DOCSLIB.ORG

Assessing the Needs of Non-Monosexual Students Related to Campus LGBT Services Sidney R

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Assessing the Needs of Non-Monosexual Students Related to Campus LGBT Services Sidney R St. Cloud State University theRepository at St. Cloud State Culminating Projects in Higher Education Department of Educational Leadership and Higher Administration Education 5-2016 Assessing the Needs of Non-Monosexual Students Related to Campus LGBT Services Sidney R. Gardner St. Cloud State University, [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/hied_etds Part of the Gender Equity in Education Commons, Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Gardner, Sidney R., "Assessing the Needs of Non-Monosexual Students Related to Campus LGBT Services" (2016). Culminating Projects in Higher Education Administration. 4. https://repository.stcloudstate.edu/hied_etds/4 This Dissertation is brought to you for free and open access by the Department of Educational Leadership and Higher Education at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in Higher Education Administration by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Assessing the Needs of Non-Monosexual Students Related to Campus LGBT Services by Sidney R. Gardner A Dissertation Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree Doctorate of Education May, 2016 Dissertation Committee: Michael Mills, Chairperson Steven McCullar Daniel Macari Anne Phibbs 2 Abstract This research looked at the current campus climate for non-monosexual people and whether or not non-monosexual students felt understood and supported through current LGBTQ programs, services, and resources on their campus. The purpose of this research was to understand how LGBTQ centers/offices/services could best serve non-monosexual student populations. Ten undergraduate, mostly female identified, non-monosexual students at a large research intensive institution in the south participated in this basic qualitative research study. This research showed that non-monosexual students’ needs are not entirely being addressed through current programs, resources, and services on campus. According to this research, students were able to find spaces that were affirming to their identities as LGBTQ, yet they still had to learn to navigate all of the mircoaggressions and biphobia that exists both within and outside of the LGBTQ community. What this research showed is that LGBTQ centers need to be more attuned to the needs of non-monosexual populations and engaged in purposeful programs, education, and outreach aimed at non-monosexual populations. 3 Table of Contents Chapter Page I. Introduction ........................................................................................................... 6 My History ....................................................................................................... 6 Statement of the Problem ................................................................................ 10 Description and Scope of the Research ........................................................... 13 Research Questions ......................................................................................... 15 Purpose and Significance of the Study ............................................................ 15 II. Literature Review .................................................................................................. 17 Introduction ..................................................................................................... 17 Bisexuality Research ....................................................................................... 17 LGBTQ Higher Education Research ............................................................... 39 Queer Theory in Qualitative Research ............................................................ 44 Conclusion ....................................................................................................... 51 III. Method ................................................................................................................... 54 Introduction to the Problem ............................................................................. 54 Qualitative Research Paradigm ....................................................................... 54 Critical Research ............................................................................................. 55 Queer Theoretical Approach to Analysis ........................................................ 56 Participants ...................................................................................................... 56 Explanation and Definitions of Identity Labels ............................................... 59 Instruments for Data Collection ...................................................................... 62 Analysis ........................................................................................................... 64 4 Chapter Page Quality of Research ......................................................................................... 65 IV. Results ................................................................................................................... 67 Non-monosexual Identity Development .......................................................... 69 Finding the Label ............................................................................................. 73 Attractions ....................................................................................................... 76 Coming Out ..................................................................................................... 