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PurposeThis study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students' performance and, thereby grade.Design/methodology/approachThis study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.FindingsWith the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.Research limitations/implicationsThe study was conducted using a small number of samples;thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.Originality/valueParticipants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.
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Student representation and student partnership differ and the difference matters. To further scholarly understanding of, and appreciation for, the important difference between the two, we examine these two commonly evoked conceptions for student voice in higher education. We draw on two points of difference—responsibility and access—to illuminate conceptualisations and discourses of each in the current literature. In doing so, we clarify the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favour of staff selected student partner models of student representation. [ABSTRACT FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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This case study explored successes and impediments of a newly developed hybrid chemistry course at a public Midwestern university in the fall of 2021. The accelerated chemistry course was designed for first-year undergraduate students and it was technology heavy due to all the online components. The idea for hybrid delivery mode was instigated by COVID-19 pandemic and the desire to reduce face-to-face interactions on campus. The professor of the course tried new pedagogical approaches using various technologies. TPACK model was used as the conceptual framework for this qualitative study. Data were gathered by observations as well as interviewing the students, professor, and the department head. Findings suggested teaching chemistry in a hybrid manner can be successful with the right technologies and the benefits outweighed the challenges. Findings also suggested first-year undergraduate students seek human interaction and connection with the professor and find human factors impactful in their learning and retention. TPACK's claim for good teaching, then, was compared to first-year undergraduate students' view of a good teacher. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This study evaluated the Health Theory of Coping (Stallman, 2020) through an examination of the mediating role of healthy and unhealthy coping in the prediction of mental health from pandemic-related academic challenges. A total of 1317 (77% female) university students completed three questionnaires online. Hayes' Model 4 of parallel mediation was employed to analyze the mediation of healthy and unhealthy coping between academic challenges and mental health in the second quarter of 2020. Findings suggested that students experienced academic challenges in the sudden shift to online classes in the early months of COVID-19 pandemic. These challenges were associated with poor mental health, less use of healthy coping strategies, and an increased use of unhealthy coping strategies. Results also showed that both healthy and unhealthy coping partially mediated academic challenges and mental health. This implies that the challenges of adapting to the demands of online classes lessened the participants' ability to use healthy ways of coping, (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This article mainly studies the mental health status and influencing factors of Chinese college students based on SCL-90 during the new crown pneumonia epidemic. Retrieve documents on the mental health of Chinese college students during the period of COVID-19 from databases such as CNKI, Weipu, Wanfang Data Knowledge Service Platform, Chinese Biology Literature Database, Cochrane Library, PubMed, and Web of Science. Using RevMan 5.4 software to meta-analyze the literature, to study the mental health of Chinese college students during the period of COVID-19. The results showed (1) During the period of the new crown pneumonia epidemic, only the terrorist factor scores of college students were higher than the national college student norm, and the scores of other factors were lower than the national college student norm. Only the paranoid and psychotic factors were statistically significant, and the effect sizes of other factors were all No statistical significance (P>0.05). (2) The scores of all factors of college students during the period of the new coronary pneumonia epidemic were higher than those of SARS college students. Except for anxiety and terror factors, the effect sizes of other factors were not statistically significant (P>0.05). (3) Factors such as gender, ethnicity, discipline, place of origin, and major have an impact on the research results. During the new crown pneumonia epidemic, universities in our country were under the influence of certain psychological stress. For students of different genders, ethnicities, disciplines, and majors, different programs were adopted in the content and methods of psychological assistance. © 2022 IEEE.
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Purpose: The study aimed to understand the perspectives of students in college who were homeless. The research question guiding this inquiry was: How do young adults describe their experience of being homeless while in college?Method: Qualitative research using a phenomenological approach guided this descriptive inquiry. Interviews were held with 10 students from three CUNY Community Colleges and the data was analyzed using Interpretative Phenomenological Analysis. Resilience theory helped to understand the barriers along with the strengths and adaptive responses of the students.Results: Students experienced unstable and inadequate sleeping arrangements and food insecurity along with their academic responsibilities. Homelessness impacted their ability to do their classwork. Finding a quiet place to study and internet access off-campus was difficult. Many were also working or looking for work which added to their burden. These pressures impacted their mental health and students were discreet about disclosing their homeless status. Despite these challenges, students viewed homelessness as a temporary, surmountable challenge and had positive expectations for their future. They were determined to persist and viewed college as a pathway out of homelessness. Students identified their needs and made recommendations related to housing and financial assistance, and targeted services for students experiencing homelessness.Conclusion: Existing campus support programs do not adequately address the complex issues students who are homeless face. The landscape has changed, and more students are experiencing basic needs insecurity and homelessness due to the COVID-19 pandemic. These underserved students require a learning environment that enables all students to persist and complete college. This research contributes to a better understanding of homelessness at CUNY campuses and makes recommendations for practice and policy. More research is required to develop specifically tailored and context-appropriate interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Homesickness is a complex phenomenon that operates on a spectrum and impacts individuals' psychological, cognitive, and physical functioning. Sufferers experience a preoccupation of home and a strong desire to return home. In higher education, homesickness among first-year students has been linked to a higher risk of dropping out of school, symptoms of depression and anxiety, and a lack of satisfaction with the overall college experience. Through the lens of belongingness theory, this phenomenological study examined the essence of the homesick experience among first-time undergraduate college students living in the residence halls of a private Catholic college in the Northeast. The seven participants self-identified as experiencing homesickness during their first week away from home and agreed to participate in three semi-structured interviews across the span of the Fall 2020 semester when COVID-19 precautions were in place. Most participants spoke about homesickness as a paradoxical experience filled with mixed emotions. Common triggers of homesickness included reminders of home, a lack of activities and connections, and being alone. Participants indicated that establishing a sense of comfort in their new environment played a central role in reducing symptoms of homesickness. Lastly, the COVID-19 pandemic prolonged students' homesickness and created an additional obstacle from achieving a sense of belonging at college. This study adds important dimensions to the complex nature of homesickness and its progression for first-year college students. Recommendations for parental guardians, higher education administration, and students are outlined for reducing or avoiding homesickness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The negative impact of mental health concerns experienced by college students has prompted faculty teaching in-person to become gatekeepers, assisting students in accessing mental health services. COVID-19 has changed the learning environment and presented a need to explore the role online faculty play as gatekeepers. The purpose of this study was to investigate online faculty's willingness to refer students to university mental health services by applying factors shown to influence in-person faculty in context of the health belief model. Using a quantitative, non-experimental, cross-sectional study design, 182 online faculty completed an online survey assessing the likelihood of making a referral to university mental health services. The researcher operationalized constructs from the health belief model into variables using two previously validated instruments and three researcher-developed statements. Pearson's correlation indicated that all but one independent variable, the perceived barriers to referring, were correlated with the dependent variable, likelihood to refer (p < .01). A multiple linear regression analysis found perceived threat, perceived benefits, perceived self-efficacy, and cues to action reliably predicted online faculty willingness to refer students to university mental health services (F (4, 177) = 27.70, p < .05, adj. R2 = .37). Perceived self-efficacy had the most significant predictive ability (B = 1.23, Beta = .62). Identifying the predictive factors for online faculty as gatekeepers fosters an understanding of online faculty mental health education needs. Targeting these mental health education needs enhances assistance for students, which promotes positive social change by encouraging referrals to mental health services, enriching student physical and mental health and academic success. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students' self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students' self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Purpose: The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. Methods: In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Results: Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one's preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Conclusions: Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This study investigates the perspectives of part-time students and academics on the uses of blogs within Higher Education. It examines blogging within a socio-cultural framework through the theoretical lens of connectivism (Siemens, 2009, 2018;Downes, 2012). Qualitative methodologies are utilised in the interpretivist paradigm to understand the challenges and benefits of using a blog. This research reports Academic and student views regarding the usefulness of blogging for educational purposes, describes how and why blogs are used and reveals why uptake for some students is limited.A small-scale research project, using thematic analysis to investigate samples of student blogs and