From Contagious to Resilient and Beyond: A Periodization of Four Decades of Educational Research on LGBTQ Issues

Kavanagh, Sarah Schneider

doi:10.18251/ijme.v18i3.1224

Cited by 5 publications

(3 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In future research, it may be beneficial to assess pre-existing frames. Kavanagh (2016) examined how common cultural frames of homosexuality influenced bullied LGBTQ youth. She found that from the 1980s onward LGBTQ youth were considered “at risk,” from the early 2000s onward they were often conceptualized as bullying victims, then from around 2005 onward, they were conceptualized more and more as resilient.…”

Section: Discussionmentioning

confidence: 99%

“…She found that from the 1980s onward LGBTQ youth were considered “at risk,” from the early 2000s onward they were often conceptualized as bullying victims, then from around 2005 onward, they were conceptualized more and more as resilient. These cultural frames of LGBTQ youth influenced how those who were victims of bullying perceived their own situation and their future trajectory (Kavanagh, 2016; Russell, 2005). Individuals both inside and outside the LGBTQ community most likely grew up in homes with diverse frames of bullying such as whether the victim of bullying is at fault for being bullied.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Frames on Personal Narratives of Bullying Memories

2021

View full text Add to dashboard Cite

Research demonstrates the malleability of memory; a dynamic process that occurs across development and can be influenced by internal and external frames. Narratives of past experiences represent one modality of understanding how memories are influenced by these frames. The present experimental study examines how memories of bullying are affected by two distinct yet common cultural frames. College students ( n = 92) were randomly assigned to one of two groups; one with a definition of bullying framing the experience in terms of resilience and one framing it in terms of negative psychosocial effects. Participants then wrote about a remembered experience with bullying. The researchers coded the narratives for coping strategies used in response to bullying as well as for positive or negative emotion words and story endings. The results demonstrated statistically significant differences between groups in the ways bullying experiences were remembered and described. Participants in the Resiliency Group more often had positive endings to their bullying narratives and used more coping skills and positive emotion words overall. The implications of a subtle frame influencing memories of bullying and its relation to development, identity, social order, peer relationships, and resilience are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effect of Frames on Personal Narratives of Bullying Memories

2021

View full text Add to dashboard Cite

show abstract

“…For point 1, “respects the humanity of each person,” Dr. Willis calls attention to histories of racial sciences that impact conceptions of literacy today, and she highlights the contingent nature of “being human” for so many of us. For queer and trans individuals sitting at various intersections of race, class, ability, and more, interwoven sciences of “race” and “sex” have inscribed our communities within research literature as pathologically unwell and, moreover, as inhuman (Kavanagh, 2016). I wonder then what an unwavering, felt sense of shared humanity would feel like in our research communities, and how might that inspirit scholarship that advances the pursuit of feeling human on a global scale?…”

Section: Pursuing Immanence In a Transcendent Approach To Literacymentioning

confidence: 99%

Reimagining LRA in the Spirit of a Transcendent Approach to Literacy

Waldron

Willis

Tatum

et al. 2023

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where “We recreate literacy as an equitable and moral construct” (Willis, this volume). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to “be brave” and actively and genuinely engage in a TAL that “democratizes literacy, declaring literacy belongs to all.”

show abstract

Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity

Coleman

2023

Teaching and Teacher Education

View full text Add to dashboard Cite

From Contagious to Resilient and Beyond: A Periodization of Four Decades of Educational Research on LGBTQ Issues

Cited by 5 publications

References 52 publications

The Effect of Frames on Personal Narratives of Bullying Memories

The Effect of Frames on Personal Narratives of Bullying Memories

Reimagining LRA in the Spirit of a Transcendent Approach to Literacy

Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity

Contact Info

Product

Resources

About