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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Incongruence With Social Work Culture Among Evangelical Students: The Mediating Role Of Group-Based Dominance, N. Walls, Kristie Seelman
Incongruence With Social Work Culture Among Evangelical Students: The Mediating Role Of Group-Based Dominance, N. Walls, Kristie Seelman
Kristie L Seelman
Teaching about religion in social work programs is viewed as a difficult topic fraught with tension and anxiety (Coholic, 2003), but when content about religion is not integrated into the curriculum, social work practitioners have little guidance on how to manage their own personal religious beliefs in the context of social work values in practice (Canda, Nakashima, & Furman, 2004). Given that religious values may influence how one perceives gender, ethnicity, sexuality, and even mental health (Duriez & Hutsebaut, 2000; Wilkinson, 2004) and play a role in the social worker’s ability to be authentic with a client and provide positive …
Transgender Individuals' Access To College Housing And Bathrooms: Findings From The National Transgender Discrimination Survey, Kristie Seelman
Transgender Individuals' Access To College Housing And Bathrooms: Findings From The National Transgender Discrimination Survey, Kristie Seelman
Kristie L Seelman
Within higher education settings, transgender people are at risk for discrimination and harassment within housing and bathrooms. Yet, few have examined this topic using quantitative data or compared the experiences of subgroups of transgender individuals to predict denial of access to these spaces. The current study utilizes the National Transgender Discrimination Survey to research this issue. Findings indicate that being transgender and having another marginalized identity matters for students’ access to housing and bathrooms. Trans women are at greater risk than gender non-conforming people for being denied access to school housing and bathrooms. Implications for practice and research are detailed.
A Mixed Methods Examination Of Structural Bigenderism And The Consequences For Transgender And Gender Variant People, Kristie L. Seelman
A Mixed Methods Examination Of Structural Bigenderism And The Consequences For Transgender And Gender Variant People, Kristie L. Seelman
Kristie L Seelman
For years, transgender activists and their allies have spoken out about the oppression that transgender and gender non-conforming people experience in relation to societal systems and institutions, due to policies and practices that do not acknowledge non-binary experiences of gender, that do not recognize that one’s gender may change over time or may not match cultural expectations for gender expression, and that punish and discriminate against trans people (Gilbert, 2009; Lombardi & Davis, 2006; Markman, 2011; Spade, 2006; WWRC, 2010). Scholars have called for human services professionals and researchers to critique the failures of institutions in society (and the people …
Student School Engagement Among Sexual Minority Students: Understanding The Contributors To Predicting Academic Outcomes, Kristie Seelman, N. Walls, Cynthia Hazel, Hope Wisneski
Student School Engagement Among Sexual Minority Students: Understanding The Contributors To Predicting Academic Outcomes, Kristie Seelman, N. Walls, Cynthia Hazel, Hope Wisneski
Kristie L Seelman
Hierarchical multiple regression is used to examine whether student school engagement predicts grade point average (GPA) and fear-based truancy among 315 sexual minority youth aged 13 to 24 years. Results indicate that student school engagement is a significant predictor of GPA, and this relationship is strongest in the presence of a gay–straight alliance. Having an adult ally at school is associated with a decrease in fear-based truancy, while student school engagement predicts a decrease in fear-based truancy only for youth who have higher levels of subjective fear at school. Implications for future research and for practice among school-based helping professionals …
"I Thought That I Knew Gender Oppression": Exploring Cisgender Privilege In Social Work Education, Kristie Seelman, Sarah Nickels
"I Thought That I Knew Gender Oppression": Exploring Cisgender Privilege In Social Work Education, Kristie Seelman, Sarah Nickels
Kristie L Seelman
Research (Erich et al., 2007; Logie, Bridge, & Bridge, 2007) indicates that social work education fails to adequately include content on the transgender population in the curriculum. Even when content on gender identity and expression is included in social work courses, the primary focus is on the oppression of transgender people rather than the ways that non-transgender people benefit from cisgender privilege. The purpose of this phenomenological qualitative study is to inform social work educators about the experiences of social work students who have explored and challenged their own cisgender privilege. We recruited a purposive sample of six MSW students …