Perceived social norms and acceptance of transgender students in gendered restrooms
Autor/in:
Monheim, Chelsea L.; Ratcliff, Jennifer J.
Quelle: Journal of LGBT Youth, 20 (2023) 2, S 353–369
Inhalt: Transgender college students report higher rates of discrimination in gendered restrooms than do their cisgender peers. It is critical to understand factors that promote greater acceptance of transgender students using restrooms that align with their gender identity. The current experiment examined the impact of perceived social norms on both acceptance of transgender individuals using various locations and transphobia. Participants were 133 cisgender college students recruited on a college campus that had recently added all-gender restrooms to all campus buildings. Participants completed a prescreening measure of transphobia. During the experimental session, participants read results from a fictional study in which the social norm of their college campus was described as either in favor of (supportive norm) or against (unsupportive norm) the installation of all-gender restrooms on campus. Then participants completed measures of acceptance of transgender individuals in various spaces and transphobia. Supporting the primary hypothesis, relative to those in the unsupportive norm condition, participants in the supportive social norm condition were more accepting of transgender individuals using restrooms that aligned with their gender identity. However, the norm manipulation did not impact personal levels of transphobia between prescreen and post experimental manipulation. Implications and future directions will be discussed.
Inhalt: In this introduction to the Special Issue on Gender, Race and Violence, we go back to the roots of intersectionality and foreground an intersectional lens in our examination of violence against women and non-binary people of color. We argue that it is important to address the persistent “epistemic violence” resultant from silencing the most marginal, by featuring works that call attention to and examine violence against groups subjected to the “interlocking oppressions” of race, class, gender, and sexuality. The articles in the Special Issue re-directs the sociological analysis of violence to foreground scholarship that engages in the gendered and racial appraisal of violence. Studies included in the issue also foreground sexuality, which has largely been neglected in the intersectional analysis of violence. In so doing, we nod to both the past and the future of intersectionality in studies of violence.
Inhalt: Racism in the workplace occurs at both the interpersonal and institutional level in terms of prejudiced attitudes and behaviours and avoidable and unfair differences in hiring, retention and opportunities for training and promotion. Many organisations have stated commitments to workforce diversity; however, work-related racism remains the most common forms of reported discrimination. Rather, efforts to increase workforce diversity will fail in the absence of measures to address discriminatory attitudes, behaviours, practices and cultures. Current approaches also lack strategic development, including knowledge of how to implement workforce diversity and anti-racism strategies at multiple organisational levels. Specifically, there is less understanding of measures to support structural level change. This article aims to advance both theoretical and empirical understanding of racism and anti-discrimination in the workplace. We do this by presenting a multi-level framework for understanding and addressing workplace racism. We also study the implementation of a meso-level workplace diversity and anti-discrimination assessment within two local government organisations in Australia. Findings revealed the importance of implementing strategies across multiple organisational levels and establishing accountability for commitments to diversity and anti-racism practice. Despite its structural and universal drives, we argue that racism can be disrupted through the presence of diversity in the workplace and anti-racism intervention.
Quelle: Am Sociol Rev (American Sociological Review), (2023)
Inhalt: How does higher education shape the Black-White earnings gap? It may help close the gap if Black youth benefit more from attending and completing college than do White youth. On the other hand, Black college-goers are less likely to complete college relative to White students, and this disparity in degree completion helps reproduce racial inequality. In this study, we use a novel causal decomposition and a debiased machine learning method to isolate, quantify, and explain the equalizing and stratifying roles of college. Analyzing data from the NLSY97, we find that a bachelor’s degree has a strong equalizing effect on earnings among men (albeit not among women); yet, at the population level, this equalizing effect is partly offset by unequal likelihoods of bachelor’s completion between Black and White students. Moreover, a bachelor’s degree narrows the male Black-White earnings gap not by reducing the influence of class background and pre-college academic ability, but by lessening the “unexplained” penalty of being Black in the labor market. To illuminate the policy implications of our findings, we estimate counterfactual earnings gaps under a series of stylized educational interventions. We find that interventions that both boost rates of college attendance and bachelor’s completion and close racial disparities in these transitions can substantially reduce the Black-White earnings gap.
University housing reinforces the negative relationship between interpersonal violence, psychological distress, and suicidality in undergraduates, particularly among gender diverse students
Autor/in:
Heller, Abigail T.; Berg, Sergey S.; Prichard, J. Roxanne
Quelle: Journal of American College Health, 71 (2023) 1, S 102–110
Inhalt: OBJECTIVE
To compare academic and mental health outcomes across diverse gender identities in the context of interpersonal violence and campus housing.
PARTICIPANTS
45,549 students from 124 self-selected post-secondary institutions.
METHODS
Various academic and health measures from the National College Health Assessment Spring 2017 dataset were analyzed for differences across five gender identities (cis women, cis men, transwomen, transmen, and genderqueer students), and two housing categories (university housing and non-university housing).
