DOCSLIB.ORG

African American Undergraduate Students' Experiences In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
African American Undergraduate Students' Experiences In African American Undergraduate Students’ Experiences in Residential Learning Communities at a Predominantly White Institution by Julia Yvonne Hall Best Dissertation Submitted to the Faculty in the College of Liberal Arts and Human Sciences Virginia Polytechnic Institute and State University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in CURRICULUM AND INSTRUCTION Dr. Josiah Tlou, Committee Chair Dr. Jan Nespor, Methodology Advisor Dr. Benjamin Dixon Dr. Richard Graham Dr. John Burton January 24, 2006 Blacksburg, Virginia Keywords: Peer Interactions, Racial and Cultural Awareness, Sense of Community, Sense of Ethic and Academic Fit, Passive Racism, Academic Adjustment, Faculty and Staff Contact, A Culture of Silence, Cumulative Racism, Affective and Cognitive Development, Socio Cultural Experiences, Psychosocial Experiences, Dismantling the Term Ghetto, Study Practices, Ethnic Kinship, Academic and Emotional Support, Maximizing Educational Experiences ABSTRACT African American Undergraduate Students’ Experiences in Residential Learning Communities at a Predominantly White Institution Julia Yvonne Hall Best There is a nationwide decline in enrollment, retention and degree completion for African American students in predominantly White institutions (PWIs) in the United States. Colleges and universities establish diversity initiatives to address these concerns, yet educational disparities persist. Institutions of higher learning also address ways to enhance the educational development of undergraduate students. One such initiative involves a paradigm shift to extend the curriculum into Residential Learning Communities (RLCs). Therefore, this study addresses the following research question: How do African American undergraduate students in RLCs perceive the role of these communities, particularly the kinds of contacts they afford with faculty, staff, and peers, in shaping their educational development? I used qualitative methods – open-ended semi-structured interviews, participant observation, and a questionnaire – to explore students experiences in six academically-tied residential learning communities. Thirty-two current and former members participated in individual interviews. Sixteen full-time male and sixteen female students include twenty-two freshmen, four sophomores, four juniors and two seniors. Consistent with Astin’s (1985, 1993b, 1996) work, this dissertation suggests that student involvement with faculty, peers and academics is necessary for retention. However, this study argues that a critical race theory (CRT) perspective is needed to make sense of the way peer interactions create racial barriers and lead some students to develop “racial-cope-ability” skills to deal with racial challenges. High school background plays a role in how students fare in RLCs. High school leadership experiences support high self-efficacy and help students connect with faculty, peers and activities at the onset of the collegiate experience. A number of RLC components help create positive affective and cognitive developmental experiences: • A sense of belonging and a sense of community significantly impact psychosocial wellbeing, success and retention; • Built-in support systems, educational advantages for retention and personalized experiences at a large PWI are reasons to recommend RLCs to other students; and • Residential learning communities can contribute to existing outreach efforts into untapped in-state and out-of-state communities, school systems and outreach efforts on campus. iii Acknowledgements Many people contributed to my adventure as a graduate student at Virginia Tech. I would like to thank Mary Ann Hutchinson, principal, and Nancy Cunnings, secretary, at McIntosh Elementary School in Newport News, Virginia for their assistance at the onset of this journey. I need to express gratitude to Dr. James LaPorte, Dr. E. Bame, Dr. Mark Sanders and Dr. Sharon Brusic for their support to transition me from an elementary school teacher to a graduate student. I offer a sincere thanks to other professors who were instrumental influences to my graduate experience: Dr. Susan Magliaro, Dr. Anne Potts, Dr. Gretchen Givens, Dr. Melanie Uttech, Dr. Megan Boler, Dr. C. Turrentine, and Dr. Terry Kershaw. I need to express appreciation to those who allowed me to proceed with this research project in the field of residence education. Thank you Dr. Gerard Kolwalski, Director of Residence Education and the directors of residential learning communities for permission to gain entrée into the research setting. I want to thank students in this study who entrusted me to tell their stories. A goal to live up to their expectations as a voice for the voiceless was instrumental to this inquiry. To my committee – thank you for your patience, time and guidance from qualifying to defense. Words cannot express how grateful I am to each one of you for sharing knowledge and advice from the conception to the conclusion of this study. Thank you for listening, providing words of encouragement and for your contributions to enhance my self-efficacy and a sense of belonging; for becoming my support system. I need to thank Dr. John Burton for providing an assistantship and a way for Muriel to occupy time in the computer lab on elementary school teacher work days; Dr. Richard T. Graham for inviting me to join a dynamic literacy group and for