79 Coming Out in Heterosexual Community versus LGBTQ Community .......... 90 Biphobia/Binegitivity/Bierasure ...................................................................... 93 Lack of Education/Understanding ................................................................... 98 Assumed Heterosexual .................................................................................... 101 Experiences in LGBTQ Student Organizations .............................................. 102 Dating .............................................................................................................. 106 Supportive Spaces for Non-monosexuals ........................................................ 108 Finding Support Online ................................................................................... 114 What Do Non-monosexual Students Need ...................................................... 115 Non-monosexual Inclusive Spaces .................................................................. 117 Educational Programs ...................................................................................... 120 Mentorship ....................................................................................................... 125 Summary .......................................................................................................... 127 V. Discussion .............................................................................................................. 133 Introduction ..................................................................................................... 133 Discussion ........................................................................................................ 135 5 Chapter Page Limitations ....................................................................................................... 142 Implications for Research ................................................................................ 143 Implications for Theory ................................................................................... 144 Implications for Practice .................................................................................. 148 Conclusions ..................................................................................................... 151 References ......................................................................................................................... 153 Appendices A. Interview Guide ..................................................................................................... 161 B. Information on Robyn Ochs .................................................................................. 166 6 Chapter I: Introduction Males do not represent two discrete populations, heterosexual and homosexual. The world is not divided into sheep and goats. Not all things are black nor all things white. It is a fundamental of taxonomy that nature rarely deals with discrete categories. Only the human mind invents categories and tries to force facts into separated pigeon-holes. The living world is a continuum in each and every one of its aspects. The sooner we learn this concerning human sexual behavior the sooner we shall reach a sound understanding of the realities of sex. (Kinsey, Pomeroy, & Martin, 1948, p. 639) My History In 1996, as a junior in college, I had come out to myself and close friends and I decided it was time to start to come out to my family. I made the decision to come out to my dad first, knowing that he would be the least likely to disown me or cut me off financial or emotionally. I was in my first relationship with a women and I wanted to be able to share this part of my life with my family. My parents were separated and I knew that I could come out to my father without worrying
Load more

Recommended publications
  • Supporting and Caring for Our Bisexual Youth Helps Paint a Clearer Picture of the Lived Experiences of Bisexual Youth
    isexual youth face a unique set of challenges that affect their ability to flourish in their families, schools and communities. Produced in Bpartnership with BiNet USA, Bisexual Organizing Project and the Bisexual Resource Center, this new report Supporting and Caring for our Bisexual Youth helps paint a clearer picture of the lived experiences of bisexual youth. Learning more about these youth will allow parents, caregivers, social workers, teachers and other youth-serving professionals to more effectively nurture and WHO ARE guide them toward successful and happy futures. YOUTH 1 SUPPORTING AND CARING FOR OUR This report draws on results from the Human Rights Campaign Foundation’s BISEXUAL BISEXUAL 2012 groundbreaking survey of more than 10,000 LGBT youth, ages 13 – 17, ThisFINDINGS report is available electronically at: in the United States. This report focuses on the nearly 40 percent of survey AFTER SCHOOL ACTIVITIES 7% YOUTH?HRC.ORG/BI-YOUTHHOME & FAMILY participantsPERSONAL“I who WISH identifiedTHAT MORE PEOPLE as bisexual. INSIDE “WHEN I TELL MALES ABOUT PHYSICAL THE GAY COMMUNITY ITSELF WOULD MY SEXUALITY, I GET MANY FINDINGSSUPPORT MY DECISION TO CALL MYSELF BISEXUAL.A I much AM NOT smaller BEING percent SELFISH. of I REMARKS LIKE ‘THAT’S SO HOT’, ACCEPTANCE AM NOT A LIAR.bisexual I AM youth NOT reported GAY. I AM being NOT WHICHPERSONAL I FEEL FETISHIZES MY physicalySTRAIGHT. assaulted I AM BISEXUAL frequently .” SEXUAL ORIENTATION.” “I’m afraid they Youth were asked to rate their WELL-BEINGor often at school (7 percent) Who Are Bisexuals? Findings“I CAME OUT TO MY FAMILY5 percent AND will no longer love level of acceptance within The activities with the highest and outside of school ( ).
