Exploring Parental Approval and Disapproval for Black and White Interracial Couples

Black and White interracial couples encounter societal and familial assessments that create additional tensions and conflict for their romantic relationship. This study examines parental approval and disapproval messages and their impact on interracial couples. Interdependence Theory and Facework provide the theoretical frameworks guiding this qualitative, interpretive examination. Thirty-eight individuals who represent 19 Black and White romantic pairs were each separately interviewed about their experiences as an interracial couple. Of particular interest is the communication of parental support or disapproval. Data were analyzed using Owen’s (1984) thematic analysis procedures. Results reveal that interracial dyads both experience public disapproval and illustrate that not all couples experience parental disapproval. However, couples with dual parental approval were less bothered by negative outside experiences than were one-sided approval couples. Data also reveal the importance of parental approval messages and highlight the destructive nature of disapproval messages with regards to the interracial couple’s face needs

Grade Distributions in the Basic Public Speaking Course: Exploring the Differences and Pedagogical Implications of Faculty Rank

This study examines differences in grade distributions in the introductory public speaking course at two American universities based on instructor rank. A sample of 442 sections with 11,381 students over a 2-year period was collected and analyzed using analysis of variance and chi-square analysis. We found significant differences in grade distributions, with instructors assigning lower grades overall than graduate teaching assistants (GTAs) and adjunct faculty. Instructors assigned significantly more D’s and F’s than tenure/track faculty, adjuncts, and GTAs. Chi-square analysis also revealed instructors and tenure/track faculty assign fewer A’s, but tenure/track faculty assign more B’s than the other faculty groups. The results point to pedagogic implications of maintaining a high number of adjuncts and GTAs in teaching the basic course. Implications of the study are discussed including ways to develop a more inclusive instructional community and culture for adjuncts through course standardization, mentoring, assessment, and technology use

Challenges and pitfalls of antipsychotic prescribing in people with learning disability

No abstract available

Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research

As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes, because offline presents a “safe” place to begin their involvement. Findings also point to the unified pejorative connotations of the term “activist”, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image of activists. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as “activists” or “aspiring activists”. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms