<p> This study examined the phenomenon of doctoral student motherhood/mothering in academia in a unique way by utilizing (1) an interdisciplinary theoretical framework, (2) examining the experiences of doctoral students who have become mothers for the first time, and (3) by integrating visual data collection into a phenomenological study. Participants included four doctoral student mothers from across colleges at one university. Three interviews were conducted with each participant and included visual data collection during each interview (e.g., drawing created by the participant). Additional data sources included a demographic/background questionnaire and archival data.</p><p> Through phenomenological analysis of the data sources, three invariant themes (<i>Gendered Experience, Strategic Experience, Sense of Belonging </i>) and seven sub-themes (<i>Realizations, Pregnancy Relationships, Childcare, Multiple Identities, Flexibility, Pushing Through, Informal Policies, and Expectations</i>) were identified. For the doctoral student mothers in this study, doctoral student motherhood/mothering in academia was experienced in multiple ways. Distilled, the essence of doctoral student motherhood/mothering in academia is a gendered experience that is strategic and embedded with a varied sense of belonging. Implications of this study speak to the need to continue examining internal practices and policies to support female doctoral students and promoting recruitment, retention, and equity throughout academia. Recommendations for individuals and departments/institutions are provided, as well as, a suggested research agenda for future studies on motherhood in academia.</p>

<p> The purpose of this research was to gain an understanding of the lived experience of the participants in a workshop entitled: "The Father Hunger Workshop: The Union of the Son of Promise with the Father of Achievement." This psychoeducational workshop was designed by psychologist Donald Kilhefner to assist gay men in their late 20s through 30s, who feel that they are having difficulty maturing into adulthood. The research question for this study was "What is the lived experience of participating in the Father Hunger Workshop?" This question issues from a phenomenological orientation, which focuses on the lived experience of the participant. Interviews were conducted, and the 4 most descriptive of these were transcribed and then analyzed using Giorgi's (2009) descriptive phenomenology. </p><p> The following themes, among others, were identified and then expanded upon in relation to relevant literature: The participants enjoyed the opportunity to get to know gay men in a different context; they felt a sense of safety in the group that helped them to participate more fully; they found open communication in a group setting to be new and challenging; being held accountable by the group was experienced as both difficult and supportive; they gained insight through their reactions to other group members; they felt resistance, at times, to attending sessions; they appreciated the chance to work with a gay elder; they gained new meaning and purpose with regard to their gay identity; and they came to experience compassion and forgiveness for their fathers. </p><p> Findings from this in-depth exploration of the dynamics of a psychoeducational gay men's workshop may help other researchers and clinicians in conceptualizing and implementing the curative or helpful aspects of group work with gay men. This study offers information relevant to the specific needs of gay men at a developmental crossroads in their lives and offers members of both the gay community and mainstream society an understanding of the specific challenges faced by gay men who are struggling with the process of maturation. </p>

<p> Anxiety disorders are the most prominent mental disorder in the United States, and women are 60% more likely than men to have an anxiety disorder. One hypothesis for this sex difference is faster fear generalization rates in females. In previous studies using male subjects, context change disrupted a fear response at a short, but not long retention interval. An incidental observation suggested that females would show a different temporal pattern of fear generalization. In Experiment 1, male and intact female rats displayed disrupted fear responses in a novel context at 1 day. Males displayed context discrimination at all intervals, whereas females exhibited generalization by 5 days. In Experiment 2, ovariectomized females were given an empty capsule or a capsule containing 17&beta;-estradiol to determine the role of estrogens in fear generalization. Female rats with no hormone replacement displayed context discrimination at 5 days, whereas those receiving estradiol generalized their fear response to a novel context. These results demonstrate that fear generalization for contextual cues occurs faster in female rats and that this effect is mediated, in part, by estrogens. Understanding the sex differences in fear generalization is likely to be critical to developing effective treatments for anxiety disorders.</p>

<p> Trans men have been the subject of many empirical studies in recent years that focus primarily on their engagement with masculinity within interaction. By highlighting the experiences of trans men, researchers argue that the persistent and often invisible experiences of gender inequality, specifically those of cisgender women, are made more visible. While scholars studying trans men in these scenarios categorize these interactions under the general heading of doing gender, I argue that these studies highlight experiences of doing cisgender, defined in this paper as individuals' accomplishment of gender within interaction according to cisnormative standards. However, the generalized moniker of doing gender is complicit in the marginalization of trans individuals' experiences of gender because it marks the dominant gender identification, cis, as the unnamed norm and eclipses trans-specific experiences of gender. While understanding how trans people do cisgender is an important contribution to the literature, I argue that doing cisgender is one component of trans people's experience of doing gender. My primary contention in this paper is that trans people also do transgender; that is, they are held accountable to transnormative standards that police and enforce the medical/legal/social access to trans as an identity category. To illustrate the differences between doing cisgender and doing transgender, I conduct a qualitative content analysis of nine documentary films featuring trans men, highlighting instances in the films of trans men doing cisgender and doing transgender.</p>

