Deaf-Latina/Latino Critical (Deaf-LatCrit) Theory in Education is a new theoretical proposition for this qualitative study. Deaf-LatCrit recognizes and validates Deaf-Lat epistemology and challenges the topic of racism and linguicism in educational research. This study explores the multiple identities and experiences of five Deaf-Latina/o (Deaf-Lat) high school students. Deaf-Lat students reside at a residential school for the Deaf, "Rainy State School for the Deaf" (RSSD), during the week and go home for the weekend, traversing from the margin to the center of educational scholarship and discourses. The intention of this research is to explore the singular Deaf identity discourse and its inter-group diversity in the field of Deaf Studies, particularly in education. This study examines the main question: What are the intersectional identities and experiences of high school Deaf-Lat students enrolled in a residential school for the Deaf? The methods include demographic questionnaires, semi-structured interviews, participant observations, and cultural documents/artifacts. Using Deaf-LatCrit ethnographic techniques, the researcher worked with Deaf-Lat students and their families for over one year at each Deaf-Lat student's home and RSSD. This study emerges with two themes: cultural-emotional ties and microaggressions. First, it discusses how Deaf-Lat students' cultural-emotional ties in certain spaces make reference to their multiple intersecting identities. The second theme discusses how Deaf-Lat students experience multiple microaggressions and how their agentic behaviors help them cope. The findings suggest the need to look beyond Deaf identity by embracing the multiple intersectional race, class, gender and sexual orientation identities of Deaf-Lat students, particularly in schools. Understanding the experiences and overlapping identities of Deaf-Lat students can promote that residential school administrators and classroom teachers explore into their privilege(s) and learn about the history of institutional and individual racism and linguicism. These findings can push for the creation of safe spaces for Deaf-Lat students in the field of education and other multiple disciplines. / text

Over the past two decades researchers have analyzed motivating factors and institutional barriers that influenced a professor's initial decision to utilize a service-learning pedagogy. The majority of this research has been quantitative in nature, surveying faculty members' initial attitudes around service-learning. However, the extant literature fails to qualitatively examine the experiences of faculty members who successfully integrate service-learning, especially at a public research institution with civic-engaged mission. Because a public institution relies upon a critical mass of faculty members to support its civic engagement mission, this study focused on explaining the lived experience of exemplar professors in service-learning to understanding their motivations, barriers, and experiences. Faculty members are important to study because service-learning is a form of community engagement that cannot happen without sustainable efforts from professors. Moreover, students and communities cannot derive the benefits of service-learning, nor can civically minded institutions achieve their goal, if faculty members do not incorporate service-learning into their classrooms. Thus, the purpose of this qualitative phenomenological study is to understand the experiences of service-learning faculty members at a four-year public research institution where community engagement is a stated priority. Utilizing a recently developed faculty engagement model (Demb & Wade, 2012) as the guiding theoretical framework, this research study seeks to understand the lived experience of faculty members at The University of Texas at Austin by inquiring 1) how faculty members implement meaningful community engagement through their service-learning classes, 2) how service-learning may shape a faculty members' professional and personal identity at a research institution, and 3) how service-learning fits into faculty members' larger scholarship agenda. / text

Purpose : The purpose of this paper is to explore the influence demographic factors have on the way lesbians and gay men manage their sexual orientation at work. Design/methodology/approach : Based on data taken from a cross-sectional survey of 1308 gay and lesbian employees working in Germany, four regression models are proposed. The means of managing one's homosexuality at work was measured by the 31 items containing WSIMM from Anderson et al. (2001). Findings : Results indicate that being in a relationship is related to increased openness about one's homosexuality at work. Furthermore, it appears that the older and the more religious lesbian and gay employees are, the more open (and therefore less hidden) about their sexuality they are. Having a migratory background is related to being more guarded about one's sexual orientation, whereas personal mobility within the country is not related to the way one manages one's sexual orientation at work. Lesbians tend to be a little more open and less guarded about their homosexuality compared to gay men. Research limitations/implications : The focus of this research (and the related limitations) offers several starting and connecting points for more intersectional research on workforce diversity and diversity management. Practical implications : The study's findings indicate the need for an intersectional approach to organizational diversity management strategies. Exemplified by the dimension "sexual orientation" it can be shown that the impact each dimension has for an employee's everyday workplace experiences and behavior in terms of a certain manifestation of one dimension of diversity, can only be understood in terms of its interplay with other dimensions of diversity. Theoretical implications : The intersectional perspective on employees' stigma-related minority stress allows a deeper and more comprehensive understanding of the experiences of individuals in workplace settings. This theoretical framework proposed in this article can therefore be a connecting point for theoretically framing future studies on workforce diversity and diversity management. Originality/value : It is shown that manifestations of demographic factors that tend to broaden the individual's coping resources for stigma-relevant stressors, lead to more openness about one's homosexuality in the workplace. (author's abstract)