    [Show full text]
  • Allies (Like You!) Are a Vital Believe That We Exist
    how to be an Learn More What is Bi+? Bisexual Resource Center The BRC uses “bisexual” and “bi+” as umbrella terms for people who recognize and honor their Brochures, handouts, links to research, find bi+ potential for sexual and emotional attraction groups: to more than one gender (pansexual, fluid, www.biresource.org omnisexual, queer, and all other free-identifiers). We celebrate and affirm the diversity of identity Bisexual Health Awareness Month and expression regardless of labels. to a bi+ person Learn about bi+ health disparities at www.bihealthmonth.org Our Vision The Bisexual Resource Center envisions a world Bi Women Quarterly where love is celebrated, regardless of sexual Read essays, fiction, poems, and see visual art from orientation or gender expression. Because bisexuals bi+ women around the world: today are still misunderstood, marginalized and www.biwomenboston.org/newsletter discriminated against, the BRC is committed to providing support to the bisexual community and Still Bisexual raising public awareness about bisexuality and Watch videos of people telling their own bi+ bisexual people. stories: www.stillbisexual.com How to Support Us The BiCast A bi+ podcast: www.thebicast.org The BRC is primarily funded through the generosity of our donors. There are many ways you can give. BiNet USA Website: www.biresource.org/donate Learn more about this national bi+ organization: Paypal: [email protected] www.binetusa.org Venmo: @bisexualresourcecenter Bisexual Organizing Project Want to volunteer your time? Email us at Hosts the BECAUSE conference and hosts groups [email protected] in Minneapolis/St. Paul, MN: www.bisexualorganizingproject.org © 2018 Bisexual Resource Center PO Box 170796 Boston, MA 02117 American Institute of Bisexuality 617.424.9595 | www.biresource.org www.americaninstituteofbisexuality.org The Bisexual Resource Center is a nonprofit 501(c)(3) educational organization incorporated in the Commonwealth of Massachusetts.
    [Show full text]
  • Email to Cedarville University Regarding the Supreme Court Decision on Same-Sex Marriage
    THOMAS WHITE EMAIL TO CEDARVILLE UNIVERSITY REGARDING THE SUPREME COURT DECISION ON SAME-SEX MARRIAGE JUNE 30, 2015 / 105 COMMENTS Below is the email that I sent to the Faculty and Staff at Cedarville University on Saturday, June 27, 2015. I am posting it here so that students, parents, alumni, and friends can join in praying for Cedarville University in the coming days and specifically praying that God would visit our campus in a unique way this fall. I want to see God move like He did during the Great Awakenings and for all of us to come to clearer realization of who we are, who God is and to be more like Jesus. Dear Cedarville Family, Today, I am in Seattle, WA for an alumni meeting. Tomorrow, just blocks from my hotel room rainbow banners mark the route where a gay pride parade will celebrate, as none have in the past, the recent ruling of the Supreme Court. I could not help but reflect upon the rainbow, a symbol of God’s mercy, which has been turned to mean something very different. I am burdened for our nation and for so many people hopelessly looking for fulfillment down the dead end road of a sexual revolution. They will soon discover the emptiness of their journey, and amidst their eventual despair, we must be ready to present a biblical worldview and the hope of the Gospel with more clarity, compassion, and boldness than ever before. Walking beneath the banners, I found myself thinking back to Daniel and what he must have experienced as he remained faithful in a much more secular culture.
    [Show full text]
  • Transgender Equality
    THE REPORT OF THE About the National Center for Transgender Equality The National Center for Transgender Equality (NCTE) is the nation’s leading social justice policy advocacy organization devoted to ending discrimination and violence against transgender people. NCTE was founded in 2003 by transgender activists who recognized the urgent need for policy change to advance transgender equality. NCTE now has an extensive record winning life-saving changes for transgender people. NCTE works by educating the public and by influencing local, state, and federal policymakers to change policies and laws to improve the lives of transgender people. By empowering transgender people and our allies, NCTE creates a strong and clear voice for transgender equality in our nation’s capital and around the country. © 2016 The National Center for Transgender Equality. We encourage and grant permission for the reproduction and distribution of this publication in whole or in part, provided that it is done with attribution to the National Center for Transgender Equality. Further written permission is not required. RECOMMENDED CITATION James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. (2016).The Report of the 2015 U.S. Transgender Survey. Washington, DC: National Center for Transgender Equality. The Report of the 2015 U.S. Transgender Survey by: Sandy E. James Jody L. Herman Susan Rankin Mara Keisling Lisa Mottet Ma’ayan Anafi December 2016 Table of Contents Acknowledgements ...............................................................................................................1
    [Show full text]
  • LGBTQ History at Rutgers University 1969 Sophomore Lionel Cuffie
