Historically marginalized student expression through culturally sustaining

With the adoption of the new Common Core Visual and Performing Arts Standards by the California Department of Education in 2019, there was an emphasis on creating a more inclusive and equitable arts educational experience for students through their arts educators. Unfortunately, with the majority of educators in the Visual and Performing Arts departments within California with an average of more than five years teaching experience, they obtained their knowledge of mandatory California teacher standards before the adoption took place for new common core state standards. Therefore, how are current students enrolled in these courses, specifically Historically Marginalized Students, obtaining an arts education that emphasizes inclusivity and equity? Professional development has not been provided that emphasizes equity and inclusive as well as a shift with the COVID-19 pandemic that has affected the educational system. How are students interacting with curriculum, and how arts educators looking to increase student engagement? This three-part qualitative action research study builds on a collaboratively developed lesson plan to engage a diverse art class consisting of historically marginalized students. Within this secondary visual arts classroom setting the implementation of culturally sustaining pedagogical practices consistently occurs. Second, the study explores the effectiveness of this implementation through student self-expression in the form of media influenced, design concept analysis. Third, through the analysis of completed student artifacts and reflections, understand the effect of culturally sustaining pedagogical practices through artistic self-expression. The concluding recommendations support the implementation of culturally sustaining pedagogical practices to increase authentic student self-expression. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

World Christianity and Covid-19: Looking Back and Looking Forward

This volume explores how Christians around the world have made sense of the meaning of suffering in the context of and post-COVID-19. It interrogates the question of God, suffering, and structural injustice. Further, it discusses the Christian response to the compounded threats of racial injustice, climate injustice, wildlife injustice, gender injustice, economic injustice, political injustice, unjust in the distributions of the vaccine and future challenges in the post-COVID-19 era. The contributions are authored by scholars, students, activists and clergy from various fields of inquiry and church traditions. The volume seeks to deepen Christian understanding of the meaning of suffering in the context of COVID-19 pandemic. It explores the fresh ways the pandemic can contribute to reconceptualizing human relations and specifically, what it means to be human in the context of suffering, the place of or justifications of God in suffering, human place in creation, and the role of the church in re-articulating the theological meanings and praxes of suffering for today. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023.

Digital literacy needs for online learning among peri-urban, marginalised youth in South Africa

As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited ability for all learners to benefit equitably. In particular, digital literacy remains a fundamental barrier to benefitting from online and blended learning. This paper reports on a study that investigated the digital literacy needs and preferences of peri-urban, marginalised youth when utilising online and blended learning in South Africa and how online education platforms can be designed to better suit such groups. It is argued that for online courses to truly support marginalised groups, it needs to be ensured that these learners are digitally equipped and digitally literate in terms of accessing, utilising, and benefitting equitably from online learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis

This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic. © The Editor(s)(if applicable)and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Marginalization, Vulnerability and Economic Dynamics in COVID-19

Abstract COVID-19, caused by the coronavirus family SARS-CoV-2 and declared a pandemic in March 2020, continues to spread. Its enormous and unprecedented impact on our society has evidenced the huge social inequity of our modern society, in which the most vulnerable individuals have been pushed into even worse socioeconomic situations, struggling to survive. As the pandemic continues, we witness the huge suffering of the most marginalized populations around the globe, even in developed, high-income latitudes, such as North America and Europe. That is even worse in low-income regions, such as Brazil, where the public healthcare infrastructure had already been struggling before the pandemic. Cities with even more evident social inequity have been impacted the most, leaving the most socioeconomically disadvantaged ones, such as slum residents and black people, continuously inflating the statistics of COVID-19 sufferers. Poverty, marginalization, and inequity have been well-known risk factors for morbidity and mortality from other diseases. However, COVID-19 has deepened our society's wound. It is up to us to heal it up. If we really care for the others and want to survive as a species, we must fight social inequity.