Sexual and reproductive health and rights (SRHR) are human rights, thus they should be universally accessible. Young women and girls are often considered a disadvantaged group with low access to human rights. Various feminist scholars have highlighted gender inequality as the cause of this marginalisation. Intersectionality scholars instead argue the marginalisation of women to be more complex. The approach emphasises that oppressed women and girls are not only discriminated because of their gender but that the prevalence of intragroup discrimination hampers them from accessing their rights. This thesis aims to study if and how social identities, more specifically class and ethnicity, affect adolescent girls’ access to sexual and reproductive health and rights within the South African school realm. A case study is conducted on the south coast of KwaZulu-Natal, focusing on secondary- and high school teachers and on how the subject Life Orientation is implemented to create access to SRHR. Empirical results of the study indicate that class- and ethnic belonging impacts the access of female students to their rights in various ways. Monetary resources, information and knowledge influence social identities and access to SRHR in Life Orientation. As well as overall school conditions, including level of school violence and harassment. Finally, this thesis illustrates that privileged girls are also impeded from accessing their SRHR, due to the implementation of school fees. This system allows guardians to gain substantial influence and constrain school teachings of controversial topics.

In this dissertation, I use ethnographic observations, interviews, personal narrative, and analysis of youth slam poetry in conversation with theories of identification to demonstrate how members of the Tucson Youth Poetry Slam (TYPS) perform, inhabit, and develop a consciousness indicative of coalition and critical inquiry. TYPS poets demonstrate evidence of what I propose as critical latticework, an image and heuristic that brings together identificatory screen-work with rhizomatic and intersectional perspectives on growth and development. Through my analyses of poetry, interviews, and the activities of this youth slam community, I aim to illustrate the value of critical latticework as a perspective that can contribute to altering our perceptions of youth as developing in one direction, with one sense of healthy progression to adulthood. A critical lattice is another way of perceiving the activities of identification that take place in in-between-and-through-spaces, as well as the potential activism and labor occurring in those spaces, which act as more than screens but spaces of growth and significant chaos. I argue that an understanding of critical latticework is transferrable to writing classrooms, offering a practical image with which students of writing can imagine and move with fluidity to generate meaningful discourse and expand their perspectives on identity and writing.

Women who live in Vancouver’s Downtown Eastside experience some of the most devastating health problems among residents of British Columbia. While crack cocaine use has been associated with many of these problems, we lack an understanding of how women who use crack cocaine experience these health problems and what they do to manage them. Informed by tenets of intersectionality and social geography, a critical ethnographic approach was used to examine the scope of health concerns experienced by women who are street-involved and use crack cocaine, the strategies they used to manage their health, and the social, economic, political, personal, and historical contexts that influenced these experiences. Data were collected over a seventeen month period and included a cross sectional survey (n=126), participant observations, and interviews (n=53). The women described experiencing poor physical and mental health throughout their lives; many of which were preventable. Respiratory problems, anxiety, sadness and insomnia were the most frequent concerns reported. They endured severe economic deprivation, unstable and unsanitary housing, and relentless violence and public scrutiny across a variety of contexts including their homes and on the street. These experiences were further influenced by structural and interpersonal relations of power operating within the health care, legal, and welfare systems. The women engaged in a several strategies to mitigate the harmful effects of factors that influenced their health including: (a) managing limited financial resources; (b) negotiating the health care system; (c) managing substance use; and (d) managing on your own. These strategies were influenced by the types of concerns experienced, perceptions of their most pressing concern, the nature of interpersonal relations with health care providers, and the limited social and economic resources available. Changes in the organizational policies and practices of the welfare, legal, and health care systems are needed to improve women’s health. Possible strategies include increased access to welfare and safe, affordable housing, safer alternatives to income, and improved collaboration between illness prevention and law enforcement programming. New approaches are required that build on women’s considerable strengths and are sensitive to ways in which gender, race, and class can disrupt opportunities to access services.

