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Brittanie Atteberry-Ash Stephanie Rachel Speer Shanna K. Kattari M. Killian Kinney 《Journal of gay & lesbian social services》2019,31(2):223-241
Although the field of social work is grounded in social justice, the social work educational experience, including classrooms, may not live up to this value, especially for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Using a qualitative phenomenological approach, this study examined the experiences of harmful discourse in social work classrooms for LGBTQ students. Findings indicate that students experienced being misgendered, tokenized, and erased through cis-/heteronormative language and classroom teachings. Although social work is guided by frameworks of social justice, microaggressions and discrimination may be vaguely glossed over, if addressed at all. This study highlights the gap between the values social work teaches and how social work education is delivered. 相似文献
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Jennifer C. Greenfield Brittanie Atteberry Ash Mark Plassmeyer 《Journal of Social Work Education》2013,49(3):426-434
ABSTRACTFor social work educators, teaching social policy in the current political climate in the United States may seem daunting and energizing at the same time. Students are often acutely aware of the political and policy-related controversies raging in Washington, D.C. and local governments, and yet their position on these issues may be unexplored or conflicted. The social policy classroom can be a productive place to explore these conflicts, but instructors may be especially wary of undertaking these difficult conversations in the current hyperpartisan era. This article explores how to ground these conversations in social work’s professional values, pedagogical theory, and educational best practices to help students build skill and confidence in developing their own well-informed assessments about policies and politics. 相似文献
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Shanna K. Kattari N. Eugene Walls Brittanie Atteberry-Ash Cary Klemmer Joshua A. Rusow Leonardo Kattari 《心理学和人类性特征杂志》2019,31(4):394-406
AbstractObjectives: Lesbian, gay, bisexual, and queer/questioning (LGBQ), and transgender/nonbinary (trans/NB) youth experience health disparities. Much research combines gender identity with sexual orientation or siloes them, ignoring intersections. Methods: Logistic regressions with representative data from 2015 Healthy Kids Colorado Survey (n?=?15,970) explores sexual risk. Results: Findings indicate LGBQ and trans/NB youth have differential levels of sexual risk (drugs during sexual interactions, not using condoms) compared to cisgender heterosexual peers. Other identities, mental health, and bullying are also related. Conclusions: There is a need for culturally responsive bullying prevention, mental health support, education, and sexual health services for marginalized populations. 相似文献
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Michael R. Woodford Brittanie Atteberry Matthew Derr Michael Howell 《Journal of Community Practice》2013,21(3):203-227
In the past decade, advocacy efforts to establish social policies that legally recognize same-sex relationships and protect lesbian, gay, bisexual, and transgender (LGBT) people from employment discrimination have increased considerably throughout the country. To inform these advocacy campaigns, we investigate endorsement for LGBT civil rights among heterosexual college students (n = 1,714). Students, overall, were moderately supportive of LGBT rights. Twenty-one variables were found to be significant in the initial analyses; however, only seven retained significance in the final analysis which controlled for all variables. Results suggest that political ideology and specific LGBT attitudes are most influential. Religiosity and having LGBT extended family members are also important. Implications for LGBT advocacy efforts are discussed. 相似文献
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