providing an assistantship following early retirement from the Newport New School System; iv Dr. Benjamin Dixon for meeting with me a number of years ago to listen to my thoughts on tolerance and for providing the opportunity to attend a professional conference; Dr. Jan Nespor for saying the one thing that I longed to hear, “This piece is rich in descriptions,” and to thank him for welcoming Muriel if I needed to bring her to class – all three of them. I need to thank Dr. Jan Nespor for agreeing to accept the role, methodology advisor, for this inquiry – to express my gratitude for guidance and encouragement – to use creativity constructively and meaningfully – to express myself in writing the way I use verbal expression – to develop a thoughtful and meaningful qualitative piece. Dr. Nespor, thank you for freeing my spirit to write: providing direction, and examples, suggesting that I become familiar with the critical race theory, providing information on new books, and sharing educational and research information. Dr. Josiah Tlou, my committee chair, thank you for sharing experiences in Africa, home and food, advice about Muriel, gifts from Africa, conversations about race and social justice – all interwoven with motivation, support, educational and career advice. Thank you for your unending support, encouragement, patience and optimism on my behalf. I appreciate your enthusiasm, advice and I promise to “write my own ticket.” I offer a sincere thanks to numerous colleagues and friends for encouragement, emotional and technical support: Drs. Charlotte and Felix Amenkhienan, thank you for always being there as an extended family, for sharing academic experiences and the West African experience; Dr. Salwa Jawhar for a continuous friendship and for sharing the Kuwaiti experience; Dr. Brenda Brand and Dr. Vanessa Pitts-Bannister – thanks for your support and encouragement; Cathy Skinner and Mike Honchock in the Writing Center, Litha Tlou, Dr. Mary Alice Barksdale – v thanks for your friendship, advice and words of encouragement. MAB, thanks for the opportunity to work with you as a co-researcher. I extend a special gratitude to family: to my daughter Muriel, this dissertation is as much yours as it is mine. Thanks for your help with transcribing tape-recorded interviews and providing input in this study. I thank you for having patience at home and for cooperatively attending several classes when you were younger; for being a source of inspiration; for keeping me grounded and forever young – Oh yes, thanks for being a good student and a helper at home. Thank you for being you! Thank you to my son, Lieutenant C. J. Elliot Best. You are indeed a source of inspiration, admiration and fortitude. You are special! I appreciate your kindness, insight and candidness. Allison, thanks for your expertise with my TOC. I extend a special appreciation for support, encouragement and closeness to the “Best Family:” Ahdel, Senior Master Sergeant Gerald Best and Judge Mischelle Best, Mother Geraldine, Regina, Adam, Yasmin, Renee, and Patrice. I extend thanks for encouragement to long-time close friends: To my other extended family Rose Marie, Raphael Hampton and family, thank you for extending years of kindness, emotional support and for inviting Muriel and I to family celebrations and many special occasions; Cassandra and John Pete; Muriel Rankins; Henry Jackson; and Claudia and Gentle Raines. Finally, I dedicate this dissertation to the memory of my parents, Odell and Bishop Hall, my grandparents Julia and Floyd Shipman, Uncle Collius Shipman, and namesake ancestors Great Grandmother Julia Woods and Great-Great Grandmother Julia Head. I wish you were here! vi Acronyms AP Advanced Placement ASPIRE Academic Summer Program Introducing Resources for Engineers BLSC Biological And Life Sciences Community CEED Center for the Enhancement of Engineering Diversity CRT Critical Race Theory CSRDE Consortium for Student Retention Data Exchange CSA Community Service Assistant CS Project Community Service Project EF Engineering Fundamentals FIGs Freshmen Interest Groups GPA Grade Point Average HBCU Historically Black Colleges
Load more

Recommended publications
  • Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World
    Boston College Law Review Volume 60 Issue 7 Article 6 10-30-2019 Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World Lauren E. Beausoleil Boston College Law School, [email protected] Follow this and additional works at: https://lawdigitalcommons.bc.edu/bclr Part of the First Amendment Commons, and the Internet Law Commons Recommended Citation Lauren E. Beausoleil, Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World, 60 B.C.L. Rev. 2100 (2019), https://lawdigitalcommons.bc.edu/bclr/vol60/iss7/6 This Notes is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. FREE, HATEFUL, AND POSTED: RETHINKING FIRST AMENDMENT PROTECTION OF HATE SPEECH IN A SOCIAL MEDIA WORLD Abstract: Speech is meant to be heard, and social media allows for exaggeration of that fact by providing a powerful means of dissemination of speech while also dis- torting one’s perception of the reach and acceptance of that speech. Engagement in online “hate speech” can interact with the unique characteristics of the Internet to influence users’ psychological processing in ways that promote violence and rein- force hateful sentiments. Because hate speech does not squarely fall within any of the categories excluded from First Amendment protection, the United States’ stance on hate speech is unique in that it protects it.
