Sexual harassment among adolescents of different sexual orientations and gender identities     

Kimberly J. Mitchell  Michele L. Ybarra  Josephine D. Korchmaros 《Child abuse & neglect》2014

This article examines (a) variation in rates of sexual harassment across mode (e.g., in-person, online) and type of harassment, (b) the impact of sexual harassment (i.e., distressing vs. non-distressing), and (c) how sexual harassment is similarly and differently experienced across sexual orientation and gender identity groups. Data were collected as part of the Teen Health and Technology online survey of 5,907 13 to 18 year-old Internet users in the United States. Past year sexual harassment was reported by 23–72% of youth, depending upon sexual orientation, with the highest rates reported by lesbian/queer girls (72%), bisexual girls (66%), and gay/queer boys (66%). When examined by gender identity, transgender youth reported the highest rates of sexual harassment – 81%. Overall, the most common modes for sexual harassment were in-person followed by online. Distress in the form of interference with school, family, and/or friends; creating a hostile environment; or being very/extremely upset was reported by about half of the sexually harassed bisexual girls and lesbian/queer girls, 65% of the gender non-conforming/other gender youth, and 63% of the transgender youth. Youth with high social support and self-esteem were less likely to report sexual harassment. Findings point to the great importance of sexual harassment prevention for all adolescents, with particular emphasis on the unique needs and experiences of youth of different sexual orientations and gender identities. Socio-emotional programs that emphasize self-esteem building could be particularly beneficial for reducing the likelihood of victimization and lessen the impact when it occurs.  相似文献   

Jiselle and the Royal Jelly: Power,Conflict and Culture in an Interdisciplinary Game Design Course     

Michele D. Dickey 《The International Journal of Art & Design Education》2010,29(2):163-172

With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game‐related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student‐created game.  相似文献   

Diversity Course Effectiveness Among Criminal Justice Students     

Michele Stacey 《Journal of Criminal Justice Education》2018,29(3):436-455

Most universities today require their students to learn about diversity as a part of their degree. Research has examined the effectiveness of diversity courses at changing attitudes toward groups, focusing on sexism or racism, within psychology and women’s studies disciplines. Given the increasing concern over bias in policing, however, this diversity training may be of importance to the study of criminal justice. The current study aims to examine the effectiveness of a diversity course within a criminal justice program at changing perceptions of groups using a survey based on validated measures of attitudes toward women, homosexuality, and symbolic racism. Change in attitudes between the pre-test and post-test are examined. Results suggest that the course is effective at changing attitudes toward homosexuality, but not race or sex. The results also suggest that these perceptions are dependent on group characteristics.  相似文献   

A systematic literature review on intangible assets and open innovation     

Michele?GrimaldiEmail author  Vincenzo?Corvello  Andrea?De Mauro  Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100

Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs.  相似文献   

Social inference skills in learning disabled and nondisabled children     

Michele R. Saloner  Maribeth Gettinger 《Psychology in the schools》1985,22(2):201-207

The study examined the performance of 30 learning disabled and 30 nondisabled children in grades 1 through 7 on the Test of Social Inference (TSI). Results indicated that disabled students obtained lower TSI total scores that did nondisabled students: they also performed relatively lower on TSI items requiring more verbal expression. While no difference was found between the groups on the Motor-Free Visual Perception Test (MVPT), the relationship between MVPT and TSI scores was shown to be significant within the disabled group only. Furthermore, this group made more perceptual-type errors on the TSI. Findings are discussed in relation to previous research suggesting a link between visual perception and/or language fluency and social inference skills among learning disabled children.  相似文献   

An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity     

Michele Gribbins  Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714

As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.

Practitioner notes

What is already known about this topic

• Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
• Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.

What this paper adds

• Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
• Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.

Implications for practice and/or policy

• Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
• Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.

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