This research project aimed to examine the psychosociocultural factors that contribute to well-being among Latina LGBT undergraduate students. Specifically, it explored the psychological, social, and cultural experiences of 7 bisexual Latina students at a university. Preliminary findings identified three main themes: peer support was important for feeling normal; students developed self-confidence through navigating sexuality with family and educating them; and finding different roles for diverse friend groups. The purpose was to understand how these students balance traditional Latina values with their personal lifestyles using a holistic framework.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
The document describes four different personas - Invisible Citizens, Zombie Generation, Militant Optimists, and Lifestyle Hackers. Invisible Citizens are between 24-30, often unemployed and living with parents/relatives. They feel excluded from society and rely on others for reassurance. Zombie Generation, aged 21-27, hold multiple temporary jobs and live with friends. They feel anxious about their unstable situation and have little time for relationships. Militant Optimists, aged 24-30, have stable full-time jobs and lives. They strive for stability and avoid precarity. Lifestyle Hackers, aged 27-33, are unemployed or underworked but resilient. They've learned independence and help others
This document discusses sexual harassment among adolescents. It notes that sexual harassment harms teens' sexual integrity and can negatively impact their academic performance by creating a hostile environment. Sexual harassment among teens can occur in schools, communities, homes, or online through messages and posts. Examples include unwelcome requests, sexual jokes, inappropriate touching, spreading rumors, comments about appearance or behavior, intimidation, and assault. The effects on victims include distractions, missing school, confusion, declining performance, taking on harassing behaviors themselves, and experiencing negative emotions, low self-esteem, and health issues. Ways to address the issue include education, workshops, psychological support, promoting prevention, and having a zero tolerance policy.
1) The document discusses an advocacy project focused on addressing the problem of bullying in schools by creating support groups for students who are bullied.
2) The project aims to empower students with knowledge and skills to handle bullying situations safely and support each other. It also wants to educate parents on their role.
3) The author decided to change their original art-focused project after learning more about specific bullying incidents locally and believing support groups could help more immediately.
Altered target audience profile for my documentary 2Maro Lafif
The document summarizes the target audience for a documentary about government censorship of sexually explicit music videos. The primary target audience is 18-20 year old males and females from a mixed ethnic background who are well-educated, hard-working, and either in college, employment or training. They live in London and engage in activities like music, sports, reading and shopping. The target audience aims to appeal to young people and generate discussion around the debate of government censorship.
This document discusses interpersonal relationships in young adolescents. It defines interpersonal relationships as strong bonds developed with family, friends, teachers, and colleagues. Good relationships are important for both mental and physical health. The document outlines different types of interpersonal relationships adolescents form, including with parents, peers, teachers, and future work colleagues. It stresses the importance of developing strong interpersonal skills during adolescence to lay the foundation for future career and personal relationships. Finally, it provides seven essential skills for building strong interpersonal relationships: relax optimistically, listen deeply, feel empathetically, respond carefully, synchronize cooperatively, act authentically, and acknowledge generously.
The document discusses patterns of social interaction and competence in infants and toddlers. It finds that aggression and negative behaviors seen in very young children may actually represent normal social behaviors like peer sociability, avoidance, or refusal. Factors like caregiver involvement, family demographics, and socioeconomic status can influence socialization. Research on infant and toddler social skills differs from older children in focusing on dimensions of interaction rather than individual traits.
This research project aimed to examine the psychosociocultural factors that contribute to well-being among Latina LGBT undergraduate students. Specifically, it explored the psychological, social, and cultural experiences of 7 bisexual Latina students at a university. Preliminary findings identified three main themes: peer support was important for feeling normal; students developed self-confidence through navigating sexuality with family and educating them; and finding different roles for diverse friend groups. The purpose was to understand how these students balance traditional Latina values with their personal lifestyles using a holistic framework.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
The document describes four different personas - Invisible Citizens, Zombie Generation, Militant Optimists, and Lifestyle Hackers. Invisible Citizens are between 24-30, often unemployed and living with parents/relatives. They feel excluded from society and rely on others for reassurance. Zombie Generation, aged 21-27, hold multiple temporary jobs and live with friends. They feel anxious about their unstable situation and have little time for relationships. Militant Optimists, aged 24-30, have stable full-time jobs and lives. They strive for stability and avoid precarity. Lifestyle Hackers, aged 27-33, are unemployed or underworked but resilient. They've learned independence and help others
This document discusses sexual harassment among adolescents. It notes that sexual harassment harms teens' sexual integrity and can negatively impact their academic performance by creating a hostile environment. Sexual harassment among teens can occur in schools, communities, homes, or online through messages and posts. Examples include unwelcome requests, sexual jokes, inappropriate touching, spreading rumors, comments about appearance or behavior, intimidation, and assault. The effects on victims include distractions, missing school, confusion, declining performance, taking on harassing behaviors themselves, and experiencing negative emotions, low self-esteem, and health issues. Ways to address the issue include education, workshops, psychological support, promoting prevention, and having a zero tolerance policy.
