Watson, L. B., Velez, B. L., *Brownfield, J., & *Flores, M. J. (2016). Minority stress and bisexual women’s disordered eating: The role of maladaptive coping. The Counseling Psychologist, 44, 1158 – 1186. doi: 10.1177/0011000016669233
The purpose of this study was to explore the link between bisexual women’s experiences of anti-bisexual discrimination and disordered eating, while examining potential mediating variables underlying this link: outness/identity concealment and maladaptive coping (i.e., coping via internalization, detachment, and drug and alcohol use). A total of 353 bisexual women participated in this study. The relationship between outness and disordered eating was not significant. Higher levels of anti-bisexual discrimination were related to more disordered eating behaviors, and this relationship was mediated by coping via internalization. However, anti-bisexual discrimination was directly related to more coping via detachment and drug and alcohol use. Findings from the study suggest that attending to bisexual women’s experiences of discrimination in counseling is particularly important. Moreover, assisting bisexual women in resisting internalization of discriminatory experiences may be a potential point of intervention for mental health professionals working with bisexual women experiencing disordered eating.
Michelle Maher, Ph.D., professor and Higher Education Administration program coordinator in the School of Education’s Educational Leadership, Policy and Foundations division, was appointed external evaluator for a recently awarded National Science Foundation grant, funded through the Directorate for Education & Human Resources, Division of Graduate Education. During this three-year project. Maher will evaluate innovate doctoral education practices undertaken in the University of Oklahoma’s (OU) Department of Chemistry and Biochemistry. These practices are intended to decrease degree acquisition time, reduce attrition and support the goal of increasing scientific workforce diversity. The grant PI is Michael Ashby, Ph.D., of OU, and project updates will be posted at https://chemgraded.com/.
During this three-year project. Maher will evaluate innovate doctoral education practices undertaken in the University of Oklahoma’s (OU) Department of Chemistry and Biochemistry. These practices are intended to decrease degree acquisition time, reduce attrition and support the goal of increasing scientific workforce diversity. The grant PI is Michael Ashby, Ph.D., of OU, and project updates will be posted at https://chemgraded.com/.
Brown, C., Maragos, A. Lee. R., Davidson, B., Dashjian, L. T. (2016) Female-to-male transsexuals: Giving voice to their experience. Journal of LGBT Issues in Counseling, 10 (1), 16-39.
Abstract: The authors examined the experiences of 11 female-to-male transsexuals. Participants described discomfort interacting with and having little to no shared experiences with cisgender men, which they attributed to prior socialization as women. Participants credited their posttransition life satisfaction to their positive self-identity. Pretransition, participants identified as lesbian, were active in the lesbian, gay, bisexual community, but currently lacked support from the community they had once belonged. As men, they expressed concerns about their unearned privileges and affirmed their attraction to women. Implications for counseling are discussed.
Drs. Nash and Hollins, assisted by Ms. Leah Panther have been awarded a Spencer Small Grant in the amount of $47,716.00 to investigate the high-leverage practices of high-performing early literacy teachers across multiple urban contexts. Dr. Hollins’ and Dr. Nash’s previous work has called attention to the ineffectiveness of predominant literacy best practices in urban schools. Moreover, the data on academic performance do not support the reliability of these practices. At the same time, despite decades of work suggesting that culturally responsive teaching is essential to teaching all students well, schools continue to demonstrate a lack of success in educating young children of Color. These failures point to the need for more outcome-oriented research on culturally responsive, high-leverage literacy practices. While scholars have compiled 19 high-leverage practices usable across disciplines, thus far, no research has been conducted about culturally responsive, high-leverage literacy practices in early literacy classrooms. Given this, dissemination of findings from this critical ethnographic study has the potential to greatly impact the teaching of literacy in urban, early childhood contexts. Further, high-leverage literacy practices can be mapped onto teacher education programs as essential knowledge and skills that teacher candidates need in order to be quality teachers.
Dr. Barber will spend ten weeks with the Centre collaborating with colleagues on research on the role of schools in supporting youth civic and political development. She will present her own research on trends in youth civic attitudes in the first decade of the 21st century at a seminar sponsored by the Centre, and will serve as a discussant for doctoral students’ work in student seminars. She will also be presenting her research on the role of schools in the formation of youth civic attitudes at the 15th annual Belgian-Dutch Political Science Conference (the Politicologenetmaal), held in Brussels.
Etta Hollins is the recipient of the 2016 AERA Division K Legacy Award. This is the Division’s highest honor to recognize extraordinary service and contribution to teaching and teacher education. Dr. Hollins will be celebrated and presented with her award at the Division K Business Meeting at the Annual Meeting in Washington, DC (April 9th, 6:15–7:45 pm; Marriott Marquis, level 4, Independence Salon E), and will also be recognized in the AERA Division K summer newsletter.
AACTE has chosen Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability, edited by Etta Hollins of the University of Missouri-Kansas City, to receive the 2016 AACTE Outstanding Book Award. The award will be presented at the 68th AACTE Annual Meeting Welcoming Session, Tuesday, February 23, at The Mirage Hotel in Las Vegas. Read more.