Conversations about sexuality on a public university campus: perspectives from campus ministry students and leaders

Sex Education ◽  
2016 ◽  
Vol 17 (1) ◽  
pp. 103-118 ◽  
Author(s):  
Charis R. Davidson ◽  
Gabrielle M. Turner-McGrievy ◽  
DeAnne K. Hilfinger Messias ◽  
Daniela B. Friedman ◽  
Alyssa G. Robillard
2020 ◽  
pp. 79-94
Author(s):  
Andrea Kölbel

Chapter Four unpacks the decisions that students made in relation to their university studies. Drawing on the concept of ‘vital conjunctures’, it investigates to what extent students identified with somewhat stereotypical images projected onto the public university campus and explains how educated young Nepalis tried to negotiate numerous competing social pressures on an everyday basis. In an effort to comply with established notions of female and male respectability, the students made use of the campus in different and often unexpected ways. In shifting the focus of the analysis onto the reasons behind students’ absence from and presence on campus, the chapter calls attention to the spatial dimension of young people’s agency and, in so doing, advances our conceptual understanding of vital conjunctures of youth.


Author(s):  
Jenny Manry ◽  
Shala Mills ◽  
Dorothy Ochs

Students and faculty at a rural university in Western Kansas took steps to decrease food insecurity in the campus population through the establishment of a campus garden and food pantry. Over a two-year period, the campus garden was relocated and expanded to provide easy access to faculty, staff, and students. The campus food pantry was enhanced to include cold and frozen foods and well as staple items. Survey results showed an increase in participation of both the garden and food pantry over the two-year period.


Author(s):  
Charis R. Davidson ◽  
Gabrielle M. Turner-McGrievy ◽  
DeAnne K. Hilfinger Messias ◽  
Daniela B. Friedman ◽  
Alyssa G. Robillard

Despite historic existence of campus ministries at universities, little is known about the roles of campus ministry leaders. This research explored campus ministry leaders’ engagement with students through interviews (n = 19). Analysis indicated interviewees’ work includes building relationships with students, navigating the secular context of a public university, and tensions with others in campus ministry. Interviewees reported emotional strain resulting from extensive caring labor. Focused support for campus ministers would benefit both leaders and students.


2019 ◽  
Vol 10 (5) ◽  
pp. 501-511 ◽  
Author(s):  
Rubén Mendoza-Flores ◽  
Rodolfo Quintero-Ramírez ◽  
Irmene Ortiz

2020 ◽  
Author(s):  
Mitchell Robert Campbell ◽  
Markus Brauer

Discrimination has persisted in our society despite steady improvements in explicit attitudes toward marginalized social groups. The most common explanation for this apparent paradox is that due to implicit biases, most individuals behave in slightly discriminatory ways outside of their own awareness (the dispersed discrimination account). Another explanation holds that a numerical minority of individuals who are moderately or highly biased are responsible for most observed discriminatory behaviors (the concentrated discrimination account). We tested these two accounts against each other in a series of studies at a large, public university (total N = 16,600). In four large-scale surveys, students from marginalized groups reported that they generally felt welcome and respected on campus (albeit less so than non-marginalized students) and that a numerical minority of their peers (around 20%) engage in subtle or explicit forms of discrimination. In five field experiments with eight different samples, we manipulated the social group membership of trained confederates and measured the behaviors of naïve bystanders. The results showed that between 5 and 20% of the participants treated the confederates belonging to marginalized groups more negatively than non-marginalized confederates. Our findings are inconsistent with the dispersed discrimination account but support the concentrated discrimination account. The Pareto principle states that, for many events, roughly 80% of the effects come from 20% of the causes. Our results suggest that the Pareto principle also applies to discrimination, at least at the large, public university where the studies were conducted. We discuss implications for pro-diversity initiatives. This paper has not been published.


2017 ◽  
Vol 39 (2) ◽  
pp. 26-29
Author(s):  
Bonnie Glass-Coffin

We live in an era where xenophobia, Islamophobia, and dangerous “Othering” is gaining ground in our communities. If anthropology's purpose still is, as Ruth Benedict once said, “to make the world safe for human differences,” it is more important now than ever for colleges and universities to provide our students with the necessary tools to do so. This report documents how a new initiative is building capacity for positive interaction among all who orient around religion differently while building bridges of interfaith cooperation at Utah State University. After summarizing campus climate research that led to the initiative's emergence in 2014, this report summarizes some of the major changes on campus that have come about as a result of these efforts. It then discusses the pros and cons of implementing positive institutional change from the “bottom-up” versus “top-down.” It concludes by asserting that we need applied and engaged anthropology in higher education now, more than ever, to prepare our students for the challenges of living and working in the 21st century.


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