A pioneering effort to give voices to indigenous psychology in Southeast Asia

For this special issue, eight manuscripts were accepted. The contributions showcase a range of indigenous psychological concepts and practices in the Southeast Asia (SEA) region. These include the Filipino values of "kapwa" (shared identity) and Indonesian values of "Mangan ora mangan sing penting kumpul" and "Dalihan Na Tolu" (both referring to the importance of kinship) in relation to one's preferred sources of social supports, Filipino coping strategies of "diskarte" (resourcefulness) and "bayanihan" (mutual, collective support) in managing mental health challenges, the "Sikolohiyang Pilipino" (Filipino Psychology) movement in the Philippines, the "kiasu" mindset (fear of losing out), and traditional Chinese healing practices of "dang-ki" (consultations with a divine deity) in Singapore. The contributions all address sustainable development goals in SEA communities, such as mental health challenges and practices in Indonesia, the Philippines and Singapore;the marginalization of ethnic minority groups;effects of postcolonialism in the Philippines and Malaysia;and issues of urbanization, deforestation, and climate change in Malaysia. Some assessed specifically the effects of the COVID-19 pandemic on SEA populations' well-being, including comparisons of COVID-19 stigma and quality of life in Indonesia and the Philippines, the associated factors of self-harm and suicide ideation among Chinese Indonesians, and the mental health challenges faced and coping strategies utilized by doctors working in rural areas in the Philippines. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Social Stigma and Suffering: Perceptions, Practices and Impacts around COVID-19 in Bangladesh

The novel coronavirus (COVID-19) has become a global concern due to the unprecedented catastrophe it has brought about. Social stigma around COVID-19 has become another concern in many areas. This study employs a qualitative approach in analyzing and discussing cultural perceptions and experiences of social stigma and suffering around COVID-19 in Bangladesh. This paper argues that socio-cultural and religious practices and various new metaphors in day-to-day linguistic usage around COVID-19 created and shaped social stigma with social suffering for the suspected, infected, associated, and even recovered individuals and groups. The findings show that stigmatization around COVID-19 takes place due to fear of infection, perceived loss of social status, discrimination in social life, and exclusion from standard health services, all of which need to be addressed in health and related policies in the future. © OpenEditions Journals. All Rights Reserved.

Social justice mentorship amidst a pandemic

The pandemic's rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space differences. Through this collaborative autoethnographic study, a group of doctoral students and faculty who engage in social justice research explore mentorship during a pandemic with a particular focus on how experiences with marginalization affect mentoring dynamics. Findings highlight the relational characteristics of mentorship, the adaptive processes specific to sociopolitical, institutional, and personal impacts, and supports toward continued commitment to social justice research. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Experiences of licensed professional counselors of color with implementing social justice advocacy

Mental health, racial, and socioeconomic disparities in today's society have shown how important representation and social justice advocacy is for disenfranchised and marginalized communities. Social justice, advocacy, and social justice advocacy implementation have been topics of research in the counseling profession. The importance of social justice, social justice advocacy, and representation for disenfranchised and marginalized communities has been explored the literature, as has the importance of social justice advocacy for disenfranchised and marginalized clients. However, the social justice advocacy experience for counselors who are members of disenfranchised and marginalized communities has been missing from social justice advocacy literature. The inclusion of licensed professional counselors of color's experiences in this study contributes to the gap in the research literature addressing diverse representation in the counseling profession. The experience with the implementation of social justice advocacy strategies with disenfranchised and marginalized communities was explored through a generic qualitative inquiry as the research methodology. Due to COVID-19, open-ended semi-structured interviews with participants were conducted via Zoom. Ten licensed professional counselors of color described their experiences with implementing social justice advocacy strategies with disenfranchised and marginalized populations. Inductive thematic analysis was used to identify themes amongst the participants' responses to identify successful strategies for incorporating social justice advocacy within counseling practice. Recommendations for future research were made based on the participants' experience with social justice advocacy as licensed professional counselors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Information Intermediaries and Information Resilience: Working to Support Marginalised Groups

