latino gay/bisexual young men’s overall health and well-being. Traditional health interventions are deficit-based, health condition-specific, and often limited in their cultural-specificity. As health-related fields move toward holistic, evidence-based practices, new primary prevention approaches need to emerge. Using qualitative investigation strategies, this study included primary analysis of participatory workshop artifacts, and secondary analysis of survey and focus group data. This study identified critical factors necessary for the development of asset-based, culturally-responsive, social justice-oriented interventions that could serve as new, alternative prevention strategies for Black/Latino gay/bisexual young men. By applying intersectionality praxis to critical factor assessment, the study findings indicate that Black/Latino gay/bisexual young men conceptualize a cohesive, integrated, positive identity, but struggle through oppressive experiences along the way. However, by traversing through trepidation unique asset-enhancement strategies emerge. These young men at the intersection express deep commitment to self-acceptance, self-preservation, empowerment, and community advocacy, which may serve as intersectionality-based intervention and policy creation leverage points. These findings inform not only the formation of culturally-responsive interventions, but also societal infrastructure development, and systems-level change that could lead to new cultural norms and values leading to true health equity and social justice for Black/Latino gay/bisexual young men in the United States

Bowdoin Orient v.113, no.1-25 (1983-1984)

https://digitalcommons.bowdoin.edu/bowdoinorient-1980s/1004/thumbnail.jp

Accountants\u27 index. Twenty-first supplement, a bibliography of accounting literature, January 1972-December 1972 (Inclusive)

https://egrove.olemiss.edu/aicpa_accind/1023/thumbnail.jp

Graduate course catalog (Florida International University). [2004-2005]

https://digitalcommons.fiu.edu/catalogs/1006/thumbnail.jp

Designing an instructional leadership framework for underperforming secondary schools in the Free State Province

The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years. To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province. A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education.Curriculum and Instructional StudiesD. Ed. (Didactics

Accounting trends and techniques, 54th annual survey, 2000 edition

https://egrove.olemiss.edu/aicpa_att/1045/thumbnail.jp

Labor and neighborhood organizing in the context of economic restructuring : six organizations in Hartford, Connecticut

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1991.Vita.Includes bibliographical references (v. 2, leaves 452-458).by Louise B. Simmons.Ph.D