    [Show full text]
  • Prejudice and Violence in Interreligious Relations in Indonesia
    SWORN DECLARATION 1 PREJUDICE AND VIOLENCE IN INTERRELIGIOUS RELATIONS IN INDONESIA DOCTORAL THESIS to confer the academic degree of DOCTOR PHILOSOPHIAE (Dr. phil) in the Doctoral Program in Humanities and Cultural Sciences Author: Idhamsyah Eka Putra Submission: Department of Social and Economic Psychology First Supervisor: Professor Wolfgang Wagner Second Supervisor: Professor Nicole Kronberger January 2015 SWORN DECLARATION 2 SWORN DECLARATION I hereby declare under oath that the submitted Dissertation‟s thesis has been written solely by me without any outside assistance, information other than provided sources or aids have not been used and those used have been fully documented. The Dissertation‟s thesis here present is identical to the electronically transmitted text document. Linz, January 2015 Idhamsyah Eka Putra ACKNOWLEDGEMENTS 3 ACKNOWLEDGEMENTS This dissertation thesis entitled “Prejudice and Violence in Interreligious Relations in Indonesia” is partially fulfillment of the requirements for doctoral degree in Humanity and Cultural Sciences. Besides, it is hope that the doctoral thesis can give contributions toward social problems, especially problems related to interreligious relations. It is no doubt that my dissertation could not be finished without supports, motivations, and helps from others. In this sense, I am grateful to those who had helped on the success of this dissertation. First and foremost, I want to thank Prof. Wolfgang Wagner. He has been my supervisor, mentor, and critical friend for discussion throughout this process. I must admit that he was so dedicated and patiently whole-hearted in helping me to improve my work. Second, I would like to thank Prof. Nicole Kronberger who has been my second supervisor and sparing her time in the middle of her full workload.
    [Show full text]
  • The Prejudice and Discrimination Toward Moslem in America As Reflected in Mooz-Lum Movie
    THE PREJUDICE AND DISCRIMINATION TOWARD MOSLEM IN AMERICA AS REFLECTED IN MOOZ-LUM MOVIE By : Muhammad Apriliansyah Thesis Advisor : Rifka Pratama English Department, Faculty of Humanities, Diponegoro University Jl. Profesor Soedharto, Tembalang 50269 Semarang, Jawa Tengah ABSTRACT America is known as the Immigrant country, because most Americans are immigrants. They come from various countries with various cultures and differences. Sometimes these differences lead to conflicts. That conflict raises a wide range of prejudices and discriminations. This issue became the reason why the writer makes this thesis. This thesis aims to analyze the discriminations and prejudices toward Moslem in the film Mooz-Lum using sociological approach to analyzes the intrinsict and extrinsict aspects in the movie. Moreover, the writer use the cinematography theory to analyze the intrinsict aspects because this thesis using movie as the medium of material study. The writer uses the theory of discrimination and prejudices to analyze the extrinsict aspects in the movie. The writer found that according to the movie, the Moslem in America experience various types of discrimination and prejudices especially after the 9/11 attacks. Where these discriminations and prejudices have an effect on their lives. Keyword: Moslem, America, Moslem in America, Discrimination, Prejudice 1 A. Background of the Study discrimination. Allport stated on his Mooz-lum is a movie book The Nature of Prejudice, that produced and directed in 2011 by “prejudice can be defined using a Qasim “Q” Basir. This movie is a unipolar (negative) component, as in controversial one because it shows “thinking ill of others without some sensitive issues regarding the sufficient warrant,” or incorporating American moslem’s life aftermath a bipolar (negative and positive) 9/11 tragedy.