examine interview data, involved the analysis of the contents of 12 students' blogs, followed by interviews with students (n=8) and academics (n=4). This research took place at two universities in the East Midlands, and focussed on two professional education courses during the first term of the first year of study. The findings identified benefits for students, both in their academic and reflective writing and in synthesising theory with their professional practice. However, the need for appropriate training to combine pedagogical design with collaborative technologies, accessible to both staff and students, emerges as an essential priority. Moreover, it was important to understand the broader context of multiple online platforms and face-to-face communication that students are already accessing. Finally, traditional delivery models within practices and concepts of academic and student roles, i.e., expert and novice, limit the role of the 'More Knowledgeable Other' (MKO) to the academic alone, which influences how the blog was viewed, used and valued within student groups.The findings further developed Garcia et al. (2013) model of connectivism and supports that learning occurs within a fluid and dynamic context online. In this evolved model, the various students can be centrally vii active or more passive at different times but still engaged. All the actors have agency in this sense, even when they choose to behave as 'lurkers'. The findings suggest that this new model recognises the vital importance of the expert within the system and argues that, for blogs to achieve maximum benefit, the academic needs to play a central role (at least initially).Recommendations are contextualised as part of a set of potential responses to the current COVID-19 pandemic and post-pandemic climate, as blogging could play an important role in a range of online teaching scenarios in higher education (HE). (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The restrictions imposed during the COVID-19 pandemic have challenged human daily activities and habits worldwide. In this novel scenario, technology proved to be a resource for individuals and communities. A qualitative study explored the typologies of services primarily used by Italian university students in Spring 2020 during the first lockdown period. Technology emerged as a major resource, facilitating daily tasks such as learning activities, relationships, and leisure. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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As society continues to recover from the economic impact of the Covid-19 pandemic, there is an increasing need to support the financial capability of vulnerable communities like first-generation college students (Office of Human Services Policy, 2021). The sooner college students can achieve financial stability by making better decisions regarding debt acquisition, credit cards, savings accounts, and financial goal-setting (Eichelberger et al., 2017), the sooner they will establish a sustainable economic foundation for their futures. First Gen Money is an innovative solution to help first-generation college students become financially capable. This online program promotes the financial capability of first-generation college students by increasing access to quality financial education and financial coaching services and providing a safe space online for first-generation college students to learn, grow and connect. This project will contribute to the literature on financial capability and offer an alternative approach to addressing financial capability among this population. In addition, this project, First Gen Money, shifts the focus from financial literacy alone to engaging with multiple aspects of financial capability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Psychological health among students was an important issue even before the Covid-19 crisis. University students are exposed to high levels of psychological stress. Among the dimensions studied with student psychological well-being, perfectionism is increasingly explored in the literature. While perfectionism can be adaptive, it can also be a source of vulnerability to stress when expectations and aspirations exceed the student's resources. Furthermore, the literature has repeatedly shown the role of social support in good psychological health. The present study investigates the mediating and moderating effects of social support on the relationship between perfectionism (self-oriented and socially prescribed) and internalizing symptoms (anxiety and depression) in university students. Longitudinal data were collected at three measurement times among 60 undergraduate students from the University of Montreal. First, correlational analyses showed that socially prescribed perfectionism was related to anxiety symptoms at Time 1 and Time 3, as well as to depressive symptoms at Time 1. Second, perceived social support was negatively associated with anxiety and depressive symptoms. Linear regression analyses did not show that self-oriented perfectionism and socially prescribed perfectionism are associated with increased anxiety and depressive symptoms over time. Third, mediation analyses fail to show that social support mediates the relationship between perfectionism and students' internalized symptoms. Finally, moderation analyses fail to confirm the role of social support as a moderator of the relationship between perfectionism and symptoms of anxiety and depression. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (French) La sante psychologique etudiante constituait deja un enjeu important avant meme l'avenement de la crise liee a la Covid-19. Les etudiants universitaires sont exposes a des niveaux de stress psychologique eleves. Parmi les dimensions etudiees en lien avec le bien-etre psychologique etudiant, le perfectionnisme est de plus en plus explore dans la litterature. Bien que le perfectionnisme puisse etre adaptatif, il peut aussi constituer un facteur de vulnerabilite au stress lorsque les attentes et les aspirations depassent les ressources de l'etudiant. Par ailleurs, la litterature a montre a plusieurs reprises le role du soutien social pour une bonne sante psychologique. La presente etude porte sur les effets mediateur et moderateur du soutien social sur la relation entre le perfectionnisme (oriente vers soi et prescrit socialement) et les symptomes interiorises (anxiete et depression) chez des etudiants universitaires. Des donnees longitudinales ont ete recueillies a trois temps de mesure aupres de 60 etudiants au baccalaureat a l'Universite de Montreal. Dans un premier temps, les analyses correlationnelles ont montre que le perfectionnisme prescrit socialement est lie aux symptomes anxieux au temps 1 et au temps 3, ainsi qu'aux symptomes depressifs au temps 1. Le soutien social percu est associe negativement aux symptomes anxieux et depressifs. Des analyses de regression lineaire n'ont pas montre que le perfectionnisme oriente vers soi et le perfectionnisme prescrit socialement sont associes a une augmentation des symptomes anxieux et depressifs a travers le temps. Des analyses de mediation ne permettent pas de montrer que le soutien social joue un role mediateur sur la relation entre le perfectionnisme et les symptomes interiorises des etudiants. Enfin, des analyses de moderation ne permettent pas de confirmer le role du soutien social comme moderateur du lien entre le perfectionnisme et les symptomes d'anxiete et de depression. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement (French) Plusieurs etudes ont montre que les etudiants universitaires presentent des niveaux eleves de detresse psychologique (anxiete et depression);Le perfectionnisme est associe a des niveaux eleves de detresse psychologique chez les etudiants universitaires, surtout le perfectionnisme prescrit socialement (qui provient des autres);Les etudiants qui beneficient d'un bon soutien social montrent moins de symptomes de depression et d'anxiete. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Counting is an intellectual activity that is usually identified with the assignment of positive whole numbers ("1, 2, 3, 4, ...") in one-to-one correspondence with a collection of items in one's attentional field. Taking into account a broader, combinatorial meaning of the term, counting extends far beyond this description. Enumerative combinatorics, the field of mathematics concerned with problems and techniques of counting, typically involves determining the number of different "ways" a given set of objects can be arranged, in relation to each other, into particular kinds of composite structures. One basic but fundamental type of structure is a linear arrangement, or permutation. Most often, permutations consist of sets of spatial objects placed in a line, where one permutation differs from another if there is a difference in how objects within the arrangements are placed in relation to each other. However, permutations can also take the form of sequences of actions or events that occur in a temporal order in relation to each other.In general, the number of permutations of n distinct items can be computed using a multiplicative expression of the form n x (n-1) x ... x 2 x 1, which is usually denoted n! (and read as "n factorial"). A vast range of combinatorial structures - including (but not limited to) partial permutations, permutations with repetition, combinations, and combinations with repetition - can be conceptualized in terms of permutations, and they can be enumerated using operations on factorial expressions. Thus, permutations constitute a fundamental concept for conceptualizing and reasoning about many additional combinatorial structures. Yet many important questions about student reasoning and learning of permutations remain unanswered, questions which constitute the focus of this work. What mental actions/operations, concepts, and strategies do non-STEM college students, without prior combinatorics instruction, use to count permutations? Can a progression of levels of sophistication be identified in students' reasoning? How can students' knowledge of counting permutations serve as a constructive resource for their initial enumerations of partial permutations? How can a theory of levels of ion and of spatial-temporal-enactive structuring be used to capture students' reasoning about permutations? Lastly, what instructional approaches were productive toward supporting student learning?To address these questions, I conducted one-on-one teaching experiments with undergraduate students enrolled at The Ohio State University. In this dissertation, I report on data from two of these students' case studies. These two students, Ashley and Mary (pseudonyms), were chosen because they had not received prior instruction in combinatorics or probability, and because I found their development throughout the study to likely be representative of a broader case of undergraduate students' reasoning in relation to students who participated in a prior research study. Because of the COVID-19 pandemic, each teaching experiment was conducted remotely using the video conferencing system Zoom. Each student's teaching experiment consisted of a pre-assessment, a set of 9 to 10 teaching episodes, and a post-assessment. Pre- and post-assessments were conducted as semi-structured interviews, while teaching episodes consisted of tasks and follow-up questions intended to elicit perturbations and/or new insights. Multiple tasks involved digital learning environments, developed in Geometer's Sketchpad, within which students were able to use perceptual materials to reason about combinatorial structures. Through a careful and detailed analysis of the two case-study students' actions, concepts, and strategies that emerged throughout their teaching experiments, I address the overarching questions that guided this work. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Digital reading by college students has become a basic trend with the development of digitalization and network technology, and its role has become more and more prominent under the influence of COVID-19. From the perspective of Marxism epistemology, this paper conducts a large-scale sample survey and SPSS statistical research. By means of independent sample t-test, variance analysis, multi-corresponding variable analysis and cross-tabulation and other statistical commands, this paper analyzes the pattern, preference and attitude of digital reading among college students. It proposes corresponding countermeasures from three levels of digital content, university library and college students as the subject. © 2022 IEEE.