1) The document discusses an advocacy project focused on addressing the problem of bullying in schools by creating support groups for students who are bullied.
2) The project aims to empower students with knowledge and skills to handle bullying situations safely and support each other. It also wants to educate parents on their role.
3) The author decided to change their original art-focused project after learning more about specific bullying incidents locally and believing support groups could help more immediately.
Altered target audience profile for my documentary 2Maro Lafif
The document summarizes the target audience for a documentary about government censorship of sexually explicit music videos. The primary target audience is 18-20 year old males and females from a mixed ethnic background who are well-educated, hard-working, and either in college, employment or training. They live in London and engage in activities like music, sports, reading and shopping. The target audience aims to appeal to young people and generate discussion around the debate of government censorship.
This document discusses interpersonal relationships in young adolescents. It defines interpersonal relationships as strong bonds developed with family, friends, teachers, and colleagues. Good relationships are important for both mental and physical health. The document outlines different types of interpersonal relationships adolescents form, including with parents, peers, teachers, and future work colleagues. It stresses the importance of developing strong interpersonal skills during adolescence to lay the foundation for future career and personal relationships. Finally, it provides seven essential skills for building strong interpersonal relationships: relax optimistically, listen deeply, feel empathetically, respond carefully, synchronize cooperatively, act authentically, and acknowledge generously.
The document discusses patterns of social interaction and competence in infants and toddlers. It finds that aggression and negative behaviors seen in very young children may actually represent normal social behaviors like peer sociability, avoidance, or refusal. Factors like caregiver involvement, family demographics, and socioeconomic status can influence socialization. Research on infant and toddler social skills differs from older children in focusing on dimensions of interaction rather than individual traits.
The document discusses creating an experiential and liberating curriculum. It proposes having students take on real-life roles in the community to gain life skills, see the world as ready to explore and re-imagine, and view art as a means to create change. It also discusses developing community identity and alliance projects and creating an intentional community centered around a performative project. Key considerations include helping students explore identity beyond conventions, discover passions outside school, and gain skills in communication and outreach.
This document outlines the objectives and learning outcomes of a gender sensitization course curriculum. The objectives are to promote gender equality, create a mindset of gender equality among students, and aim for cooperation between genders. The learning outcomes are to respect other genders, accept gender differences positively, and update traditional gender stereotypes for the 21st century. It also discusses emerging issues around the need for gender sensitization, challenges to overcome, and possible correctives regarding gender equality.
Social Media Association for Business PresentationDavy Sims
This is the presentation I gave on 2 April to the Social Media Association for Business at Ignite/Create in Derry~Londonderry http://www.facebook.com/event.php?eid=179549728757668
This document discusses the importance of mattering and sense of community for students in higher education. It specifically focuses on challenges faced by certain student populations including Latino students, first-generation students, and online/distance learners. For these groups, feeling like they matter and belong is especially critical to their success but can be difficult due to factors such as cultural disconnect, lack of family experience with college, and less time spent on campus. Developing a strong sense of community is important for all students but particularly for these populations that may struggle more with isolation and feelings of not fitting in.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
This document discusses the ecology of peer groups. It defines a peer group as composed of individuals of roughly equal age and background. It describes four main types of peer groups: elites, athletes, academics, and deviants. Peer groups influence members through socialization, shaping self-esteem and gender roles. While peer groups provide belonging and support, they can also negatively pressure behavior if members have bad influences. Peer groups have a structure that includes peers, crowds, cliques, and friends.
