Abstract:“When I’m talking about the digital and what the digital makes possible, it becomes another world not unique to itself, not hermetically sealed off from some other modality, but in deep relation. The digital is another world through which we can practice thought with one another. Learning happens in digital space; argumentation happens in digital space; and pushback happens in digital space. Lots and lots of joking happens in digital space and a lot of people get angry about the joking that happens in digital … Show more
“…Inclusive curriculums may also incorporate information and history from people of different identities. Such history can be incorporated into all subjects and be a form of providing students with role models who made a positive impact on society and promoted queer joy (Persaud & Crawley, 2022).…”
Section: Implications For the Evidence-based School Counseling Frameworkmentioning
Having an affirming and inclusive school environment is pertinent to the well-being of LGBTQ+ students of color. However, research indicates that existing school policies and protections are insufficient to support this population. The present study investigates how LGBTQ+ individuals of color perceived their K–12 experiences related to their intersectional identity and their interactions with school counselors. In a focus group of three LGBTQ+ college students of color, participants recounted how they navigated their identities during their K–12 schooling. The analysis yielded five themes related to the participants’ identities: (a) isolation, (b) delayed identity development, (c) peer pressure and aggression, (d) teachers’ bias and (micro)aggressions, and (e) heteronormative curriculum and extracurricular activities. Regarding the students’ experiences with school counselors, three themes emerged: (a) school counselors were too busy to talk, (b) uncertainty about who was an ally, and (c) unsureness of confidentiality. Findings underscored the unique challenges LGBTQ+ students of color encounter related to receiving support and engaging in identity development. We discuss implications and recommendations for school counselors and school systems.
“…Inclusive curriculums may also incorporate information and history from people of different identities. Such history can be incorporated into all subjects and be a form of providing students with role models who made a positive impact on society and promoted queer joy (Persaud & Crawley, 2022).…”
Section: Implications For the Evidence-based School Counseling Frameworkmentioning
Having an affirming and inclusive school environment is pertinent to the well-being of LGBTQ+ students of color. However, research indicates that existing school policies and protections are insufficient to support this population. The present study investigates how LGBTQ+ individuals of color perceived their K–12 experiences related to their intersectional identity and their interactions with school counselors. In a focus group of three LGBTQ+ college students of color, participants recounted how they navigated their identities during their K–12 schooling. The analysis yielded five themes related to the participants’ identities: (a) isolation, (b) delayed identity development, (c) peer pressure and aggression, (d) teachers’ bias and (micro)aggressions, and (e) heteronormative curriculum and extracurricular activities. Regarding the students’ experiences with school counselors, three themes emerged: (a) school counselors were too busy to talk, (b) uncertainty about who was an ally, and (c) unsureness of confidentiality. Findings underscored the unique challenges LGBTQ+ students of color encounter related to receiving support and engaging in identity development. We discuss implications and recommendations for school counselors and school systems.
“…Seeing social action as fully determined, though, might be a result of privileging established, etic emotion terms and sense-making above emic, or lay person, understandings. Additionally, much of the cutting-edge emotion research that grapples with social change is not in emotion journals, but in journals focused on digitalization and new forms of media and social movements studies (see Davis et al, 2018; Döveling et al, 2018; Persaud & Crawley, 2022) as these fields connect to the macro-level processes of digitalization and social justice movements, some of the macro-level processes I take up below.…”
Section: Neo-emotions As Cultural Practicesmentioning
Emotion research that attends to the cultural dynamics of affective life remains underdeveloped. I outline an agenda for an understudied phenomenon that can orient emotion researchers to the situated, cultural practices of affective life: Neo-emotions. Neo-emotions, when situated within macro-level processes and cultural events, illustrate the constrained yet creative practices that social actors use to address the disconnect between one's emotional vocabulary and dynamic environment. As such, neo-emotions are analytically rich cultural practices that can be empirically explored through sociological, anthropological, historical, and psychological inquiry. I discuss a range of neo-emotions, including doomscrolling, eco-grief, and Black joy, their social antecedents (digitalization, disasters/crises, and social movements) and methodological implications for an interdisciplinary agenda.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.