Information resilience has become a topic of interest to the information science community in recent years. The COVID-19 pandemic has shone a light on the vulnerability of information and other networks and the impact on information providers and the information seekers who rely on them. In an exploratory study, we interviewed support workers who act as information intermediaries as part of their work roles about their experiences of providing information to vulnerable and marginalised people during the UK COVID-19 lockdown. We present findings organised in three themes: shifting client information needs and support provisions, adjusting information sharing and communication practices and workarounds for physical information work. Throughout the themes, information resilience is evident as information intermediaries adapt their work practices to ensure they can continue to serve their clients. In this first stage of research our findings provide insight into the changes to information intermediaries' information behaviour and information work during a crisis, as well as the impact of these changes on the services they provide. 85th Annual Meeting of the Association for Information Science & Technology ;Oct. 29 – Nov. 1, 2022 ;Pittsburgh, PA. Author(s) retain copyright, but ASIS&T receives an exclusive publication license.

Countering or Reinforcing (Gendered) Inequalities? Ramifications of the Covid‐19 Pandemic in and Through Media

The Covid‐19 pandemic reveals and exacerbates inequalities in various ways. Gender inequalities—intertwined with inter-sectional differences along class, ethnicity, or origin—are highly visible. Legacy and social media around the world cover and perform these issues as much as they conceal them. On the one hand, they have the ability to give those affected a voice and to intervene in public discourse. On the other hand, they reproduce stereotypes and imbalances and rely on gendered (infra)structures. This thematic issue explores the entanglement between empowering and restricting forms of media discourse and media practices. Ten contributions from different world regions, which analyze various media, and involve diverse methodological approaches, make visible reproductions of established power structures as well as new visibilities and counter‐practices of marginalized groups. In sum, they generate a complex body of knowledge about global and local inequalities and the ramifications of the pandemic in and through media. © 2023 by the author(s);licensee Cogitatio (Lisbon, Portugal).

Discussing Race: Pathways and Barriers to Critical Consciousness Development for Chinese American Youth

This dissertation project examines the interplay between Chinese American youth's racial socialization experiences and their critical consciousness development. Discussing Race pursues three central questions: 1) How do Chinese American youth develop an understanding of and response to systemic racism? 2) What implications might their racial socialization experiences have on their understanding and appreciation of their own racial/ethnic identity? 3) How might their racial socialization experiences influence their empathy for and solidarity with other marginalized communities? To investigate these questions, 76 high-school-aged youth (primarily Chinese American) based in Chicago were surveyed and interviewed throughout 2020-2021. Survey and interview questions focused on youths' past and recent race-related interactions across a variety of primary socializing settings (home, school, peers, online spaces, and Asian American-serving youth programs/groups), including how conversations and messages about race contributed to or complicated young people's understanding of systemic racism, positive ethnic-racial identity development, political engagement, and perceived relationship to other marginalized communities. The multi-stage analysis of the interview data followed a mixed grounded theory and thematic analysis approach.One of the central findings of the study is that Chinese American youth recognized the need and urgency to address racism, but were largely unsupported to do so because of pervasive flat narratives about Asian Americans as model minorities. As a result, many youth sought out resources to educate themselves and others as well as to advocate for their needs and the needs of other students of color. Specifically, social media, conversations with peers, and participation in Asian American youth groups and organizations served as consciousness-raising avenues.Despite youth's proactive efforts, experiencing racial invisibility throughout the COVID-19 pandemic appeared to complicate young people's critical consciousness development. The persisting silence around anti-Asian racism amidst a year of heightened racial animosity toward Asian communities, and following increased dialogue about racism encouraged by the Black Lives Matter movement, contributed to feelings of frustration for many youth and caused some to question the racial oppression of Asian Americans. Additionally, the lack of urgency and concern observed by young people problematically discouraged empathy for other marginalized communities and perpetuated ignorance about systemic racism.This finding underscores a critical missed developmental opportunity for Chinese American youth, in large part, because participants were afforded many opportunities throughout 2020 to learn about the experiences of Black communities. These sustained and in-depth learning opportunities encouraged the young people to engage in conversations about anti-Blackness with family members despite encountering a myriad of communication challenges and not having supports to navigate such conversations. Indeed, the unavailability of opportunities and resources to help youth develop an understanding how anti-Asian racism intersects with and reinforces the oppression of Black communities may inhibit critical consciousness development and anti-racist solidarity efforts.This project highlights the importance of not only disentangling the racialized experiences of Asian American youth from the experiences of other minoritized students but also highlighting the opportunities to help young people contextualize their experiences under White supremacy. Further, it calls attention to a need for schools and youth organizations to learn from and support existing anti-racist efforts led by young people. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Shattering the glass ceiling through purpose development: an intersectional examination of the role of adversity and mentoring among adolescent girls

