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aposAgenderapos prof wants to aposliberate gender identityapos

aposAgenderapos prof wants to aposliberate gender identityapos

A professor at the University of Wisconsin-Madison says schools should be restructured to “liberate gender identity.”

In “Reframing Schooling to Liberate Gender Identity,” SJ Miller, who spells his first name using lowercase letters and identifies as “agender,” advises American educators on how they can foster an environment that provides students with “equitable opportunities for success”. In addition to his role as a professor at the University of Wisconsin-Madison, Milller serves as the deputy director at NYU’s Center for Research on Equity in Teacher Education.  He is also the affirmative action officer for Division G of the American Educational Research Association.

A journal titled “Multicultural Perspectives” published the article on May 18. 

“Invest emotionally in the well-being of students so they can exist in schools without redress for gender presentation,” Dr. Miller suggests.  

Displeased with the current structure influenced by neoliberalism, defined in this article as “adherence to conformity, obedience, and capitalism,” Miller argues that different gender identities should be represented via assignments, political movements, and even poets.

[RELATED: Harvard tells students gender can ‘change from day to day’]

“A committee can be formed to put up gender identity expansive posters, signs, billboards, and art throughout the school; to generate recommendations for classroom rearrangements; to ensure that more books with diverse gender identity representations are in classrooms and the library; to invite speakers; to host movies and videos; and to work with others to rename spaces in the school where all gender identities are recognized,” the professor claims.

Miller suggests that “stakeholders” walk as groups through schools and discern funding disparities between different areas. The professor’s overall goal is to address the root causes of “gender identity subjugation” and combat violence.

“By violence, I mean how beliefs and mindsets create prejudice and reinforce practices that take the form of denied or diminished access to material and economic goods, public and social services, school

Read more: https://www.campusreform.org/?ID=11307

aposAgenderapos academic wants to aposliberate gender identityapos

aposAgenderapos academic wants to aposliberate gender identityapos

A faculty associate at the University of Wisconsin-Madison says schools should be restructured to “liberate gender identity.”

In “Reframing Schooling to Liberate Gender Identity,” SJ Miller, who spells his first name using lowercase letters and identifies as “agender,” advises American educators on how they can foster an environment that provides students with “equitable opportunities for success”. A journal titled “Multicultural Perspectives” published the article on May 18. 

“Invest emotionally in the well-being of students so they can exist in schools without redress for gender presentation,” Miller suggests.  

Displeased with the current structure influenced by neoliberalism, defined in this article as “adherence to conformity, obedience, and capitalism,” Miller argues that different gender identities should be represented via assignments, political movements, and even poets.

[RELATED: Harvard tells students gender can ‘change from day to day’]

“A committee can be formed to put up gender identity expansive posters, signs, billboards, and art throughout the school; to generate recommendations for classroom rearrangements; to ensure that more books with diverse gender identity representations are in classrooms and the library; to invite speakers; to host movies and videos; and to work with others to rename spaces in the school where all gender identities are recognized,” Miller claims.

Miller suggests that “stakeholders” walk as groups through schools and discern funding disparities between different areas. Miller's overall goal is to address the root causes of “gender identity subjugation” and combat violence.

“By violence, I mean how beliefs and mindsets create prejudice and reinforce practices that take the form of denied or diminished access to material and economic goods, public and social services, schooling policies (i.e., lack of protections and a hyper-focus on cisgender-based curricula), and political protections,” Miller writes.

Campus Reform has reached out to Miller for comment but is still awaiting comment.

[RELATED: Yale admin asks frats to ignore ‘gender identity’ during

Read more: https://www.campusreform.org/?ID=11307

STUDY STEM diversity efforts have aposunintended consequencesapos

STUDY STEM diversity efforts have aposunintended consequencesapos

An Indiana University study finds that efforts to raise awareness of the lack of women in STEM are actually making women feel more out of place.

Indiana University Professor Psychology Evava Pietri conducted the study, titled “Addressing Unintended Consequences of Gender Diversity Interventions on Women’s Sense of Belonging in STEM.” It was published on August 17 in the journal Sex Roles.

Though researchers have previously theorized that STEM intervention efforts may backfire, this is the first study to use an experimental approach to illustrate —under laboratory conditions—how “women in STEM” advocacy may be backfiring. 

[RELATED: Feds pay $8M+ to promote ‘diversity’ in STEM]

To do this, Pietrithe recruited 585 participants to watch videos on the STEM gender gap. Half of the participants watched videos depicting conversations between professors and students about the disparity and each conversation was inspired by a specific research article.  

The rest of the participants watched a set of interviews with a male psychology professor, describing how research on the STEM disparity is conducted. Unsurprisingly, the videos were effective in raising participants’ “bias literacy,” or their ability to articulate various ways in which women are subjected to bias in STEM. 

But the educational videos also had a downside. 

The videos “increased awareness of gender bias in the sciences, which led women, but not men, to ultimately experience decreased anticipated belonging and trust and increased negative affect and stereotype threat concerns about the STEM organization.” 

[RELATED: Prof finds ‘no evidence’ sexism is behind gender gap in STEM]

“Moreover, for women, awareness of gender bias in the sciences (i.e., gender bias literacy) was the mechanism underscoring their enhanced social identity threat,” Pietrithe and her fellow researchers explained. 

Moving forward, the researchers call for women in STEM advocates to be “diligent in investigating the possibility of unintended negative outcomes” before trying to get more women into STEM. 

Further, they cast doubt over whether these programs should

Read more: https://www.campusreform.org/?ID=11305

Student council members Ice cream is not aposinclusiveapos enough

Student council members Ice cream is not aposinclusiveapos enough

Student council members at The University of Wisconsin-Madison are demanding the school change the ingredients in the official university ice cream, claiming that the current ingredients are discriminatory toward some minority students.

UW-M’s official ice cream, the Babcock, contains a beef gelatin additive, which according to the legislation, “renders certain communities such as the Jewish, Hindu, Buddhist, and vegetarian unable to enjoy it without violating their beliefs.”

The legislation, titled “Ice Cream for All,” is already has eight sponsors, including the Chair, Vice Chair, and Secretary of the Associated Students of Madison Student Council. The ASM student council is comparable to a student government senate. The “Ice Cream for All” legislation will be voted on next Wednesday. 

The ASM Student Council can only recommend changes to the university administration. Nothing that the ASM Student Council passes is, in fact, a definitive change.

[RELATED: Student gov mandates diversity training for members]

The legislation states that the Babcock Ice Cream is an important tradition at UW-M, and “it would be a gross act of discrimination to continue to deprive some minority students” from eating the ice cream because of their religious beliefs. Sponsors of the legislation also added that issues like this play a part in the marginalization of students.

“Symbolic issues like these have always and will always play a critical role in whether marginalized students and people feel welcome, included, and connected to their community,” reads the legislation.

However, according to The Badger Herald, Scott Rankin, chair of the food science department, said the university ice cream shop, Babcock Dairy, offers an assortment of ice creams that are gelatin free, adding that it would be hard to replicate the taste of the gelatin-based ice cream.

RELATED: Student gov labels conservative events 'discriminatory incidents'

Yogev Ben-Yitschak, co-sponsor of the resolution as well as ASM Vice Chair, responded to Rankin’s claim, stating that Babcock Ice Cream cannot taste that much different without the gelatin additive.

If passed by the Student Counci

Read more: https://www.campusreform.org/?ID=11308

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