The document discusses how social media can negatively impact the mental health of women aged 16-24. A study found that teens who used social media for 7 hours per day were more than twice as likely to be diagnosed with depression compared to those who used it for an hour a day. Frequent social media use can cause feelings of inadequacy from unrealistic depictions of others' lives and cyberbullying. Celebrities like Selena Gomez have also struggled with addiction to social media and its negative effects on mental health.
This document discusses potential target audiences for three different fictional media properties:
1. A film about a child's adventures that may interest children but also older teenagers due to mature scenes. Both children and teenagers could find certain scenes amusing or frightening.
2. A film about a "stag do" (bachelor party) trip to Las Vegas that would likely attract older teenage and adult males due to inappropriate scenes and the theme appealing more to males.
3. A film like "Mean Girls" that targets teenage girls aged 15-24 due to its focus on topics like fitting in, bullying, first love and family conflict. Adults may also watch it with their children.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Quincy Bryant has worked for 12 years helping youth in Minneapolis and Bloomington public school systems. He has held various roles such as educational assistant, truancy officer, and coach. Bryant is now pursuing a BA in psychology at Argosy University to strengthen his knowledge and prepare for a career as a counselor. His education and extensive experience working with diverse groups of students has provided him with the tools to be an effective counselor and help mold young individuals.
Race & Adoption Part 2: MicroaggressionsKim Hanson
Microaggressions, or the intentional or unintentional casual slurs, remarks, actions that communicate a negative or derogatory stereotype or belief about an individual or group, can leave a lasting imprint. For adoptees most already experience microaggressions based on their adoption status alone, but what about when you are transracially adopted, LGBTQ, identify with special needs, or a religious minority?
SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCEDysGurl Writer
Adolescent social development is shaped by culture through relationships with parents, peers, community, and society. A culture influences all aspects of an individual's life, including their roles, responsibilities, beliefs, lifestyles, and perceptions. Being involved in community activities provides adolescents with benefits like role models, a sense of identity and connection, applied skills, and improved self-confidence and mental health.
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
It talks about agents of socialization - family, school, peer, mass media and religions. It also explains about types of socialization - primary, secondary, natural, planned and gender socialization
Challenges and opportunities for adolescentbongsir
The document discusses challenges and opportunities for adolescents from developmental and social perspectives. It outlines Erikson's stages of psychosocial development and Marcia's four identity statuses. It argues that adolescence was socially constructed through industrialization which moved youth from work to school and defined them as a consumer group. Challenges for adolescents include navigating relationships, careers and self-identity while opportunities lie in developing leadership skills and social participation. The document calls for preparing youth for future changes through inquiry-based and communitarian education that engages adolescents as co-participants.
This document is the capstone project of Jill Sydney Madsen submitted for a Master's degree in Education from Hamline University. The project examines saying "goodbye to teaching tolerance and hello to equity and social justice" through a critical analysis of factors needed for an anti-bias early childhood education program. Madsen conducted research at Community Child Care Center including staff and family surveys and classroom observations. The paper defines key terms, reviews literature on teaching tolerance and anti-bias education, outlines the methodology, presents results on a continuum from tolerance to equity/justice, and concludes with recommendations. The goal is to distinguish anti-bias education grounded in equity and social justice from a tolerance approach.
The primary audience for this media content is young adults and teenagers aged 15-24 years old. The secondary audience is older adults aged 25-44 years old. Parents may watch to monitor their children for signs of drug or alcohol use. Younger audiences may use the content for educational purposes.
The document discusses different communication theories including the hypodermic needle theory, which suggests media has a direct powerful influence on passive audiences, and uses and gratifications theory, which examines why audiences seek out different media. It provides examples of using media for information, entertainment, social interaction, and personal identity purposes. The conclusion discusses consumer generated content on platforms like Snapchat and Instagram and why both media producers and audiences engage with such content.
The document discusses identifying and profiling a target audience for a horror film. It will primarily target males aged 16-35 from lower socioeconomic backgrounds who enjoy social media, technology, sports and socializing. This demographic tends to live spontaneously and prioritize appearance, fun and social activities over responsibilities like schoolwork or healthy eating. The film aims to entertain this audience while also educating them by depicting relatable situations and consequences of risky behaviors.