RESULTS
When compared to cisgender peers, gender diverse students reported greater experiences of interpersonal violence and higher levels of negative academic and mental health outcomes. Living in university housing was associated with an increase in these disparities.
CONCLUSIONS
University housing, which usually reinforces fixed gender binaries, is associated with worse outcomes for gender diverse students. These data can help higher education institutions better understand and address problems that disproportionately impact transgender and gender diverse students, who represent a growing demographic.
Belonging and loneliness as mechanisms in the psychological impact of discrimination among transgender college students
Autor/in:
Wilson, Laura C.; Liss, Miriam
Quelle: Journal of LGBT Youth, 20 (2023) 3, S 705–723
Inhalt: Although research has consistently shown that individuals who identify as transgender have increased rates of mental health difficulties compared to their cisgender peers, less is known about the psychological mechanisms that convey this heightened risk. The data analyzed here were collected through the Wake Forest Well Being Assessment, which was conducted at 28 U.S. colleges and universities. The sample included 372 transgender college students who completed measures of discrimination, belonging, loneliness, depression, and anxiety. The results demonstrated an indirect association such that participants who reported more domains of discrimination reported lower belonging, which was associated with greater loneliness, which was associated with greater depression and anxiety. Ultimately, the findings of the present study provided further support of the psychological mediation model and can be used to inform interventions.
Intersectionality and Science and Technology Studies
Autor/in:
Grzanka, Patrick R.; Brian, Jenny Dyck; Bhatia, Rajani
Quelle: Science, Technology & Human Values, (2023)
Inhalt: Over the past 30 years, intersectionality has become a nearly ubiquitous framework for understanding, critiquing, and intervening in complex social inequalities. Emerging from critical race and feminist studies, intersectionality has many shared analytic priorities with science and technology studies (STS), including an emphasis on co-emergent social forces, historical contingency, and interventions that challenge and enhance knowledge production. Despite these shared affinities, STS and intersectionality remain largely non-overlapping scholarly discourses. Based on a systematic review of intersectionality in eight STS journals, we observe a slight increase in intersectionality’s usage over time but find that its relevance is contained largely to venues outside of the STS mainstream. Our study identifies some ways STS scholars have modeled intersectionality’s responsible use through citation practices, methodological integration, and normative claims about justice/injustice. We also consider what epistemic exclusion of intersectionality might foreclose. We argue that increased use of intersectionality would amplify engagement with justice in STS work not only by introducing new questions and theoretical frames but also opening possibilities for new interdisciplinary formations. This is not simply an argument for greater inclusion of a term, but rather for transformation in epistemic accountability to feminist studies and other social justice-oriented fields.
The (im)possibility of complaint: on efforts of inverting and (en)countering the university
Autor/in:
Essanhaji, Zakia
Quelle: Gender & Education, (2023) , S 1–16
Inhalt: Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such ‘isms’ are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints’ limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one’s institution.
Quelle: Gend Work Organ (Gender, Work and Organization), 30 (2023) 2, S 431–456
Inhalt: In this paper, inspired by Gloria Anzaldúa, we draw upon our embodied experiences as non-white scholars from different parts of the South to examine our complicity and responsibility for inclusion in performing a Western, neoliberal, diversity-oriented, globalizing academia such as the United States' Academy of Management. We refer to the dominating practice of inclusion as universalist inclusion (uni-inclusion), where a hegemonic includer includes diverse subaltern others while blind to colonial differences. We argue that uni-inclusion has a dark shadow that perpetuates a “you are with us or against us” sentiment of white male superiority and violence, even as it elides the deep connectedness of epistemic, bodily, and material practices in the praxis of performing academia. Drawing upon our embodied and enacted experiences of tenures at Academy of Management as borderland scholars with relational reflexivity, we propose phronetic border thinking/doing praxis for trans-inclusion as a non-essentialist possibility of decolonizing inclusion. We share our understanding of how we have enacted border thinking/doing praxis so that it may provide pointers to pluriversalizing academia. Trans-inclusion is a neologism we suggest to indicate a liberating praxis for all in an era of decolonization and empire where diverse includers beyond self/other dehumanizing binarism engage within an ethics of caring and co-existence.
Inhalt: Equal Opportunity programs (EO) continue to be at the center of the debate about promoting equality in higher education. While support for EO has been well-studied in American higher education, this research is the first to investigate the attitudes towards and support for a range of EO policies among professors in Europe. We specifically examine faculty support for seven different EO measures used in European universities that require varying levels of involvement and commitment. From a sample of 689 professors, findings show that women professors tend to show more support for all EO programs compared to men professors. We also see differences across disciplines. Professors from the humanities and social sciences are more likely to endorse such programs than their counterparts in STEM disciplines. Moreover, the differences across disciplines and gender decrease substantially when controlling for racial and gender attitudes. Finally, soft/differential programs, which prioritize merit but take group membership into account are preferred over hard/preferential programs which prioritize achieving equality by targeting members from marginalized groups. This research is innovative for its geographical location, sample of study, and range of included measures.