    LGBTQ History at Rutgers University 1969 Sophomore Lionel Cuffie establishes the Rutgers Student Homophile League on the College Avenue campus in New Brunswick. It was the first openly homosexual organization in New Jersey and one of the oldest organizations on a college campus nationwide. Over time, the league evolved into the Bisexual, Gay, and Lesbian Alliance of Rutgers University (BiGLARU) and is now known as the Queer Student Alliance (QSA) 1970 The League sets up office in the Rutgers Student Center and holds weekly meetings on the College Avenue campus and discussion groups and socials on the Busch and Douglass campuses. 1974 Rutgers holds its first Blue Jeans Day to raise awareness about gay and lesbian issues among the student population. 1976 The School of Law-Newark organizes the Lesbian, Gay, Bisexual, and Transgender Caucus to represent LGBT interests and raise awareness on campus. The caucus also encourages the study of law affecting the LGBT community. 1981 Rutgers adopts policies prohibiting discrimination based on sexual orientation, amending anti-discrimination policies first adopted in 1974. 1988 President Edward J. Bloustein establishes the President’s Select Committee for Lesbian- Gay Concerns and directs the New Brunswick, Newark, and Camden provosts to identify a student affairs staff member to assume responsibility for lesbian and gay concerns. These liaisons were responsible for protecting the interests of lesbians and gay men, and later bisexual and transgender individuals, at Rutgers. 1989 David Nichols and Morris J. Kafka-Hozschlag publishes “The Rutgers University Lesbian/Gay Alliance, 1969-1989: The First Twenty Five Years,” a special issue of The Journal of the Rutgers University Libraries.
    [Show full text]
  • Report of Lgbtq Campus Climate Task Force
    REPORT OF LGBTQ CAMPUS CLIMATE TASK FORCE STATE UNIVERSITY OF NEW YORK AT NEW PALTZ July 2013; Revised November 2013 LGBTQ Campus Climate Task Force Members: Karl Bryant: Faculty / Sociology / Women’s, Gender, & Sexuality Studies Rachel Dornheim: Student / Queer Student Union Thomas Gaffney: Staff / Human Resources Morgan Gwenwald: Faculty / Sojourner Truth Library Dana Hershkowitz: Student/Student Association (Fall 2013) Benjamin Junge: Faculty / Anthropology Lisa Kozlowski: Staff / Human Resources Tanhena Pacheco Dunn: Staff / Compliance and Campus Climate Michael Patterson, Chair: Staff / Student Activities & Union Services James Schiffer: Faculty / English Shane Triano: Student / Student Association (Spring 2013) Marcia Roth Tucci: Staff / Academic Advising Brendan Wright: Student / Residence Hall Student Association i | P a g e EXECUTIVE SUMMARY OF RECOMMENDATIONS The LGBTQ Task Force has been charged with making recommendations for improvement of the campus climate for lesbian, gay, bisexual, transgender, and queer students, faculty, and staff at SUNY New Paltz. Using data collected through the Campus Climate Survey, on-campus focus groups, and a Campus Pride Index assessment, we provide recommendations divided by in-progress status and priority. The recommendations are drawn from the following categories: Policy Review, Communications and Institutional Response, Binary/Sex Gender Issues, Coordination and Networks of Support, Training and Education, Academic Issues, Employee Issues, and Implementation and Ongoing Assessment. It is important to note that SUNY New Paltz has already begun to address a number of the concerns identified in this report. These recommendations have been included in this report in order to illustrate positive movement forward in addressing the experience for LGBTQ people at SUNY New Paltz.
    [Show full text]
  • Guide to Being a Trans Ally* 2 Introduction
    the incredibly detailed honest forthright fully comprehensive completely blunt wonderfully helpful and witty exposition on a topic that makes some people stress because they doubt they understand it or know enough about it but they’ll soon be ready to talk because this compelling and transformative (no pun intended) little publication will answer lots of questions and start to demystify the not-at-all secret world of people who are transgender and become your tried and trusted guide to being a trans ally* 2 Introduction 5 Equality Guideposts 6 Chapter 1: Words. A lot of words. Chapter 2: Who are allies, anyway? contents 20 28 Chapter 3: Working through the barriers 46 Chapter 4: Going further on the journey 57 Chapter 5: Come out, come out, wherever you are 63 Equality Literacy 70 Acknowledgments 71 About PFLAG National 72 Connect with Straight for Equality 1 introduction Allies have been indispensable in the journey of transgender people. Without them, this would be a very lonely road. Alyssa If there’s one thing that we can say about being an ally, it’s this: It is all about the journey. When PFLAG National launched the Straight for Equality program in 2007, the mission was— if you’ll excuse our nearly inexcusable pun—pretty straightforward. We wanted to create a resource and community for people who are not lesbian, gay, bisexual, transgender, or queer/ questioning (LGBTQ+) to understand why their voices are critical to achieving equality for all, and provide them with the information and tools to effectively raise their voices. To lead people on the path from “Soooo not my issue…” to one of support (or even Super Ally status), we’d have to start at the very beginning.