The document discusses creating an experiential and liberating curriculum. It proposes having students take on real-life roles in the community to gain life skills, see the world as ready to explore and re-imagine, and view art as a means to create change. It also discusses developing community identity and alliance projects and creating an intentional community centered around a performative project. Key considerations include helping students explore identity beyond conventions, discover passions outside school, and gain skills in communication and outreach.
This document outlines the objectives and learning outcomes of a gender sensitization course curriculum. The objectives are to promote gender equality, create a mindset of gender equality among students, and aim for cooperation between genders. The learning outcomes are to respect other genders, accept gender differences positively, and update traditional gender stereotypes for the 21st century. It also discusses emerging issues around the need for gender sensitization, challenges to overcome, and possible correctives regarding gender equality.
Social Media Association for Business PresentationDavy Sims
This is the presentation I gave on 2 April to the Social Media Association for Business at Ignite/Create in Derry~Londonderry http://www.facebook.com/event.php?eid=179549728757668
This document discusses the importance of mattering and sense of community for students in higher education. It specifically focuses on challenges faced by certain student populations including Latino students, first-generation students, and online/distance learners. For these groups, feeling like they matter and belong is especially critical to their success but can be difficult due to factors such as cultural disconnect, lack of family experience with college, and less time spent on campus. Developing a strong sense of community is important for all students but particularly for these populations that may struggle more with isolation and feelings of not fitting in.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
This document discusses the ecology of peer groups. It defines a peer group as composed of individuals of roughly equal age and background. It describes four main types of peer groups: elites, athletes, academics, and deviants. Peer groups influence members through socialization, shaping self-esteem and gender roles. While peer groups provide belonging and support, they can also negatively pressure behavior if members have bad influences. Peer groups have a structure that includes peers, crowds, cliques, and friends.
The document discusses how social media can negatively impact the mental health of women aged 16-24. A study found that teens who used social media for 7 hours per day were more than twice as likely to be diagnosed with depression compared to those who used it for an hour a day. Frequent social media use can cause feelings of inadequacy from unrealistic depictions of others' lives and cyberbullying. Celebrities like Selena Gomez have also struggled with addiction to social media and its negative effects on mental health.
This document discusses potential target audiences for three different fictional media properties:
1. A film about a child's adventures that may interest children but also older teenagers due to mature scenes. Both children and teenagers could find certain scenes amusing or frightening.
2. A film about a "stag do" (bachelor party) trip to Las Vegas that would likely attract older teenage and adult males due to inappropriate scenes and the theme appealing more to males.
3. A film like "Mean Girls" that targets teenage girls aged 15-24 due to its focus on topics like fitting in, bullying, first love and family conflict. Adults may also watch it with their children.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
Preventing Bullying Through Character FormationMann Rentoy
This document discusses strategies for preventing bullying through character formation. It begins by stating that true education involves both intelligence and character. It then discusses the negative effects of bullying and lists various types of bullying behavior. It provides facts about bullying and how to spot a bully or target. The document outlines physical, intellectual, social, and psychological effects of bullying. It discusses building empathy through classroom discipline. Finally, it proposes using nourishing language and banning toxic words to improve school climate.
Quincy Bryant has worked for 12 years helping youth in Minneapolis and Bloomington public school systems. He has held various roles such as educational assistant, truancy officer, and coach. Bryant is now pursuing a BA in psychology at Argosy University to strengthen his knowledge and prepare for a career as a counselor. His education and extensive experience working with diverse groups of students has provided him with the tools to be an effective counselor and help mold young individuals.
Race & Adoption Part 2: MicroaggressionsKim Hanson
Microaggressions, or the intentional or unintentional casual slurs, remarks, actions that communicate a negative or derogatory stereotype or belief about an individual or group, can leave a lasting imprint. For adoptees most already experience microaggressions based on their adoption status alone, but what about when you are transracially adopted, LGBTQ, identify with special needs, or a religious minority?
SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCEDysGurl Writer
Adolescent social development is shaped by culture through relationships with parents, peers, community, and society. A culture influences all aspects of an individual's life, including their roles, responsibilities, beliefs, lifestyles, and perceptions. Being involved in community activities provides adolescents with benefits like role models, a sense of identity and connection, applied skills, and improved self-confidence and mental health.
