Understanding nonbinary college students' experiences on college campuses: : An exploratory study of mental health campus involvement, victimization, and safety
Autor/in:
Marx, Robert; Maffini, Cara; Pena, Frank
Quelle: Journal of Diversity in Higher Education, (2022) Advance online publication
Inhalt: Limited research has explored the experiences of nonbinary college students. Using a national sample of college students from the American College Health Association-National College Health Assessment (ACHA-NCHA), we compared experiences of college students in terms of their campus safety, mental health, and involvement in extracurricular activities. Results reveal complexities of nonbinary students’ experiences. Nonbinary students reported feeling less safe on and around campus and were more likely to be verbally threatened, stalked, and sexually assaulted than their peers. In terms of mental health indicators, nonbinary students reported significantly worse outcomes than their peers. Nonbinary students were also significantly less likely to be involved in extracurricular activities. Among nonbinary students, Black nonbinary students reported less safety, higher stress, and greater suicidality than White nonbinary students, and multiracial nonbinary students were more likely to be stalked than their White nonbinary peers. In terms of campus involvement, multiracial nonbinary students were more likely to volunteer than White nonbinary students. On the whole, this study suggests that nonbinary college students’ experiences differ from their peers’ in terms of greater reports of victimization, poorer mental health, and less involvement on campus, with important racial differences. Those who work with college students should ensure that their services support and affirm nonbinary identities and should work to push back on superficial changes that do not address the racist, cis-heteropatriarchal conditions that give rise to such outcomes.
A qualitative analysis of transgender and gender nonconforming college students' experiences of gender-based discrimination and intersections with alcohol use
Autor/in:
Ehlinger, Peter P.; Folger, Austin; Cronce, Jessica M.
Quelle: Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors, 36 (2022) 2, S 197–208
Inhalt: OBJECTIVE
Transgender and gender-nonconforming (TGNC) emerging adults (EAs) are a vulnerable population at risk for negative mental health and alcohol use outcomes often attributed to unique experiences of discrimination and transphobia, including in colleges/universities through institutionalized transphobia. There are no extant psychosocial interventions that focus on the experiences of EA TGNC undergraduate students.
METHOD
The current study utilized a Community-Based Participatory Research framework and exploratory qualitative approach to better understand the unique experiences of this population (N = 16). Data are presented from an inductive thematic analysis of focus groups and interview transcripts that highlight TGNC experiences of gender-based stressors and substance use and provide feedback on a brief psychosocial intervention to prevent high-risk alcohol use among TGNC.
RESULTS
Main themes were TGNC-specific experiences (e.g., pronoun misuse, invalidating interactions with faculty and staff), coping with gender-based discrimination and stressors (e.g., use of alcohol and other drugs), and resources and programs (e.g., lack of TGNC representation in leadership roles). Notable subthemes included the impact of intersecting gender, race, and class divisions, medical and mental health-care concerns, and qualities of interventions perceived as effective versus ineffective.
CONCLUSIONS
This is one of the first studies to gather information related to the desires of EA TGNC undergraduate students on addressing high-risk alcohol use. Data provide considerations for developing psychosocial interventions to address negative mental health outcomes and risks associated with alcohol and other drug use among EA TGNC undergraduate students, such as creating safe interventions and utilizing a strengths-based approach to teaching coping skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Listening to Nonbinary Chemistry Students: : Nonacademic Roadblocks to Success
Autor/in:
Chan, Bec; Stewart, Jaclyn J.
Quelle: Journal of Chemical Education, 99 (2022) 1, S 409–416
Inhalt: We conducted semistructured interviews to investigate the experience of two nonbinary students in an undergraduate chemistry program. Students described experiences with struggling with identity, hiding identity as a form of defense, discrimination by peers based on perceived gender, perceptions of unsympathetic instructors, and mental health struggles. They also identified the following factors that helped them succeed in their education: desire to learn, connecting with peers, and active support from mentors. Based on these findings, we recommend that instructors engage with topics outside of traditional course content, facilitate peer collaboration, acknowledge that there could be trans, nonbinary, and Two Spirit individuals in the classroom, and recognize that not all students are the same. Chemistry educators who implement these strategies will create a more respectful learning environment for trans, nonbinary, and Two Spirit students.
Quelle: SI (Social Inclusion), 9 (2021) 3, S 81–93
Inhalt: It is more and more evident that there is diversity among university students, but this diversity encompasses a wide variety of personal characteristics that, on occasion, may be subject to rejection or discrimination. The feeling of inequality is the result of one stand‐alone characteristic or an intersection of many. To widen our knowledge of this diversity and to be able to design actions with an inclusive approach, we have set out to explore the relationship between students’ feelings of discrimination, their group identification and their intersections. Participants for the study are selected from protected groups which fall into the following criteria: ethnic minority, illness, migrant minority, disability, linguistic minority, sexual orientation, income, political ideology, gender, age and religion. We will refer to this relationship as the ‘discrimination rate.’ To fulfil our objective, we have given a questionnaire to a sample of 2,553 students from eight Spanish universities. The results indicate that the characteristics with which they most identify are religion, age, sex and political ideology. However, the highest rate of discrimination is linked to linguistic minority, ideology and migration. Regarding intersectionality, it is worth noting that 16.6% of students feel discriminated against for more than one characteristic, with the most frequent relationships being the following: (1) ethnic or migrant minorities (2) sexual orientation, sex, being under 30, leftist ideology, low income, linguistic minority and (3) Christian Catholic, right‐wing and upper‐class ideology.
