Ebony Terrell Shockley, Valeisha Ellis and Kelly K. Ivy
Culture is important and influential in how students learn STEM. This study aims to examine whether there is a pedagogical nexus between culturally successful teaching practices…
Abstract
Purpose
Culture is important and influential in how students learn STEM. This study aims to examine whether there is a pedagogical nexus between culturally successful teaching practices, i.e. culturally responsive teaching (CRT), online learning management systems (LMS) and STEM pedagogy among Black undergraduate women in STEM during the COVID-19 pandemic.
Design/methodology/approach
Using descriptive data from a quantitative survey exploring the four domains of the CRT framework: care, communication, curriculum and instruction, this study examines the teaching practices experienced via online learning of 26 Black female STEM majors regarding learning management systems and methods utilized.
Findings
The analytic framework utilized in this study was Gay’s (2000, 2002) framework for CRT. Using data from a purposive sample of Black female STEM majors, researchers examined if students experienced culturally responsive teaching practices during the COVID-19 pandemic. The research team also explored the LMS and the method(s) of instruction.
Originality/value
Because of the limited publications on the culturally successful learning experiences of Black STEM majors in online learning spaces, this work offers the use of CRT as an analytic frame to examine the use of CRT practices with Black female STEM majors.
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Ivy Hammond, Sarah Godoy, Mikaela Kelly and Eraka Bath
The available research on specialized interventions for youth experiencing commercial sexual exploitation almost exclusively focuses on the impact and efficacy related to…
Abstract
Purpose
The available research on specialized interventions for youth experiencing commercial sexual exploitation almost exclusively focuses on the impact and efficacy related to cisgender girls, despite the inclusion of youth who identify as transgender in these programs. This paper aims to present a case study on the experience of a transgender adolescent girl who experienced commercial sexual exploitation and provides a narrative of the multifarious challenges she faced while involved in institutional systems of care.
Design/methodology/approach
This paper conducted an in-depth case review of all records on “Jade,” a white adolescent transgender girl who experienced commercial sexual exploitation, from a specialty court program in the juvenile justice system between 2012 and 2016. Her experiences throughout childhood exemplify many of the unique challenges that transgender girls and young women with histories of exploitation or trafficking may encounter within service delivery and socioecological systems. This paper applied concepts adapted from the gender minority stress theoretical model to understand how minority gender identity can shape the experiences and outcomes of the youth impacted by commercial sexual exploitation.
Findings
Jade’s narrative underscores the interplay of gender-based sexual violence, heteronormative structural barriers, transphobia and their intersectional impact on her experience while receiving specialized care. The intersectional hardships she experienced likely contributed to adverse biopsychosocial outcomes, including high rates of medical and behavioral health diagnoses and expectations of further rejection.
Originality/value
This paper highlights the extraordinary challenges and barriers faced by an often under-recognized and overlooked subset of the youth impacted by commercial sexual exploitation, who may receive services that do not account for their unique needs related to gender expression and identity. This paper exemplifies how internalized stigma along with expectations of further rejection and victimization have implications for clinical and multidisciplinary intervention settings. Jade’s case underscores the need for improved access to supportive services for youth with minority gender identities, including peer community-building opportunities. Finally, this paper identifies a critical gap in US legislation and social policy. This gap contributes to the structural harms faced by transgender and gender-nonconforming youth receiving services during or following experiences of commercial sexual exploitation.
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Mehri Karimi-Dehkordi, Graham Dickson, Kelly Grimes, Suzanne Schell and Ivy Bourgeault
This paper aims to explore users' perceptions of whether the Leadership Development Impact Assessment (LDI) Toolkit is valid, reliable, simple to use and cost-effective as a guide…
Abstract
Purpose
This paper aims to explore users' perceptions of whether the Leadership Development Impact Assessment (LDI) Toolkit is valid, reliable, simple to use and cost-effective as a guide to its quality improvement.
