Education

Issues facing the LGBT (lesbian, gay, bisexual, and transgender) community can prove to be a legal nightmare for college and university administrators to address, particularly at religiously affiliated institutions like Jesuit colleges. Administrators have to walk a fine line between nondiscrimination statutes and the religious beliefs and teachings of the school’s affiliation. This paper explores the main legal issues pertaining to the LGBT community on campus, including students, employees (faculty and staff), and university policy. It offers a historical perspective on these issues, including a quick overview of Catholic Church doctrine and relevant United States case law, and summarizes implications for administrators at Jesuit colleges and universities. Finally, it makes recommendations to administrators ways in which Jesuit colleges and universities can address these issues, staying true to their mission while being mindful of all human experiences.

The purpose of this study was to identify college experiences that contribute to the frequency with which students think about their sexual orientations or sexual orientation salience. Using data from the Diverse Learning Environments (DLE) survey, administered by the Higher Education Research Institute (HERI) at UCLA, ordinary least squares regression was utilized to compare heterosexual students with their lesbian, gay, bisexual, and other (LGBO) peers to determine experiences that predict salience for each group. A more inclusive curriculum, participation in co-curricular diversity activities, and experiences of bias all related to increased sexual orientation salience. Participation in an LGBT student organization mattered more for LGBO students whereas campus-administered diversity activities were most important for heterosexual students.

Although higher education has become more welcoming and inclusive of LGBT (lesbian, gay, bisexual, and transgender) faculty, staff, and students, many religiously affiliated colleges and universities face challenges to create an LGBT-affirming environment due to religious beliefs regarding homosexuality. Jesuit universities, grounded in their commitment to holistic education and social justice, offer different models of practice in engaging the tension between religious proscriptions against homosexuality and providing support for the campus LGBT community. The purpose of this study then was to explore how members of a Jesuit, Catholic university addresses LGBT issues and organizational change.

The conceptual framework guiding this study brings together a model for understanding grassroots leadership in higher education with the Multicontextual Model for Diverse Learning Environments (MMDLE) to examine the everyday, sometimes invisible tactics and strategies employed by faculty, staff, and students at a Jesuit university to improve the climate for the campus LGBT community. This case study triangulates interviews with 43 grassroots leaders and 9 administrators, document review, and participant-observations. Embedded cross-case analyses were employed to highlight differences by constituent group (faculty, staff, students, and administrators), sexual orientation (sexual minority or heterosexual), and religious affiliation (Catholic or other affiliation).

Findings documented the conditions facing grassroots leaders at the institution as well as the tactics and strategies employed by grassroots leaders, their motivation for engaging in LGBT work, and sources of resilience. The campus climate was found to be generally positive, but participants pointed to areas where oppression persisted and continual education was needed. Participants also navigated a set of power dynamics, which were shaped by the university’s Catholic identity, but they encountered these dynamics less frequently than in earlier socio-historical eras on campus. Participants demonstrated a strong commitment to the university’s Jesuit mission, and for many, their involvement in LGBT issues was motivated by their religious beliefs. Tactics employed ranged from storytelling and allyship to more organized tactics like partnering with influential allies such as Jesuit priests. Finally, participants identified intrinsic and extrinsic sources of resilience. This study contributes to research on organizational change, campus climate, and shatters myths regarding LGBT members at religiously-affiliated institutions.

How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an undergraduate elementary education class. Data included student feedback, personal researcher journal entries, student quiz scores, and format for presenting material in class. Pre-service teacher engagement and learning were both enhanced by
integration of videos, activities, and higher level questions into class sessions. The results of this research affirm the power of reflective teaching while also reflecting the need to more actively engage pre-service teachers in this practice.

Twitter is one social media tool teachers can use to engage students in deeper discussion of literature by crafting questions to be addressed to their favorite authors. In this article, the author shares her own experience in conducting such a project, named a #1QTwitterview. This Twitterview focused on the positionality of various children’s and young adult authors as they write; do they visualize the action as a character, an audience member, or an all-knowing narrator? Creating questions within the Twitter formatting limitation provides students opportunities to meet Florida state standards which require students to “produce clear and coherent writing” with an authentic audience. In addition, posing such questions to authors through a class Twitter account and discussing responses received can be utilized as a starting point for in-depth class discussions of literature.

Early adolescence is a critical time for examining academic motivation, specifically motivation to read. To support self-determined motivation to read, students’ needs for competence, autonomy, and relatedness must be met within the classroom context. Because classroom instructional practices are a key component of adolescents’ daily experiences in the classroom, research that investigates the influence of these practices on students’ intrinsic motivation to read is needed. In addition, the perceptions of students regarding the degree to which classroom instructional practices meet students’ needs as well as the influence of classroom instructional practices on students’ motivation to read should be considered. The field is lacking an established measure of early adolescents’ perceptions of classroom instructional practices and the degree to which they support students’ needs (i.e., competence, autonomy) and intrinsic motivation to read. This study, guided by self-determination theory, sought to address this gap in the literature by developing and validating a measure called the Language Arts Reading Practices Survey (LARPS). This measure assessed student perceptions of the degree to which classroom instructional practices in the language arts classroom support students’ needs for competence, autonomy, and students’ self-determined motivation to read. The results of this study provide preliminary support for the validity of the LARPS.