Inhalt: In this paper, we examine the experiences of female students and academics to understand the factors that underpin the persistence of sexual harassment in science, technology, engineering and mathematics (STEM) institutions. We draw on data from interviews and focus group discussions with female students and academics who participated in a study that focuses on gender inequality in science and technology universities in Ethiopia. Drawing on the concept of institutional betrayal, we argue that the high prevalence of sexual harassment in these universities is perpetuated by institutional actions and inactions through which universities fail to proactively prevent and effectively respond to sexual harassment. We suggest efforts to tackle sexual harassment need to focus on proactive and preventive measures that involve revisiting institutional policies and structures. We further suggest that grievance procedures need to be accessible, responsive, trustworthy and supportive.
Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden
Autor/in:
Silfver, Eva; Gonsalves, Allison J.; Danielsson, Anna T.; Berge, Maria
Quelle: Gender and Education, (2021) , S 1–17
Inhalt: This article explores how female university students’ abilities to present themselves as ‘authentic’ engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students’ talk as they negotiate their gendered identities to become intelligible as engineering students and engineers. We suggest that gender equality is used as a resource in the repertoires, but we also demonstrate that this discourse becomes a dilemma in that it limits possibilities for gender performances to go beyond old patterns. Despite this, the article still shows three unique ways of negotiating gender and other social categories in different situations connected to university learning and participation in internships.
Schlagwörter:discourse; Diskurs; engineering; Gleichstellungspolitik; Identität; Identitätsbildung; Ingenieurwissenschaft; Schweden; Studentin; Sweden
CEWS Kategorie:Naturwissenschaft und Technik, Studium und Studierende
Protecting the perpetrator: value judgements in US and English university sexual violence cases
Autor/in:
Shannon, Erin R.
Quelle: Gender and Education, (2021) , S 1–17
Inhalt: This paper examines four interviews with student survivors about their experiences of reporting sexual harassment and violence to universities in the United States and England, and their experiences of how their universities protected the perpetrators. Interview participants revealed that their assailants were not held accountable because the university determined they were more valuable than the survivor, whether in terms of the role the assailant occupied or their potential to make an impact in their field. I analyse these instances by combining three theories to show both how power/value relations in the neoliberal university make certain people (in)dispensable, and how these power/value relations are enacted through power dynamics of speech and hearing to protect the more ‘valuable’ party in university sexual violence cases. The article concludes with possible recommendations for structural change.
Schlagwörter:England; Gender; Hochschule; Macht; neoliberal university; neoliberalism; Neoliberalismus; power; sexual harassment; sexual violence; sexualisierte Diskriminierung; sexualisierte Gewalt; Täter; USA
CEWS Kategorie:Studium und Studierende, Sexuelle Belästigung und Gewalt
Inhalt: Grounded in intersectional feminist approaches, this study explores the equity impacts of student evaluations of teaching (SETs) on precariously employed women in the academy. Despite their overrepresentation in the academic teaching workforce, precariously employed women are a demographic group that remains underrepresented in research on SETs. Thirty-four qualitative interviews with precariously employed academic women at a university in Ontario, Canada, were conducted to explore their experiences of SETs. The participants critiqued SETs’ role in perpetuating feminized and racialized labour market precarity, and undermining their professional autonomy and professionalization. They also described how SETs subject them to discriminatory evaluations based on their gender, race and age, and the impacts thereof on their workload and mental health. This study’s findings reveal the importance of recognizing SETs’ impact on equity and the need to change teaching evaluation policy in higher education.
Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education
Autor/in:
Peña, Marta; Olmedo-Torre, Noelia; Mas de les Valls, Elisabet; Lusa, Amaia
Quelle: Sustainability, 13 (2021) 9, 4994 S
Inhalt: The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.; Peer Reviewed; Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat; Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere; Postprint (published version)
Soziale, ethnische und geschlechtsspezifische Ungleichheiten beim Studienabbruch. : Welche Rolle spielen akademische Leistungen vor und während des Studiums?
Autor/in:
Klein, Daniel; Müller, Lars
Quelle: ZeHF (Zeitschrift für empirische Hochschulforschung), 4 (2021) 1, S 13–31
Inhalt: Wir untersuchen mit Daten des Nationalen Bildungspanels (NEPS), inwiefern soziale, ethnische und geschlechtsspezifische Ungleichheiten beim Studienabbruch auf unterschiedliche akademische Leistungen vor und während des Studiums zurückzuführen sind. Theoretisch folgen wir der Unterscheidung zwischen leistungsbedingten (primären) und entscheidungsbasierten (sekundären) Effekten. Ergebnisse logistischer Regressionen zeigen, dass die Schulabschlussnote für die Erklärung gruppenspezifischer Ungleichheiten relevanter ist als die Studiennote. Das geringfügig höhere Studienabbruchrisiko von Männern ist vollständig auf Leistungsdefizite zurückzuführen. Soziale und ethnische Ungleichheiten sind in unterschiedlichem Ausmaß jeweils nur teilweise durch Leistungsunterschiede zu erklären. Die Ergebnisse implizieren, dass hochschulische Interventionen zur Reduktion von Leistungsdefiziten zu spät ansetzen und bezüglich ethnischer und sozialer Ungleichheiten beim Studienabbruch zu kurz greifen.