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
It talks about agents of socialization - family, school, peer, mass media and religions. It also explains about types of socialization - primary, secondary, natural, planned and gender socialization
Challenges and opportunities for adolescentbongsir
The document discusses challenges and opportunities for adolescents from developmental and social perspectives. It outlines Erikson's stages of psychosocial development and Marcia's four identity statuses. It argues that adolescence was socially constructed through industrialization which moved youth from work to school and defined them as a consumer group. Challenges for adolescents include navigating relationships, careers and self-identity while opportunities lie in developing leadership skills and social participation. The document calls for preparing youth for future changes through inquiry-based and communitarian education that engages adolescents as co-participants.
This document is the capstone project of Jill Sydney Madsen submitted for a Master's degree in Education from Hamline University. The project examines saying "goodbye to teaching tolerance and hello to equity and social justice" through a critical analysis of factors needed for an anti-bias early childhood education program. Madsen conducted research at Community Child Care Center including staff and family surveys and classroom observations. The paper defines key terms, reviews literature on teaching tolerance and anti-bias education, outlines the methodology, presents results on a continuum from tolerance to equity/justice, and concludes with recommendations. The goal is to distinguish anti-bias education grounded in equity and social justice from a tolerance approach.
The primary audience for this media content is young adults and teenagers aged 15-24 years old. The secondary audience is older adults aged 25-44 years old. Parents may watch to monitor their children for signs of drug or alcohol use. Younger audiences may use the content for educational purposes.
The document discusses different communication theories including the hypodermic needle theory, which suggests media has a direct powerful influence on passive audiences, and uses and gratifications theory, which examines why audiences seek out different media. It provides examples of using media for information, entertainment, social interaction, and personal identity purposes. The conclusion discusses consumer generated content on platforms like Snapchat and Instagram and why both media producers and audiences engage with such content.
The document discusses identifying and profiling a target audience for a horror film. It will primarily target males aged 16-35 from lower socioeconomic backgrounds who enjoy social media, technology, sports and socializing. This demographic tends to live spontaneously and prioritize appearance, fun and social activities over responsibilities like schoolwork or healthy eating. The film aims to entertain this audience while also educating them by depicting relatable situations and consequences of risky behaviors.
With its focus on Disability Equality Theory, the Medical & Social Model of disability, this programme gives participants an opportunity to think about how they may be able to tackle disability discrimination within their professional roles. Because Disability Equality promotes a community response, it is highly effective in helping teams to enable the fuller participation of whole communities thereby including disabled people. This session should help people understand of the specific character of disablism and the need for positive action. The session helps people consider small changes in operational activity such as removing the barriers in order to reduce marginalisation. The programme also helps people consider the broader systemic issues, giving participants an insight into the strategic imperatives linked to ethical commitment.
This document provides information about an individual with a diverse set of interests and skills. They describe themselves as curious, open-minded, intuitive, energetic, and empathetic. They have 20 years of experience in the NGO field and psychology, where they have taken on various roles and responsibilities. They aim to understand people and problems from multiple angles to develop effective solutions through communication and understanding human behavior and motivations.
The document summarizes a 4-year qualitative study of a community IT center located on a large, socially deprived housing estate. It provides context about the estate's population challenges with education, skills, unemployment and crime. It then presents anonymized excerpts from interviews with center users that discuss both positive and negative experiences of the estate and the role of the center in supporting community, learning and social inclusion. Research questions are posed about patterns of engagement at the center and its policy implications for adult education.
The document discusses a research study on the role of social media in deliberate self-harm behaviors among adolescents and young adults. The study aims to better understand how social media usage impacts deliberate self-harm behaviors in this group. The study involved interviews with 10 adolescents and young adults who had previously engaged in deliberate self-harm. The results of the interviews suggest both positive and negative impacts of social media, including social comparison, exploring self-harm behaviors online, and the role of social media in maintaining self-harm. Recovery from self-harm behaviors was difficult due to easy access to triggering content online. Participants expressed a need for more informed psycho-education on healthier coping mechanisms and engaging with online content.
Theresa Wood is pursuing a Master's degree in Forensic Psychology at Argosy University. She has a 3.98 GPA in undergraduate psychology and relevant experience volunteering with troubled teens. Her research interests include the relationship between physical activity and depression/suicide in adolescents. She aims to lower recidivism rates and help those suffering from mental illness, substance abuse, and family issues through counseling and research with non-profit organizations after completing her master's degree.
1. I can if I wish arrange to be in the company of people of .docxjackiewalcutt
1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my ca ...
