Race and Gender Differences in Two Sanctioning Strategies for Juvenile Offenders

Research suggests that decision-makers often use demographic characteristics for the purpose of influencing the sanctioning strategy allocated. The research study examines the extent to which the sanctioning strategies allocated are influenced by race and gender. The research is based on data gathered from Jefferson Parish Juvenile Services Department of Probation used to examine how race and gender influence juvenile sanctioning strategy allocation. The results from the discriminant analysis offers support for the argument that due to stereotypical perceptions on the part of decision makers, members of minority groups, in particular females may receive differential treatment than their white male counterparts. Implications of the results, as well as suggestions for future research are discussed

Race and Gender Differences in Two Sanctioning Strategies for Juvenile Offenders

Research suggests that decision-makers often use demographic characteristics for the purpose of influencing the sanctioning strategy allocated. The research study examines the extent to which the sanctioning strategies allocated are influenced by race and gender. The research is based on data gathered from Jefferson Parish Juvenile Services Department of Probation used to examine how race and gender influence juvenile sanctioning strategy allocation. The results from the discriminant analysis offers support for the argument that due to stereotypical perceptions on the part of decision makers, members of minority groups, in particular females may receive differential treatment than their white male counterparts. Implications of the results, as well as suggestions for future research are discussed

Deconstruct the center: making space for the voices in the margins

This thesis explores the implementation of culturally relevant/responsive teaching within the art classroom. The question that guided the research was: How can art teachers incorporate culturally relevant teaching into their curriculum to support equity and inclusion within the educational setting? In order to answer this question, I examined the current state of implementation through interviews, surveys, a literature review, work-based experiences, and classroom observations. The researcher determined a need for additional resources and a pathway for implementation through this examination

Investing in Our Community

A first-person narrative about life in Dayton, Ohio, composed as part of the Facing Project, a nationwide storytelling initiative

The Shapes of Fancy

Exploring forms of desire unaccounted for in previous histories of sexuality What can the Renaissance tell us at our present moment about who and what is “queer,” as well as the political consequences of asking? In posing this question, The Shapes of Fancy offers a powerful new method of accounting for ineffable and diffuse forms of desire, mining early modern drama and prose literature to describe new patterns of affective resonance.Starting with the question of how and why readers seek traces of desire in texts from bygone times and places, The Shapes of Fancy demonstrates a practice of critical attunement to the psychic and historical circulations of affect across time within texts, from texts to readers, and among readers. Closely reading for uncharted desires as they recur in early modern drama, witchcraft pamphlets, and early Atlantic voyage narratives and demonstrating how each is structured by qualities of secrecy, impossibility, and excess, Christine Varnado follows four “shapes of fancy”: the desire to be used to others’ ends; indiscriminate, bottomless appetite; paranoid self-fulfilling suspicion; and melancholic longings for impossible transformations and affinities. These affective dynamics go awry in atypical and perverse ways. In other words, argues Varnado, these modes of feeling are recognizable on the page or stage as “queer” because of how, and not by whom, they are expressed.This new theorization of desire expands the notion of queerness in literature, decoupling the literary trace of queerness from the binary logics of same-sex versus opposite-sex and normative versus deviant that have governed early modern sexuality studies. Providing a set of methods for analyzing affect and desire in texts from any period, The Shapes of Fancy stages an impassioned defense of the inherently desirous nature of reading, making a case for readerly investment and identification as vital engines of meaning making and political insight

Development and Implementation of the Body Logic Program for Adolescents: A Primary Prevention Program for Eating Disorders.

Eating disorder symptoms such as feelings of fatness, restrictive eating and purgative behaviors are observed in many children and adolescents. These feelings and behaviors, may, in some adolescents lead to the development of anorexia nervosa and bulimia nervosa. A recent series of studies has identified risk factors for the development of eating disorder behaviors in children and adolescents. These risk factors include overconcern with physical appearance, negative evaluation of physical appearance, social pressure for thinness, higher weight level, depression, and body dysphoria. It has been hypothesized that targeting adolescents who are at risk for developing an eating disorder may result in more effective prevention efforts. The current study developed and implemented a primary prevention program, called the Body Logic Program, targeting those adolescents most at-risk for the development of an eating disorder. The study examined the immediate effects of the Body Logic Program on the general student body, as well as, those students identified as at-risk for the development of anorexia nervosa and bulimia nervosa. Subjects were 287 sixth and seventh graders from two area private schools. Students were screened to ascertain risk status. Fifty-five were identified as meeting criteria for at-risk status. Students identified as at-risk were primarily female (83.6%). All students received a school education component of the Body Logic Program which targeted body image concerns and nutrition knowledge, and the at-risk students were invited to attend an expanded program. However, efforts to attract the students identified as at-risk for eating disorders for participation in the expanded program proved unsuccessful. The school education component led to decreases in scores on the Fear of Fatness scale for all females, as well as at-risk females from School 1. This effect was not demonstrated in male participants. The general education was not effective at increasing students nutrition knowledge. Despite the failure to attract at-risk students, the Body Logic Program shows promise as a prevention program for eating disorders