    [Show full text]
  • Processes of Prejudices: Theory, Evidence and Intervention
    Kent Academic Repository Full text document (pdf) Citation for published version Abrams, Dominic (2010) Processes of prejudices: Theory, evidence and intervention. Technical report. Equalities and Human Rights Commission DOI Link to record in KAR http://kar.kent.ac.uk/29732/ Document Version Publisher pdf Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html Equality and Human Rights Commission Research report 56 Processes of prejudice: Theory, evidence and intervention Dominic Abrams Centre for the Study of Group Processes, University of Kent Processes of prejudice: Theory, evidence and intervention Dominic Abrams Centre for the Study of Group Processes, University of Kent © Equality and Human Rights Commission 2010 First published Spring 2010 ISBN 978 1 84206 270 8 Equality and Human Rights Commission Research Report Series The Equality and Human Rights Commission Research Report Series publishes research carried out for the Commission by commissioned researchers.
    [Show full text]
  • Ethnic Discrimination in Contacts with Public Authorities: a Correspondence Test Among Swedish Municipalities
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Ahmed, Ali M.; Hammarstedt, Mats Working Paper Ethnic discrimination in contacts with public authorities: A correspondence test among Swedish municipalities IFN Working Paper, No. 1271 Provided in Cooperation with: Research Institute of Industrial Economics (IFN), Stockholm Suggested Citation: Ahmed, Ali M.; Hammarstedt, Mats (2019) : Ethnic discrimination in contacts with public authorities: A correspondence test among Swedish municipalities, IFN Working Paper, No. 1271, Research Institute of Industrial Economics (IFN), Stockholm This Version is available at: http://hdl.handle.net/10419/210912 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu IFN Working Paper No. 1271, 2019 Ethnic Discrimination in Contacts with Public Authorities: A Correspondence Test Among Swedish Municipalities Ali Ahmed and Mats Hammarstedt Research Institute of Industrial Economics P.O.
    [Show full text]
  • Political Education in Plural Societies: Using the Anti-Bias Approach to Challenge Oppression in Bombay and Berlin
    Dissertation zur Erlangung des akademischen Grades einer Doktorin der Wirtschafts- und Sozialwissenschaften (Dr. rer. pol.) an der Universität Kassel im FB05 Gesellschaftswissenschaften mit dem Thema POLITICAL EDUCATION IN PLURAL SOCIETIES: USING THE ANTI-BIAS APPROACH TO CHALLENGE OPPRESSION IN BOMBAY AND BERLIN vorgelegt von Rubaica Jaliwala Tag der mündlichen Prüfung: 05.07.2012 Erstgutachter: PD Dr. Aram Ziai Zweitgutachter: Prof. Dr. Helen Schwenken Abstract This study addresses the effectivity of the Anti-Bias approach and training methodology as a pedagogical political strategy to challenge oppression among student groups in the cities of Bombay and Berlin. The Anti-Bias trainings conducted within the framework of this study also become the medium through which the perpetuation of oppressive structures by students within and outside the school is investigated. Empirical data from predominantly qualitative investigations in four secondary schools, two each in Bombay and Berlin, is studied and analysed on the basis of theoretical understandings of prejudice, discrimination and identity. This study builds on insights offered by previous research on prejudices and evaluations of anti-bias and diversity interventions, where the lack of sufficient research and thorough evaluations testing impact has been identified (Levy Paluck, 2006). The theoretical framework suggests that prejudices and discriminatory practices are learnt and performed by individuals over the years by way of pre-existing discourses, and that behaviour and practices can be unlearnt through a multi-step process. It proposes that the discursive practices of students contribute to the constitution of their viable selves and in the constitution of ‘others’. Drawing on this framework, the study demonstrates how student-subjects in Bombay and Berlin perpetuate oppressive discourses by performing their identities and performing identities onto ‘others’.
