Giving Voice to the Voiceless

The purpose of this study is to understand the experiences of matriculated, full time college students from a medium-sized Catholic, Liberal Arts College in the Northeast who identify as multi-racial or multi-ethnic, specifically identifying as coming from a white and non-white mixed background. In the ever-changing political climate in the United States, those who identify as mixed white and non-white backgrounds feel conflicted in how they ethnically or racially identify. Emerging adulthood (ages 18-25), and college experiences, are important years for identity development. This study tells the untold narratives of mixed non-white and white multi-racial, multi-ethnic individuals

Welfare queens or courageous survivors? strengths of women in poverty

The number of people living in poverty in the United States is staggering and yet to most of us those people are just statistics. A growing body of social science research clearly documents the negative consequences for the physical and mental health of people struggling to meet their basic needs (e.g. Recker Rayburn, 2007). Absent critical analysis of the historical and social factors that contribute to poverty, negative stereotypes and victim blaming arguments flourish – further perpetuating the problem (e.g. Bullock & Lott, 2001). This proposed position paper confronts and discourages this trend by shedding light on one of the largest categories of those struggling with poverty – women

Rationale for design of Body Image unit

This rationale outlines the theoretical and pedagogic underpinings of my design

Teaching Body Image to EFL Teenagers

An extract of an Upper-Intermediate EFL coursebook for teenage learners I designed in partial requirement for MA Applied Linguistics & English Language Teaching.\ud \ud The material is centred about the topic of 'Body Image' and includes a focus on learner training; infinitives & gerunds; skimming and scanning reading tasks; intensive listening practice; giving opinions/speculating; rhyming words

Teacher's Book for Body Image

This is the teacher's book that accompanies the Body Image unit.\ud \ud There are the answers to the activites, as well as a rationale and suggestions for classroom activities

Adjustment to college among trauma survivors: An exploratory study of resilience

Researchers have examined students\u27 adjustment to college—why some students make the transition successfully, whereas others struggle or leave school after only a short time (e.g., Ezezek, 1994; Holmbek & Wandrei, 1993). Efforts to support students through this transition must draw upon a more complete understanding of variables that place students at risk for a stressful transition and protective factors that promote positive adaptation. Recent research has been focused on both individual and contextual variables including gender, racial identity, coping strategies, stress, social support and attachment (Feenstra, Banyard, Rines, & Hopkins, 2000; Klasner & Pistole, 2003; Pritchard & Wilson, 2003) and suggests the need for more research that goes beyond explaining academic success from demographic and academic variables (Pritchard & Wilson, p. 18). The current study is an examination of a group of students potentially at risk for a stressful transition to college: students who are survivors of traumatic stress. For the purposes of this research, trauma is defined broadly as a range of events that overwhelm an individual\u27s coping capacities and involves threats of serious injury or death to self or someone close to the individual (e.g., Pynoos, 1993). This examination was of variation in the transition to college among a sample of trauma survivors, of the roles of social relationships and supports, coping, and making meaning of the trauma in explaining variance in resilience in adjusting to college

Gender Differences and Dynamics in Competition: The Role of Luck

We present experimental evidence which sheds new light on why women may be less competitive than men. Specifically, we observe striking differences in how men and women respond to good and bad luck in a competitive environment. Following a loss, women tend to reduce effort, and the effect is independent of the monetary value of the prize that the women failed to win. Men, on the other hand, reduce effort only after failing to win large prizes. Responses to previous competitive outcomes explain about 11% of the variation that we observe in women's efforts, but only about 4% of the variation in the effort of men, and differential responses to luck account for about half of the gender performance gap in our experiment. These findings help to explain both female underperformance in environments with repeated competition and the tendency for women to select into tournaments at a lower rate than men.behavioral preferences, real effort experiment, gender differences, gender gap, competition, competition aversion, tournament, luck, win, loss, narrow framing