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This study examined undergraduate college students' sense of belonging during the COVID-19 pandemic and how student services staff addressed belonging during this time. The social cognitive theory served as the theoretical model. Three research questions guided this inquiry: What is undergraduate college students' current sense of belonging right now? How do undergraduate college students feel their sense of belonging was impacted during the pandemic? What strategies or practices do students and staff feel impacted students' sense of belonging during the pandemic? The study was conducted using a mixed methods design at a small, private university in the Southwest region of the United States. Student perceptions of belonging were gathered via a quantitative survey. Data analyses included descriptive and inferential statistics. Qualitative, semi-structured interviews were conducted with student services staff and analyzed using open and axial coding and the identification of themes. Findings indicate that while students had a high sense of belonging at survey completion, they also expressed mixed reactions about their belonging during the pandemic. Staff identified making connections with students as the primary strategy to address belonging, described as resources referrals, facilitating programming, and student employment. Students noted that organizations and in-person events impacted their belonging. Students also identified mental health resources and university employees as resources or services. This study addresses a gap in the literature-understanding belonging in a primarily remote learning setting during the COVID-19 pandemic-and contributes to the literature by building on specific mechanisms in the institutional environment that shape belonging. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This chapter recounts the story of how I came to design a Research Apprenticeship Course at UCLA-what we call the RAC. I lay out the origin story of the RAC dating back to early collaborations with Arturo Madrid of the Tomas Rivera Policy Research Center and the Ford Foundation Family of Fellows in the mid to late 1980s. These collaborations helped me establish the blueprint for the RAC as an academic counterspace-a space centered on identifying, analyzing, and challenging race and racism in education. We did this by extending Critical Race Theory (CRT) in the Law to the fields of Education, Race and Ethnic Studies, Women of Color Feminist Theories, and Freirean Critical Theory. My journey weaves in the stories of former students and their relationship to the RAC and how the RAC impacted their research, teaching, and service. Prologue: This essay has an interesting origin story. The two editors of this special issue, Professors Laurence Parker and Maria Ledesma contacted me in early 2020 and asked if I would write a reflective story of my Research Apprenticeship Course (RAC). To move the process along, Professors Parker and Ledesma came to the RAC and spoke to our students on March 13, 2020, at the University of California, Los Angeles (UCLA). As a result of the COVID-19 pandemic, UCLA shut down all on-campus instruction on Wednesday, March 11, and moved online. The March 13 RAC was my first attempt at online instruction. If I recall, we had around 30 students attending online via Zoom, and five were in our Moore Hall classroom. During the RAC, Professors Parker and Ledesma asked the students to send their reflections or their stories of the RAC. They also sent out an email to former students asking for their reflections. After the March 13th RAC, I wrote the first draft of this article. Professors Parker and Ledesma then inserted the selected reflective quotes they received from the students into the narrative. I then weaved the quotes into the story of the RAC. In the Critical Race Counterstory tradition, the following narrative reflects the collaboration of Professors Parker and Ledesma, my former students, and myself. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Hookup culture is frequently branded as promoting female empowerment, yet many detrimental effects of hooking up have been documented for women. The present study investigates the lived experience of college women in hookup culture through a phenomenological research method, paying special attention to their experiences of empowerment and/or disempowerment. An intersectional feminist lens is utilized to include how college women's experiences with power are also shaped by multiple identities in addition to gender, such as race and sexual orientation. Additionally, this dissertation explores how the coronavirus pandemic has impacted hookup culture. Six diverse college women were interviewed, their interviews coded for themes. The seven overarching themes participants spoke about were: women as sexual objects, consent in hookup culture, communication in hookup culture, the social effects of hookup culture, the emotional effects of hookup culture, the role of the pandemic on hookup culture, and their experiences of power and identity in hookup culture. This study concludes that hookup culture is not always as advertised, with significant disempowering aspects that women are sometimes silenced from voicing. A continued power imbalance between men and women may shape the way college students interact sexually. Implications for psychotherapy, program development, and future research are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)