Adolescent girls have reached unprecedented levels of success in today's society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010;Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005;Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018;Liang et al, 2017;Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009;Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006;Lerner, 2004;Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003;Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Pandemic precarity: Aging and social engagement

Social isolation of older adults was identified as a key public health issue prior to the onset of COVID-19. The current crisis raises serious questions about how societies are organized and function in relation to aging populations. Drawing on resources in critical gerontology on "precarious aging" (Butler, 2009;Grenier & Phillipson, 2018) and an intersectional approach (Crenshaw, University of Chicago Legal Forum, 1(8), 139-167, 1989) that recognizes aging as an axis of oppression, we will (1) outline how this pandemic provides opportunities for candid dialogue about systemic institutional failures within leisure and social services sectors as they relate to older adults, taking important intersections of race, class, gender and ability into account;(2) examine how leisure and the arts have been positioned in response to social isolation of older people during a pandemic and (3) explore the risks of further marginalization inherent in these activities even as they are potentially crucial and transformative social lifelines for older adults. We call the further marginalization of older adults already precariously positioned "pandemic precarity." (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Power and social control of youth during the COVID-19 pandemic

While people across the globe adapt to the COVID-19 pandemic, young people have been the center of many news stories. Millions of young people are required to stay home due to school closures, and adults are forced to consider alternative structures to support youths' needs. The COVID-19 pandemic has exposed multiple injustices and forms of oppression experienced by the most vulnerable in our country, which includes young people experiencing poverty, incarceration, foster care, homelessness, and those with marginalized identities. This article will discuss the role of power and social control in the lives of youth during the COVID-19 pandemic and present strategies leisure researchers and practitioners can adopt to overcome the loss of critical support structures and mitigate exponential effects of COVID-19 on our most vulnerable youth. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Child safety, welfare and well-being: Issues and challenges., 2nd ed

This book provides a focused and comprehensive overview of the status of children across society, with special reference to emerging features and measures of child safety, welfare, and overall well-being. The book is arranged into four parts covering various dimensions of child welfare and well-being. In this second edition, highly experienced academics, researchers, child rights activities, and policymakers from both developed and developing countries have contributed chapters on topics such as status of children living under institutional care, sexual abuse of male children and tribal girl children, issues and challenges faced by children living in conflict zones, children living on the streets, COVID-19 and its impact on the education of children. The status of marginalized children gets special importance in the second edition. The new chapters include field-based experiences of researchers in protecting child rights and preventing child abuse. It also considers the promising strategies and promising future directions in enhancing effective prevention, intervention and responses to child abuse and neglect. This volume is essential for a wide range of professionals and researchers from the social sciences, law, medicine, and behavioral sciences. It is also beneficial for policymakers and law enforcement agencies working with children. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Tactical risk communication: Observations from teaching and learning about crisis communication during COVID-19

In a Spring 2020 Technical and Professional Communication (TPC) course on risk communication, we watched the COVID-19 pandemic unfold and discussed how technical communicators can foreground vulnerable and marginalized populations who are often excluded from official communication channels. The article below offers perspectives on tactical communication and/or coalition building during a pandemic, coining the term tactical risk communication (TRC) and examining how TRC functions in the face of a global health crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the roles of secondary school leaders during the COVID-19 pandemic: Vital elements in serving Hispanic/Latinx students