The purpose of this case study was to examine consequences of a limited social citizenship among young adults in the refugee camp of DeHeishe in Palestine. In order to receive a profounder understanding of conditions and structures that affects young adult’s experiences of social citizenship, status in the community and practices a case study was carried out during April 2013. The data has been collected by triangulation, conducted through nine interviews, 52 survey forms and several observations in DeHeishe camp. The data was analyzed through the theoretical approach of social citizenship, intersectionality and the concept of “empower-ment”. The study shows that young adults have a fragmented view of the concept of social citizenship and differences were seen between women and men. According to status and practice in relation to social citizenship women and men’s attitude was various and limiting structures might be the cause of it. According to the young adults the Israeli occupation is the most limiting structure along with their specific living conditions. The traditions also were seen as a limiting, but at the same time could be enabling. For this reason, the consequences were that the young adults took matters into their own hands by empowerment through NGOs and create an alternative form of social citizenship. It is through knowledge and participation they experience they can change their situation.

The purpose of this study is to examine a preschool's work to counteract traditional gender roles, which strategies are used and how norms about gender roles are produced and treated. The study also examines whether the preschool has an intersectional perspective in it's gender work, which analyzes how they relate to other categories such as ethnicity, race, class, age and sexuality in their work. I have been observing and conducting four interviews with teachers at a preschool with a gender profile. In my analysis I have used Foucault's theories about discourse and power. The results show that the informants had a high awareness of gender and that the main strategies used were: an individual perspective, seeing the individual and not the sex, and a gender-neutral strategy, removing everything that is gendered, for example, in language and environment. The preschool's work implementing the equal treatment plan (Likabehandlingsplan) allowed them to replace their gender profile, which included discrimination based on forms of ethnicity, religion or other belief, disability, sexual orientation, gender identity or expression and age. The results showed some examples of an intersectional perspective, for example, how the preschool worked with sexuality/different family structures and age, but other categories were harder to include, such as ethnicity, race and class. The conclusions I have drawn are that there are risks with these gender strategies. They confirm and reinforce gender roles, and there is a risk that the work is based on a white middle-class heterosexual norm, which means it is based on privileged positions. The work with the equal treatment plan requires an intersectional perspective and a self-reflected approach from the teachers. / Syftet med studien är att undersöka en förskolas arbete med att motverka traditionella könsroller samt vilka genusstrategier som används och hur normer kring genusuttryck produceras och bemöts. Studien undersöker även om förskolan har ett intersektionellt perspektiv, det vill säga hur de arbetar med andra kategorier såsom etnicitet, ras, klass, ålder och sexualitet i deras genusarbete. Jag har gjort observationer och intervjuer med pedagoger på en förskola med uttalad genusprofil. I min analys har jag använt mig av Foucaults teorier om diskurs och makt. Studiens resultat visar att informanterna hade en hög medvetenhet kring genus och att de vanligaste strategierna de använde var ett individuellt perspektiv, att se individen och inte könet, samt en könsneutral strategi, att avlägsna det som anses könat i exempelvis språk eller miljö. Förskolans arbete med sin likabehandlingsplan hade börjat ersätta deras genusprofil, vilket innebar att de även inkluderar förebyggande arbete mot diskriminering relaterat till etnicitet, religion eller annan trosuppfattning, funktionsnedsättning, sexuell läggning, könsöverskridande identitet eller uttryck och ålder. Studiens resultat visar exempel på ett intersektionellt perspektiv, exempelvis hur förskolan arbetade med sexualitet och olika familjebildningar samt ålder. Resultatet visar dock hur det var svårare att arbeta med andra kategorier såsom etnicitet, ras och klass. Slutsatserna jag dragit är att det finns risker med de genusstrategier som jag upptäckte. De riskerar att befästa och förstärka könsroller samt baseras på en vit heterosexuell medelklassnorm, vilket innebär att de baseras på positioner som ständigt privilegieras. Arbetet med likabehandlingsplanen kräver därmed ett intersektionellt perspektiv samt ett självreflekterande förhållningssätt hos pedagogerna.