    [Show full text]
  • Reported Ageism Jag.Sagepub.Com
    JAG34610.1177/0733464813484984<italic>Journal of Applied Gerontology</italic>Cherry et al. 484984research-article2013 Original Article Journal of Applied Gerontology 2015, Vol. 34(6) 712 –733 Contributions of Social © The Author(s) 2013 Reprints and permissions: Desirability to Self- sagepub.com/journalsPermissions.nav DOI: 10.1177/0733464813484984 Reported Ageism jag.sagepub.com Katie E. Cherry1, Priscilla D. Allen1, Jenny Y. Denver1, and Kayla R. Holland1 Abstract The authors examined the role of social desirability in 445 participants’ responses to self-reported measures of ageism across two studies. In Study 1, college students and community adults completed the Relating to Older People Evaluation (ROPE) and a short form of the Marlowe–Crowne Social Desirability Scale (M-C SDS). Study 2 was a conceptual replication that included the Fraboni Scale of Ageism (FSA). Correlation analyses confirmed a small but significant relationship between scores on the positive ageist items and the social desirability scale in both studies. Ageist attitudes were correlated with negative ageist behaviors in Study 2. Implications for current views on ageism and strategies for reducing ageist attitudes and behaviors in everyday life are discussed. Keywords ageism, ageist behaviors, ageist attitudes, positive, and negative ageism Ageism, referring to prejudice or discrimination based on perceived chrono- logical age, is prevalent, and detrimental to individuals and groups in society (Aosved, Long, & Voller, 2009; Kelchner, 1999; Nelson, 2002; Palmore, Manuscript received: October 29, 2012; final revision received: January 19, 2013; accepted: February 24, 2013. 1Louisiana State University, Baton Rouge, LA, USA Corresponding Author: Katie E. Cherry, Department of Psychology, Louisiana State University, 236 Audubon Hall, Baton Rouge, LA 70803-5501, USA.
    [Show full text]
  • Courage Against Hate W
    w JULY 2021 Courage Against Hate w Introduction The Courage Against Hate initiative has Hate and extremism have no place on Facebook and we have been brought together by Facebook for been making major investments over a number of years to improve detection of this content on our platforms, so we the purpose of sparking cross-sector, can remove it quicker - ideally before people see it and pan-European dialogue and action to report it to us. We’ve tripled - to more than 35,000 - the combat hate speech and extremism. people working on safety and security at Facebook, and This collection of articles unites European grown the dedicated team we have leading our efforts against terrorism and extremism to over 350 people. academic analysis with practitioners who This group includes former academics who are experts on are actively working on countering counterterrorism, former prosecutors and law enforcement extremism within civil society. agents, investigators and analysts, and engineers. We’ve also developed and iterated various technologies to make us faster and better at identifying this type of material automatically. This includes photo and video matching tools and text-based machine-learning classifiers. Last year, as a result of these investments, we removed more than 19 million pieces of content related to hate organisations last year, over 97% of which we proactively identified and removed before anyone reported it to us. While we are making good progress, we know that working to keep hateful and extremist content off Facebook is not enough, because this content proliferates across the web and wider society, often in different ways.
    [Show full text]
  • Soldiering in the Canadian Forces: How and Why Gender Counts!
    Soldiering in the Canadian Forces: How and Why Gender Counts! Lynne Gouliquer Department of Sociology McGill University, Montreal 2011 A thesis submitted to McGill University in partial fulfilment of the requirements of the degree of Doctor of Philosophy © Lynne Gouliquer, 2011 Table of Contents List of Tables ........................................................................................................ iv Abstract.................................................................................................................. v Sommaire ............................................................................................................. vii Acknowledgements .............................................................................................. ix Chapter 1 ............................................................................................................... 1 Introduction........................................................................................................... 1 Historical Synopsis...............................................................................................................................5 Thesis Overview................................................................................................................................. 14 Chapter 2 ............................................................................................................. 15 Theorizing Gender and Organisations.............................................................. 15 Analysing Gender
    [Show full text]
  • A Descriptive Study of Multicultural Sensitivity at Two Rural Higher
    Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2012 A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty Sumeeta Patnaik [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Higher Education Administration Commons Recommended Citation Patnaik, Sumeeta, "A Descriptive Study of Multicultural Sensitivity at Two Rural Higher Education Institution Settings through a Survey of those Institutions' Faculty" (2012). Theses, Dissertations and Capstones. Paper 213. This Dissertation is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. A DESCRIPTIVE STUDY OF MULTICULTURAL SENSITIVITY AT TWO RURAL HIGHER EDUCATION INSTITUTION SETTINGS THROUGH A SURVEY OF THOSE INSTITUTIONS’ FACULTY Sumeeta Patnaik, Ed.S Marshall University Graduate School of Education and Professional Development Dissertation submitted to the Faculty of the Marshall University Graduate College in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Committee Chair, James Sottile, Ph.D Celene Seymour, Ph.D Thelma Isaacs, Ed.D Clark Egnor, Ed.D Huntington, West Virginia 2012 Keywords: Multiculturalism, Multicultural Sensitivity, Multicultural Responsivity, Faculty-Student Interaction, Rural Colleges, Multicultural Affairs and Social Justice Copyright 2012 by Sumeeta Patnaik, Ed.S ACKNOWLEDGMENTS Seven years ago, I began a long journey into the process of becoming a doctor in education.
