‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.     

Implications of Ethnic Identity Exploration and Ethnic Identity Affirmation and Belonging for Intergroup Attitudes Among Adolescents

The present paper develops and tests two temporal models of the relationships among adolescents' ethnic identity exploration, ethnic identity affirmation and belonging, and attitudes toward their racial/ethnic ingroup and outgroups. Structural equation models for Euro‐Americans, Asian Americans, and Latinos revealed that all hypothesized relationships were positive and significant. The model in which ethnic identity exploration (at Time 1) predicts ethnic identity affirmation and belonging (at Time 2) was superior to the alternative model in which the relationship between them was reversed (i.e., affirmation and belonging at Time 1 predicts exploration at Time 2). Results (1) support the importance of exploration as a basis for establishing a secure attachment to one's ethnic identity, which, in turn, has positive implications for attitudes toward one's own group and other groups and (2) suggest that maintenance of ethnic identity is compatible with positive attitudes toward ethnic outgroups.     

Adolescent Weblog Use: Risky or Protective?

Weblogs, or personal websites updated in time-based fashions, are common media used for expressing thoughts and networking socially online (Lenhart et al. in Teens and social media, Pew Internet and American Life Project, Washington, DC, 2007). This qualitative study describes the content of 100 adolescent weblog users’ communications through a risk and resilience framework. These users primarily utilized weblogs for community building, as most of their postings involved communications designed to foster and nurture relationships with peers via the weblog. The majority of the content posted involved the discussion of common prosocial behaviors, such as doing homework, hanging out with friends, or planning for events such as dances. A surprisingly small amount of weblog content included text about risk factors and related problem behaviors. Findings are described in relation to adolescent use of the Internet. Specific implications are drawn for social workers and other professionals involved in youth work.     

Gay, lesbian, bisexual and transgendered (GLBT) experiences with Earth-spirited faith

Earth-spirited faiths (e.g., Pagan and Wiccan spiritualities) have been described as more affirmative toward gay, lesbian, bisexual, and transgendered (GLBT) members than mainstream Judeo-Christian faiths, but no research has explored Earth-spirited faiths' GLBT-affirming behaviors. This study investigated those behaviors as well as the faith experiences of GLBT Earth-spirited individuals. At time of coming out, participants who were affiliated with mainstream Judeo-Christian faiths reported greater faith conflict than those affiliated with Earth-spirited faiths; however, there were no differences in resolution of the conflict between the two groups, internalized homonegativity, or self-acceptance. In addition, Earth-spirited faiths engaged in many GLBT-affirming behaviors.     

Intimacy,rapport, and exceptional disclosure: a comparison of in-person and mediated interview contexts

While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.     

The experiences of youth serving as caregivers for mentally ill parents: a background review of the literature

Young caregivers of mentally ill parents are a vulnerable population. These vulnerabilities include risks for developmental issues, poor socialization, and poor school performance. The purpose of this background review of the literature is to explore the experiences of young caregivers of mentally ill parents and detect the gaps in the literature. The guiding research questions were: What is the experience of young caregivers of mentally ill parents? and What is the experience for those who witness or must assist their parent during a crisis? The majority of research has been conducted outside the United States, primarily in the United Kingdom, and studies have focused mostly on young caregivers of parents with physical rather than mental illness. No studies focused on young caregivers who witnessed or assisted their mentally ill parent in crisis. Information gained through this review will add to the body of knowledge for child mental health and build a case for additional research.     

Intergenerational Transmission of Gambling: Links Between Young Adult and Perceived Grandparent Gambling Attitudes and Behavior

This study examined associations between the gambling attitudes and behavior of 213 young adults and their perceptions of the gambling attitudes and behavior of their closest grandparent. Regression analyses showed that young adult gambling attitudes mediated the relations between perceived grandparent gambling attitudes and behavior and young adult gambling behavior. Grandparent–grandchild relationship quality experienced while growing up did not moderate the relations between young adult and perceived grandparent gambling attitudes and behavior. Men experienced gambling at a younger age and reported more positive gambling attitudes, more frequent gambling activity, higher levels of gambling pathology, and higher levels of gambling affinity than women. Implications of results and suggestions for future research are discussed.