Design/methodology/approach
The Canadian Health Leadership Network codesigned and codeveloped the LDI Toolkit as a theory-driven and evidence-informed resource that aims to assist health-care organizational development practitioners to evaluate various programs at five levels of impact: reaction, learning, application, impact and return on investment (ROI) and intangible benefits. A comparative evaluative case study was conducted using online questionnaires and semistructured telephone interviews with three health organizations where robust leadership development programs were in place. A total of seven leadership consultants and specialists participated from three Canadian provinces. Data were analyzed sequentially in two stages involving descriptive statistical analysis augmented with a qualitative content analysis of key themes.
Findings
Users perceived the toolkit as cost-effective in terms of direct costs, indirect costs and intangibles; they found it easy-to-use in terms of clarity, logic and structure, ease of navigation with a coherent layout; and they assessed the sources of the evidence-informed tools and guides as appropriate. Users rated the toolkit highly on their perceptions of its validity and reliability. The analysis also informed the refinement of the toolkit.
Originality/value
The refined LDI Toolkit is a comprehensive online collection of various tools to support health organizations to evaluate the leadership development investments effectively and efficiently at five impact levels including ROI.
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Students who are visually impaired (i.e., those who are blind or have low vision) need information and advice specific to their needs when they are in the process of making the…
Abstract
Students who are visually impaired (i.e., those who are blind or have low vision) need information and advice specific to their needs when they are in the process of making the transition from the school years to their adult lives. This chapter outlines disability-specific needs, instructional strategies, school professionals involved in teaching children who are visually impaired, and recommended resources for this population of students who are visually impaired with and without additional disabilities. Instructional supports for learners who are visually impaired during the transition years and many years in advance of the transition years are explicitly explored. The heterogeneous nature of the population of students with visual impairments and the long-standing, high unemployment rate are additional discussion points presented within this chapter for specific consideration.
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This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and…
Abstract
This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and current instructional advancements preparing the field for tomorrow. Disability-specific interventions and the theoretical framework that encompasses the unique areas of instruction for students with visual impairments are described. Important additional considerations of interventions for students with visual impairments are presented. Needs of students who are visually impaired, alignment with state standards, management of limited instructional time, and shortage of qualified specialists who teach students with visual impairments are examples of significant matters to be considered for effective instructional practice in present-day classrooms.
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Gives an in depth view of the strategies pursued by the world’s leading chief executive officers in an attempt to provide guidance to new chief executives of today. Considers the…
Abstract
Gives an in depth view of the strategies pursued by the world’s leading chief executive officers in an attempt to provide guidance to new chief executives of today. Considers the marketing strategies employed, together with the organizational structures used and looks at the universal concepts that can be applied to any product. Uses anecdotal evidence to formulate a number of theories which can be used to compare your company with the best in the world. Presents initial survival strategies and then looks at ways companies can broaden their boundaries through manipulation and choice. Covers a huge variety of case studies and examples together with a substantial question and answer section.
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The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background…
Abstract
The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background information about the population of students who are visually impaired and their unique disability-specific characteristics is also provided to situate the role of vision specialists within the context of the population that they serve. The population of students served by teachers of students with visual impairments and orientation and mobility specialists is incredibly diverse. Vision specialists enable students who are visually impaired to overcame barriers and create educational successes within the Common Core and Expanded Core Curriculum. The Expanded Core Curriculum is an additional set of disability-specific skills and a framework used in the planning, instruction, and assessment of student learning. Vision specialists work closely with parents and school professionals to adapt the educational environment and support their students.
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This chapter squarely attributes DEI responsibility to powerful corporations that have historically benefitted from a history of discrimination against people of color and…
Abstract
This chapter squarely attributes DEI responsibility to powerful corporations that have historically benefitted from a history of discrimination against people of color and recommends a path forward that embraces DEI-PR-CSR intersections by placing DEI within a CSR office rather than in HR.