    [Show full text]
  • Unfolding Ageism: a Comparative Study of the Divided Ethnic Communities in Cyprus
    Article Unfolding Ageism: A Comparative Study of the Divided Ethnic Communities in Cyprus Gregory Neocleous 1,*, Buse Erzeybek 2 and Menelaos Apostolou 3 1 Department of Social Sciences, University of Nicosia, Social Work Programme, 46, Makedonitissas Ave. CY-2417, P.O. Box 24005, CY-1700 Nicosia, Cyprus 2 Cyprus International University, 99258 Nicosia, North Cyprus; [email protected] 3 Department of Social Sciences, University of Nicosia, Psychology Programme, 46, Makedonitissas Ave. CY-2417, P.O. Box 24005, CY-1700 Nicosia, Cyprus; [email protected] * Correspondence: [email protected], Tel.: +357-22842234 Received: 28 September 2018; Accepted: 7 November 2018; Published: 12 November 2018 Abstract: The aims and objectives of this article are to present the first survey ever conducted in Cyprus of the views and perceptions that Cypriots have of old age. In particular, the researchers, Greek-Cypriot and Turkish-Cypriot social workers, wanted to explore the issue of ageism within the two Cypriot communities, the Greek-Cypriot (Greek-speaking) and the Turkish-Cypriot (Turkish-speaking) populations. Against all odds, the two social workers, one from each community, began collaborating towards the exploration and comparison of social issues in the two Cypriot ethnic communities. Because the two communities have been forced to live separately since 1974, researchers aimed to investigate whether this long separation affected their views on old age. The study was also run online, and the survey was designed with the use of Google Forms. Although the results of the study are not significantly different between the two communities, the current survey explores the preservation of common cultural and social views and values among the two ethnic communities, despite their forced separation.
    [Show full text]
  • Training Module on Work with Public Officials On
    TRAINING MODULE ON WORK WITH PUBLIC OFFICIALS on Human Rights and Combating Stigma and Discrimination against gay men, other MSM and trans people Training Module on work with Public Officials on Human Rights and Combating Stigma and Discrimination against gay men, other MSM and trans people / N. Verbytska, M. Didenko. — T.: Eurasian Coalition on Male Health (ECOM), 2018. — 122 p. The publication was prepared and published within the regional program «Right to Health», implemented by the Eura- sian Coalition on Male Health (ECOM) with the support of the Global Fund to Fight AIDS, Tuberculosis and Malaria. The views described herein are the views of this institution, and do not represent the views or opinions of The Global Fund to Fight AIDS, Tuberculosis & Malaria, nor is there any approval or authorization of this material, express or im- plied, by The Global Fund to Fight AIDS, Tuberculosis & Malaria. Free distribution. The contents of this publication may be freely copied and used for educational and other non-commercial purposes, provided that any such reproduction is accompanied by an acknowledgement of ECOM as the source. All rights reserved. © ECOM, 2018 AUTHORS Nina Verbytska — psychotherapist, international trainer and consultant on health, human rights protection, tolerance and non-discrimination. Marina Didenko — psychologist, international expert on working with professional communities regarding the issues of sexual orientation and gender identity. EXPERT REVIEW Marina Herz, international expert and trainer in gender, sexuality and non-discrimination, social worker, human rights advocate, independent LGBT+ activist. Roman Ivasiy, member of the International AIDS Society, HIV medical advisor, trainer and expert in tolerance and health of the LGBT community in Ukraine.
    [Show full text]