    [Show full text]
  • 2015 Campus Pride Annual Report
    20ANNUAL15 REPORT DEAR CAMPUS PRIDE SUPPORTER, 1 5 On behalf of the Board of Directors, staff and our volunteers, I am excited to share the Campus Pride 2015 Annual Report highlighting our work and achievements this past year. 0 As the founder and the executive director of Campus Pride, I appreciate the tireless dedication and passion of our numerous volunteers who support our programs and 2 services. This year was another year of success as the premier national organization serving LGBTQ youth across the country. In 2015, Campus Pride continued to build our capacity and organizational strength. We moved into new offices and relocated our annual Summer Leadership Academy, “Camp Pride”, to our home of Charlotte, NC. In addition, Campus Pride was a key player in advocating for the passage of the local city nondiscrimination ordinance protecting LGBTQ ANNUAL REPORT citizens. Campus Pride also served as an advocate nationally, authoring a letter to the Common App on the inclusion of optional LGBTQ identity questions on college admission forms. Our Student Leader Network witnessed another year of growth along with a vibrant social media presence. Lastly, our website clearinghouse of resources, including our scholarship database, Trans Policy Clearinghouse, Campus Pride Index and Campus Pride Sports Index witnessed a 20% increase in traffic overall compared to the prior year. CAMPUS PRIDE Campus Pride ended 2015 serving 1,400-plus colleges and universities, which included a diverse array of public, private, 2-year and 4-year campuses. Our online tools and resources assisted student leaders, faculty, staff and administrators at these campus communities in creating safer learning environments and developing LGBTQ-friendly policies, programs and practices.
    [Show full text]
  • Rethinking Lesbian Bed Death
    Margaret Nichols, Ph.D. Director Leading Comment: Rethinking Lesbian Bed Death 1 Beginning in the early 1980s, sex researchers and sex therapists became interested in studying same-sex sexuality and romantic relationships. In part, this grew out of efforts to address the special needs of lesbians and gay men in psychotherapy and sexual counseling. But in addition, some sexologists were motivated by the belief that comparing the behavior of lesbians, gay men, bisexuals, and heterosexuals could increase our understanding of the subtle interplay between sexuality and gender. Health professionals with a special interest in female sexuality have focused on studying lesbians and bisexual women, suspecting that more sexual differences exist between males and females than between women of different sexual orientations (Peplau, 2003). To the extent that this is true, the behavior of women with other women presents an opportunity to study how women function sexually when there is no male influence. This research has mostly concentrated on two issues: the frequency of sex in lesbian relationships; and the plasticity of sexual orientation among women. The interest in lesbian sexuality: sexual frequency and 'lesbian bed death' Blumberg and Schwartz (1983) published a highly-regarded study comparing lesbian, gay male, heterosexual married and heterosexual unmarried couples. A major finding was that lesbian couples experienced less frequent sexual activity than others. Blumberg and Schwartz's work was followed by a spate of articles from a more clinical perspective (Hall, 1984; Loulan, 1984; Nichols, 1987). These papers noted the existence of lesbian couples whose genital sexual contact had, over time, become non-existent.
