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Original project of Skärholmen was composed of a system of public spaces, but this was `broken´  by the closure of the connection between the two squares in 1986. Street between shopping buildings became part of the shoping mall. The current situation is dominated by the activity of consumption, and Storholmsgatan is characterized by an atmosphere of anxiety and constant over-stimutation. The project aims to think through what form of ´restoration´ of this system of public spaces could take. How can we work with quite constrained, long, linear spaces as site for architecture? What is the role of rhythm in producing experience? A theme for design is to produce spacial hierarchy and make  a contemporary variation on modernism’s approach of the funcional color in design process.

Thesis advisor: Celeste Wells / This thesis explores the ways in which physical and ideological spaces influence the experiences of women of color in law school and their subsequent perception of those spaces. Participants were interviewed and asked questions about their holistic experience in law school. The researcher applied Oyserman’s racial-ethnic self-schemas theory and Crenshaw’s intersectionality approach to analyze and interpret the findings of the data. Ultimately, it was concluded that women of color recognized their law school’s ability to prepare them to be lawyers but felt less so about their ability to navigate the professional legal industry as a woman of color. In addition, the thesis argues that the negative experiences of women of color go beyond imposter syndrome and other identity-based elements. Instead, it is more directly rooted in the spaces in law school, specifically related to the pedagogical model of the institution that clashes with identity-based experiences. Thus, the thesis suggests ways that law schools can better support women of color and a direction for future areas of study. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Communication.

Black, Indigenous, and People of Color (BIPOC) students at predominantly White institutions (PWIs) report decreased sense of belonging compared to White students (Hunn, 2014; Hurtado & Carter, 1997; Museus et al., 2018; Strayhorn, 2019). The study aimed to answer, "What are the daily lived experiences of BIPOC students at a PWI?" and "How do BIPOC students at a PWI describe feelings of belonging (if at all)?" The study was conducted at a private, religiously affiliated, PWI, in the Western United States. The University Belonging Questionnaire (Slaten et al., 2018) was used to sort students' feelings of belonging. Female participants who endorsed high belonging and low belonging were invited to focus group interviews. A total of 10 participants comprised of graduate and undergraduate students of varying ethnicities and races participated. A focused multiperspective interpretative phenomenological analysis (IPA) design was employed for this study. In total, there are five context-related themes describing how students navigate their experiences: Cultural Worlds, Support System, Religion, Academics, and Classmates. Both focus groups felt similarly about the importance of friends/family as a support system. The high belonging versus low belonging focus groups felt differently about belonging, discrimination, being a spokesperson, being a chameleon, religion, professors, and their classmates. Those in the HBG reported feeling connected to peers and faculty. The LBG reported feelings of isolation related to feeling othered by peers and faculty. Based on this study's findings, several recommendations are offered. Educators should strive to create environments where mentor-student relationships are fostered, microaggressions are lessened, and the larger community campus values BIPOC students. These efforts will better support BIPOC female students as they navigate their experiences in higher education settings, particularly in PWIs.

Background: Much of the literature on transgender and nonbinary (TGNB) experiences in counseling focuses on White experiences with few recommendations for trans people of Color (TPOC). Research suggests mental health care providers lack intersectional sensitivity with TPOC, lack knowledge of TGNB issues and engage in microaggressive behaviors, notably with Queer-identified clinicians. Aim: To explore issues of power and privilege in the counseling relationship with Queer-identified clinicians and apply the multidimensional model of broaching behavior with TGNB clients of Color. Method: A critical review of conceptual and empirical literature focusing on the interaction and impact of client and clinician race, gender, and sexual/affectional identities in the counseling relationship is presented. Informed by the authors’ counseling experiences and respective positionalities as a Black Queer ciswoman and a White Queer transman, the multidimensional model of broaching behavior is applied to a composite case vignette. Results: The model provides a practical tool to facilitate critical conversations of power, privilege and identity in the counseling relationship. Conclusion: With a dearth of scholarship addressing the role of cisgender or White privilege in the counseling relationship, this article outlines strategies to broach issues partially-shared identities with TGNB clients of Color. Recommendations for culturally informed counseling practice, supervision and research are also provided.

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