<p> The occurrence of resiliency in the human experience has been the focus of extensive research in the last decade. Using hermeneutic methodology, this theoretical study explores text-based data of three resiliency traits, attachment theory, and a comparison of avoidant attachment behaviors. Patterns of abilities form and protective factors arise as the resilient person overcomes traumatic situations. Three specific factors&mdash;cognitive abilities, emotional regulation, and spirituality&mdash;are explored as they correlate with resiliency. A depth psychological approach values the meaning held beneath resiliency traits, which are viewed symbolically through the myth of Eros and Psyche, in particular with regard to the ways in which Psyche&rsquo;s resilient traits help her overcome adversity and how they may no longer serve her after the trials have passed. The development of self-reliance as a result of trauma may contribute to loneliness and traits of avoidant attachment.</p>

<p> This study investigated middle and late adolescents&rsquo; judgments of and reasoning about an incident of homophobic harassment in four conditions, where the genders of the victim and perpetrator were varied (N = 104). Participants were asked whether they thought the victim in their scenario was upset, as well as whether or not the perpetrator had a negative intention. Social cognitive domain theory served as the framework for coding adolescents&rsquo; reasoning. In addition, adolescents&rsquo; endorsement of gender stereotypes was measured. As expected, having had a male victim, as opposed to a female victim, was related to lesser odds of believing the harassment was completely wrong among tenth graders, and lesser odds of believing the victim was upset. Participants in tenth grade were also more likely to use conventional reasoning in justifying their judgments about harassment than those in twelfth grade. Participants in the male victim/ perpetrator condition were less likely to believe the perpetrator had a negative intention than those in the female victim/ perpetrator condition. Contrary to expectations, endorsement of gender stereotypes was unrelated to the use of conventional reasoning. The effects of endorsement of gender stereotypes and use of moral reasoning in relation to judgments of harassment were significant among participants in the male victim condition, but non-significant among participants in the female victim condition.</p>

<p> This study investigated the variability in empathy amongst clinicians toward males and females who were the victims of child sexual abuse. Empathy has been clearly established as a crucial component of the direction and outcome of the psychotherapeutic care of a patient. Research shows that typically males who were the victims of sexual abuse during childhood often receive less empathy from their support system than females do. Empathy is pivotal to the treatment of males who were sexually abused because it is one of the main key-components addressing the psychopathology and perpetration risk-level of the patient. This study gathered clinicians' reports of empathic feelings utilizing the Interpersonal Reactivity Index (IRI). The research design was correlational. The findings showed that the group of therapists who read the male vignette demonstrated less empathy overall than the group of therapists who read the female vignette. This study highlights the importance of empathy within the treatment of sexually abused males and the goal of reducing the risk of perpetration.</p>

<p> Discipline in schools exists so that there are guidelines to ensure safety and learning. Administrators and teachers give students consequences based upon discipline guidelines made by the school districts' board of education. The discipline administered can be subjective. In a suburban mid-western school district, alarming trends in the amount of discipline referrals of male students both in the primary investigator's middle school and in the other middle schools within the researched district were recognized. </p><p> The purpose of this mixed methods study is to analyze and understand if gender discrepancies exist in discipline for middle school students among aspiring administrators, practicing administrators, and teachers. The qualitative data, on-line surveys, sent to every middle school teacher within the researched district, revealed a bias towards male students' behaviors. Quantitative data from the researched school district's archival data also showed that male students' within the district received much more discipline and harsher consequences than female middle school students. Quantitative and qualitative data were collected from students in the Educational Administration Master's program at a Mid-Western University. </p><p> One hundred-fifty aspiring administrators were blindly surveyed to analyze their responses of five gender specific vignettes. Each student received a vignette that was exactly the same except for the gender of the student's involved. For each vignette, the number of times each consequence of warning, detention, in-school-suspension, and out-of-school suspension was chosen for each gender of student represented in the disciplinary infraction described in the vignettes was tallied. Each vignette consequence showed differences in the assignment of the consequences by male and female aspiring administrators. </p>

<p> Many consider David Foster Wallace&rsquo;s <i>Infinite Jest</i>, an overtly <i>masculine</i> novel, in that most of it centers on or around male characters. Though one may locate powerful, influential, and even relatable female characters, it&rsquo;s difficult to pair them with a positive image or representation of the feminine. I argue that this lack of a positive representation is due to the novel&rsquo;s primary symbol and plot device, the deadly <i>Entertainment</i>. Using Luce Irigaray&rsquo;s <i> Sp&eacute;culum de l&rsquo;autre femme</i> (&lsquo;Speculum of the Other Woman,&rsquo; 1974) as a model, I examine <i>The Entertainment</i> as the key tool and target of my feminist critique. This ultimately sheds light on a fundamental &ldquo;blind-spot&rdquo; within <i>Infinite Jest </i>, as well as many scholarly readings of it.</p>

<p> This study analyzed the current phenomenon of bystanders recording female-on-female violent videos. This year marked the first time a YouTube video made national headlines for showing a woman beaten unconscious outside of a nightclub. The current study analyzed the volume of bystanders recording female-on-female violence, the amount of bystanders who revealed themselves as the video director, and the increase in violence and nudity within the YouTube videos. A content analysis provided a systematic and historical understanding of this female-on-female violence as a cultural phenomenon. In the seven-year period from 2007-2014, 64 percent of bystanders revealed themselves as the video director; a 55 percent increase in females punching each other; and a 40 percent increase in nudity. The data provides a platform for researchers to learn how female-on-female violence went from "cat fights" to beating a woman unconscious while recording it on a smart phone.</p>