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the needs of communities to address health inequities. The Canadian professional and regulatory bodies promote the CanMEDS Competencies of which one, the Health Advocate Competency, speaks of addressing community issues. Yet medical schools face challenges actualizing social responsibility and teaching the Health Advocate Competency. Therefore it is important to understand how the teaching of health advocacy and social responsibility is incorporated into the undergraduate curricula of self-defined socially responsible medical schools in Canada. In this study, mixed methods were used beginning with a semi-structured questionnaire administered to undergraduate Course Directors at two medical schools in Canada with a response rate of 74% (n=60). This was followed by a series of open-ended interviews with eleven equity leaders to bring their perspective into the data collection and establish knowledge about frontline intersectional equity work. The major theoretical lens encircling this work was intersectionality which examines historical oppression and how the intersection of gender, race, and class compound health inequities. Questionnaire results made it clear that biomedical ideology and the CanMEDS Medical Expert Competency were privileged in the undergraduate curriculum at the expense of other knowledge such as health advocacy and social responsibility. The objective biomedical discourse ignores or marginalizes important social influences on health which are highlighted by using an intersectional lens. The semi-structured interviews provided rich data about working in an intersectional equity framework highlighting the impact of the intersections of race, gender, class and other identities on health inequities. These interviews also demonstrate the importance of health advocacy in improving health care outcomes and addressing social responsibility. Incorporating intersectionality into previously accepted assessment tools for physicians adds an important dimension to the health care encounter. Explicitly embedding social responsibility and health advocacy in the medical school mission and curriculum is essential to their acceptance. A series of supporting recommendations are offered.

Canada, like other countries around the world, has health inequities. The literature on social accountability and responsibility urges medical schools to be grounded in the needs of communities to address health inequities. The Canadian professional and regulatory bodies promote the CanMEDS Competencies of which one, the Health Advocate Competency, speaks of addressing community issues. Yet medical schools face challenges actualizing social responsibility and teaching the Health Advocate Competency. Therefore it is important to understand how the teaching of health advocacy and social responsibility is incorporated into the undergraduate curricula of self-defined socially responsible medical schools in Canada. In this study, mixed methods were used beginning with a semi-structured questionnaire administered to undergraduate Course Directors at two medical schools in Canada with a response rate of 74% (n=60). This was followed by a series of open-ended interviews with eleven equity leaders to bring their perspective into the data collection and establish knowledge about frontline intersectional equity work. The major theoretical lens encircling this work was intersectionality which examines historical oppression and how the intersection of gender, race, and class compound health inequities. Questionnaire results made it clear that biomedical ideology and the CanMEDS Medical Expert Competency were privileged in the undergraduate curriculum at the expense of other knowledge such as health advocacy and social responsibility. The objective biomedical discourse ignores or marginalizes important social influences on health which are highlighted by using an intersectional lens. The semi-structured interviews provided rich data about working in an intersectional equity framework highlighting the impact of the intersections of race, gender, class and other identities on health inequities. These interviews also demonstrate the importance of health advocacy in improving health care outcomes and addressing social responsibility. Incorporating intersectionality into previously accepted assessment tools for physicians adds an important dimension to the health care encounter. Explicitly embedding social responsibility and health advocacy in the medical school mission and curriculum is essential to their acceptance. A series of supporting recommendations are offered.