Social and Behavioral Sciences Commons^™

Research Review: Assessing The Impact Of Military Cultural-Competence Training: Lessons For Creating An Inclusive Campus Environment, Institute For Veterans And Military Families At Syracuse University

Institute for Veterans and Military Families

Colleges are increasingly providing training to their staff and faculty to better understand and support students with military backgrounds. This study, based on four years of program data, examines the outcomes of a specialized training program that aims to enhance cultural competence regarding military matters. The study assesses participants' retention of knowledge, and application of learning on campus, and compares results between in-person and online versions of the training. The findings reveal that both in-person and online participants exhibited increased confidence and improved capacity to support student veterans. The research offers insights into the effectiveness of military cultural competency training …

Diversity On Campus: Awareness And Knowledge About Our Newest Federal Holiday, Winn W. Wasson, Jessica M. Rice

Libraries' and Librarians' Publications

In late May 2021, Syracuse University’s Office of Diversity and Inclusion asked the Syracuse University Libraries to help prepare a reading list about Juneteenth. Library employees, including liaison librarians and members of the Libraries’ Diversity and Inclusion Team, quickly put together a list of resources for each day of the 19-day campus celebration of Juneteenth. We will discuss our working process, lessons learned, and how we might respond to and proactively approach similar requests in the future. We conclude with some reflections on the future of the holiday and protecting it from adulteration now that it has achieved federal recognition.

The Trauma-Informed Equity-Minded Asset-Based Model (Team) The Six R’S For Social Justice-Oriented Educators, Srividya Ramasubramanian, Emily Riewestahl, Shelby Landmark

Mass Communications - All Scholarship

This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on trauma-informed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following “Six R’s” as strategies: (1) Realizing that dominant ideologies are embedded in educational systems, (2) Recognizing the long-term effects of …

Examining Jordanians' Attitudes Towards Five Types Of Developmental Disabilities, Najah Zaaeed, Mohammad Mohammad, Peter Gleason, Khaled A. Bahjri, Naomi Modeste

Public Health, Food Studies, and Nutrition

Background: The diagnosis and reported rates of persons with developmental disabilities (PWDDs) in Jordan is steadily increasing. Although initiatives have been implemented to improve the lives of PWDDs, attitudes towards PWDDs hinder successful inclusion in the Jordanian society.

Objectives: To examine the relationship between Jordanians socio-economic status and attitudes towards persons with developmental disabilities: autism, blindness, cerebral palsy, Down syndrome and muscular dystrophy.

Methods: Jordanians (N=259), ages 18-65 were recruited for this convergent parallel, mixed-methods study. Participants completed the modified 40-item Community Living Attitude Scale-developmental disability (CLAS-DD) and the modified Intellectual Disability Literacy Scale consisting of five vignettes, representing each …

L’Inclusion Et Le Droit De Vivre En Société Pour Les Personnes En Situation De Handicap: Un Défi Pour Le Travail Social En France Et Aux États-Unis, Nancy R. Mudrick, Béatrice Schmitt

Social Work - All Scholarship

A version of this abstract in French will be posted in the future. Adults with disabilities have often been segregated and socially isolated in institutions, unable to choose their living circumstances. Disability rights laws enacted in France (2005) and the U.S. (1990) identify self-determination and community living as rights. However, with the same goal, the implementation structure of the laws is different. This poster summarizes our study that (1) assesses facilitators and barriers to inclusion in community living by examining the laws and their implementation in France and the U.S. and (2) examines how the aims for community living …