Suzanne Pritzker, Ph.D. - "Exploring Civic Engagement Among Immigrant Adolesc...youth_nex
Suzanne Pritzker, Ph.D. - Assistant Professor, University of Houston Graduate College of Social Work
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 2 - An Immigrant Paradox? Civic Engagement Among Immigrant & Undocumented Youth:
Undocumented and immigrant youth, particularly those from Hispanic/Latino backgrounds, face persistent marginalization in the United States, yet many of these same youth are actively engaged in their communities. Panelists will share their views on what engagement looks like, the challenges involved, and what we can do to support the civic engagement of undocumented and immigrant youth.
The document summarizes research from interviews with 21 youth between the ages of 13-18 about their lives, creativity, social media usage, and technology. Some key findings include:
- Youth engage in a wide range of creative activities from videography to robotics to sports. Creativity means expression without boundaries.
- When youth have access to Adobe products like Photoshop and Premiere, they prefer to use them. Otherwise, they use free alternatives.
- Creative motivations for youth include pressure from social media, proximity to coaches/tutors, and competition.
- Youth are most open to new activities in middle school before their interests plateau in high school.
Guest Lecture at Oregon St U, 4.13.2022.pdfBoWang882266
Shared some thoughts on anthropology students career development and transferrable skills on the grad seminar Uses of Anthropology, by Prof. Shaozeng Zhang, Oregon State University
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
Similar to Mary Grigsby, Media Uses of Young Adults Ages 18-29 (13)
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More from Reynolds Journalism Institute (RJI) (20)
Younger, Jennifer: lighntning talk, Digital Preservation: Aggregated, Collabo...
Mary Grigsby, Media Uses of Young Adults Ages 18-29
1. Media Uses of Young Adults Ages 18-29:
Six Ideal-Type Cultural Repertoires
Mary Grigsby, Professor of Rural Sociology & RJI Fellow 2014-15
2. Presentation Overview
Research Methods
Six ideal-type cultural repertoires
Patterns in ideas, behaviors and
motivations
Continuum of varying degrees of
interest in “news”
Highlight Conclusions
3. ⋙Sampling aims to
capture the range of
types of media use
routines and
motivations
⋙Snowball sampling
in Columbia
metropolitan area
⋙Purposive sampling
frame
1. Sex
2. Age
3. Educational
attainment
4. Employment
Who is being studied?
4. How was the research designed?
Interviews (sample 24)
Informant provided photographs of a work
day and a non-work day with captions
(sample 8)
Participant observation of a subset of
informants in different settings where they
use media (home; work; social) (sample 6)
6. Instrumental Cultural Repertoire
⋙Desire to feel that they use media in effective and
efficient ways to achieve goals consistent with cost/benefit
analysis
⋙Value utilitarian means/ends goal seeking framed as
“rationality” and themselves as rational actorsona
⋙Establish and maintain traditionalist role based
relationships with others
⋙Interested in success within the generalized culture as
professionals and in personal life
⋙News viewed as data to use in achieving goals; they view
themselves as little influenced by media
7. Instrumental
Your phone is really a utility belt at this point.
Everywhere I go, I bring my keys, my wallet and
my phone. But if I had to lose anything, it would
probably be anything but my phone. If you were
to drop me in Little Rock, Arkansas and told me
to get home, I could probably do it with my
phone.
Jason, a 24 year old, black, university educated,
8. Emulative Cultural Repertoire
⋙Desire to experience feelings of affirmation from like
peers
⋙Establish or maintain lifestyle that is informed by
popular culture trends and validated by peer taste
⋙Value for on-going highly responsive social media
communication and monitoring
⋙Interested in entertainment media and peers as
sources of emulative identity work
⋙Feelings of anxiety and helplessness caused by some
news; may have little interest in or dislike for news
9. Emulative
I love it! It is kind of like my second heart. I saw on Facebook
a post about Maslow’s Hierarchy of Needs and the
physiological needs were wi-fi and battery as the biggest need.
That is kind of how I feel. . . . I am always holding my
phone. It seems like I can’t even sit down without picking it up
and getting on it.