The literature on crisis leadership is saturated with a multitude of theoretical frameworks, definitions, domains, typologies, models, philosophies, schools of thought, and approaches regarding the nature of leadership and how leaders manage crises in different contexts (Bhaduri, 2019;Khan & Nawaz, 2016;McNulty et al., 2018;Mumford et al., 2007;Wooten & James, 2008;Zaccaro, 2007). Although there is a rigorous body of knowledge about crisis leadership, there is limited research about crisis leadership within secondary schools in marginalized spaces. The few existing studies are limited in significant ways. First, most of the studies in crisis leadership in schools focus on events of a localized nature within school boundaries, such as fires, school violence (including school shootings), and natural disasters. Second, the majority of studies, while discussing theoretical frameworks effectively, neglect to comprehensively examine the significant roles school leaders assume during these crises. Third, these studies are presented from a traditional majoritarian point of view without considering the cultural capital and community wealth minorities bring to the context of crisis leadership. Finally, there is a lack of research that explicitly examines how school leaders respond to crisis in secondary schools serving traditionally under-resourced Hispanic/Latinx students who attend schools in marginalized communities. This study aimed at closing this gap by exploring and examining the roles campus and school district leaders assumed during COVID-19 within a crisis leadership context and why this work matters. As an exploratory qualitative case study of two district's responses to COVID-19, the data illuminated that this resulted in a variety of new roles and responsibilities that specifically met identified needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Re-examining the education for all agenda in "apocalyptic” times

This chapter aims to re-examine the Education for All agenda in "apocalyptic” times. In so doing, it explores how the global pandemic has provided opportunity for alternative perspectives to approach and engage with education in more equitable and inclusive ways. While a shift to online learning was intended to support educational inclusion, it simultaneously served to marginalize some of the most vulnerable learners globally. This chapter proposes a collective responsibility to scrutinize how inclusion and exclusion can be reimagined in order to rebuild education systems that are fairer and more accessible for the learners to which they account. What the global pandemic has evidenced is that there remains great provision to reconsider how education can be enacted in increasingly unpredictable and unstable times. This is no more opportune than as the world begins to emerge from a global pandemic. © 2023 Elsevier Ltd. All rights reserved.

The optics of diversity, equity, and inclusion at a Hispanic-serving institution: A qualitative case study in the Borderlands

The murder of George Floyd and COVID-19 in 2020 catapulted the issues of diversity, equity, and inclusion (DEI) to the forefront in every aspect of life: housing, healthcare, Internet access, and education. The perception of university leadership's actions and their ability to make appropriate decisions regarding those issues in creating a campus that is diverse, equitable, and inclusive are vital, especially in a region that has a long history of colonization, marginalization, and epistemicide. Employing the lenses of Critical Race Theory (CRT) and Applied Critical Leadership Theory, this study situates the conversation about diversity, equity, and inclusion at a Hispanic-Serving Institution in the Borderlands of the United States and Mexico. A traditional study that centers whiteness by focusing solely on the quantitative data of enrollment, retention, and graduation statistics would only serve to continue the dehumanizing practice of comparing the academic performance of students of color (Blacks, Hispanics, Indigenous) to those of White students, ascribing characteristics to students constructed by a dominant class and would contribute to an ongoing pattern of coloniality. Therefore, this qualitative case study expands on that data, using a research design that includes critical document analysis and interviews allowing for an in-depth exploration of the optics of diversity, equity, and inclusion through the eyes of key stakeholders: upper- and mid-level administrators, diversity program directors, faculty, and students. It is through their lenses that this study found a chasm exists between the intended and unintended realities of DEI initiatives and policies, as well as a disconnect between university leadership and the population they reportedly serve. It is only in intentionally seeking out the voices of those who are marginalized that the ivory tower of higher education that is constructed and perpetuated by the dominant class can be decolonized and dismantled. (PsycInfo Database Record (c) 2022 APA, all rights reserved)