    [Show full text]
  • LGBTQ+ MOVEMENTS & ACTIVISMS WST 6935, Section 17F1, Class Number
    LGBTQ+ MOVEMENTS & ACTIVISMS WST 6935, Section 17F1, Class Number: 21172 Mondays, Periods 6-8 (12:50-3:50pm) Ustler 108 Kendal L. Broad, Ph.D. Office Hours: Office: USTLER 301 Tuesdays, 11:30am-2:30pm Phone: (352) 273-0389 and by appointment Email: [email protected] NOTE: Unavailable 9/11 & 10/2 --------------------------------------------------------------------------------------------------------------------- COURSE DESCRIPTION There are many ways to study and critically understand lesbian, gay, bisexual, same gender loving, transsexual, transgender, intersex, two-spirit, queerPOC, ally, pansexual, asexual, queer, gender- nonconforming (and more) social justice praxis and activist work. This course will center on considerations (including critiques) of LGBTQ+ social movement strategies. In that regard, it is a course designed to answer the question of how LGBTQ+ social movement work is done (and, to some degree, undone). While there is a range of literatures taking up this question, this seminar is anchored especially in sociological LGBTQ+ social movement research, LGBTQ+ social movement history, and interdisciplinary LGBTQ+ and Sexuality Studies. One aim of the course is to consider recent research engaging core concepts arising from Queer Studies, Queer of Color critique, Intersex studies, Transgender studies and more. A related goal is to engage empirical research while being mindful of critiques of empiricism, especially in relation to LGBTQ+ lives and activisms. As well the course is designed with a certain wariness of embedded patterns erasure and epistemic violence attached to academic incorporation of activist work and so is structured to attend to concepts relevant to LGBTQ + activists and attentive to activist voices and materials. The syllabus for this course should not be read as a comprehensive overview of a field, for there is a good deal of important material left out.
    [Show full text]
  • Bi Women Quarterly Vol
    Fall 2015: “Pick a Side” Bi Women Quarterly Vol. 33 No. 4 A publication of the Boston Bisexual Women’s Network, for women everywhere On Nobody’s Side By S. H. G. I can’t pinpoint the “aha” moment when the clouds parted The frustrating thing about growing up bisexual is that and I could finally see that I am bisexual. What I do know both the heteropatriarchy and LGBTQ+ communities is that my self-identity and my acceptance of the com- play by the same rule: namely, that you must “pick a munity at large happened separately. On one level, I came side.” So, while I grew up in a fairly liberal household, to know and accept that I held desires for more than one with early exposure to non-straightness, I internalized gender. On another, I educated myself on the queer com- that rule. munity and came to understand that the B in LGBTQ+ For a long time, I thought it was one way or the other. wasn’t there for show. At some point, these two ideas You liked boys, or you liked girls. When “bisexual” intersected, and I came to identify myself and my own entered my vocabulary, it was usually as a punch line. feelings with this community. People identified as “bi” when they were gay and not I’m still fairly fluid on my own identity label, other than ready to come all the way out yet or, if you were a girl, knowing I’m definitely not monosexual. I usually roll you just wanted attention.
    [Show full text]
  • Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II
    Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II Volume 25 Article 1 2020 Full Issue Follow this and additional works at: https://scholarcommons.scu.edu/historical-perspectives Part of the History Commons Recommended Citation (2020) "Full Issue," Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II: Vol. 25 , Article 1. Available at: https://scholarcommons.scu.edu/historical-perspectives/vol25/iss1/1 This Full Issue is brought to you for free and open access by the Journals at Scholar Commons. It has been accepted for inclusion in Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II by an authorized editor of Scholar Commons. For more information, please contact [email protected]. et al.: Full Issue Historical Perspectives Santa Clara University Undergraduate Journal of History December 2020 Series II, Volume XXV ΦΑΘ Published by Scholar Commons, 2020 1 Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II, Vol. 25 [2020], Art. 1 Cover image: A birds world Nr.5 by Helmut Grill https://scholarcommons.scu.edu/historical-perspectives/vol25/iss1/1 2 et al.: Full Issue The Historical Perspectives Peer Review Process Historical Perspectives is a peer-reviewed publication of the History Department at Santa Clara University. It showcases student work that is selected for innovative research, theoretical sophistication, and elegant writing. Consequently, the caliber of submissions must be high to qualify for publication. Each year, two student editors and two faculty advisors evaluate the submissions. Assessment is conducted in several stages. An initial reading of submissions by the four editors and advisors establishes a short-list of top papers.
    [Show full text]