Bob, 26 year old, white, college educated
nurse
10. Competitive Cultural Repertoire
⋙ Desire to achieve status
⋙ Establish or maintain comparative superiority to others
within a field of established rules and/or status
hierarchies
⋙ Value for “winning” and identification with “winners”
and/or groups that are oppositional or competing with
other groups
⋙ Relationship boundaries of “insider” and “outsider” and
clear status rankings are important for them
⋙ Interest in news varies based on arena of competition
11. Competitive
Some of my most enjoyable moments have been through gaming. For me,
it’s the competition. Just kind of outsmarted an opponent, or something
like that. I am a math oriented person, so puzzling through and figuring
out this stuff. Trying to out-do somebody else or outthink somebody else, it
is just really satisfying. That’s for anything, for gaming or weightlifting or
sports. I am just a competitive person. . . . In the higher ranks it dwindles
down to a few people and you know them. You consistently see them and
want to do your personal best and sometimes get revenge. You want to beat
them!
Jerry, 24 year old, high school educated, health food store
worker
12. Creative Cultural Repertoire
⋙Desire to engage in creative activity
⋙Establish or maintain lifestyle that is focused on
producing creative work (on and/or offline)
⋙Value for inspiration and resources that support
creative endeavor
⋙Cultivate relationships and/or network with people
who engage I n similar creative work
⋙Interest in news shaped by their creative focus and
social circle
13. Creative
I can totally leave my phone and it’s not a big deal. I think on an
emotional level, I think and like a body kind of thing, I think that
it’s like I have a lot of energy, a lot of energy! So when I get to exude
that and when I come to dance and I get all of that out and whenever I
get home, that’s not the first thing that I am thinking about. That’s
like last thing on my list.
Marjorie, 23 year old, white, college educated, grant writer
and dance instructor
14. Intentional Cultural Repertoire
⋙Desire to Overcome feelings of being overwhelmed
⋙Value for face-to-face time and intimacy with others
and time for themselves where they “detach”
⋙Experience or interest in negotiating change in norms
of behavior of others they are close to who they
perceive as too attached to digital media
⋙Interest in lifestyle that is less stressful and fast
paced than they perceive as the mainstream lifestyle
⋙Interest in obtaining reliable news without feeling
overwhelmed
15. Intentional
“I think that a lot of people, especially my age and younger
are way too connected. That’s something that I am aware of
in other people and I am aware that I don’t like that about it.
So that’s one of the reasons that I try not to do that myself. I
see how some people cannot detach at all, being connected,
being in it, having their phone on them all of the time, going
out to dinner and having it on the table. Interacting with
friends and looking around and everyone has their phone
out.”
Kimberly, 28 year old, high school educated , dessert chef
16. Escapist Cultural Repertoire
⋙Desire to engage in consumption of media as “an
escape from reality” or “zoning out”
⋙Behavior described by informants as problematic
for them
⋙Activity is described by informants as “mindless;”
“habitual”; “aimless”; or binging
⋙Feel “real life” has not fully started for them;
Limited connections or networks
⋙Little interest in news
17. Escapist
I tried to cut down on all of my media use, on what I consider
excessive media usage. That was in April [2014]. April was when I
cut myself off entirely. (John was interviewed in September) I was
downloading songs and movies. I would save a few of them, but in
order to find stuff that I liked, I would download a lot. I stopped
doing it. I cut myself off from all downloads and I deleted the
software that allowed me to do that. I feel a lot better because it has
freed up a lot of time. It has been difficult, but I am glad.
John, 28 year old, college educated, handyman, yard worker
and restaurant worker
18. Primary and Secondary Cultural Repertoires of Media Use
Continuum of High to Low Interest in News
High News Interest Low
News Interest
Instrumental
Instrumental
Emulative
Competitive
Competitive
Intentional
Creative
Competitive
Emulative
Escapist
Competitive
Intentional
Instrumental
Emulative
Creative
Creative
Emulative
Escapist
Escapist
Intentional
19. ⋙The intentional
cultural repertoire is a
new cultural trend in
media behavior in this
cohort
⋙Instrumental cultural
values and motivations
link with high news
interest and multitasking
⋙Emulative and
escapist cultural
repertoires link with
lower news interest
⋙ Millennials are not a
passive audience but
active “users”
⋙Media are used in
establishing individual
and group identities
⋙ Cultural patterns
guiding media behaviors
are not fixed but change
as life circumstances and
ideas of people change
Highlight Conclusions