Sharing Secrets Slowly: Issues of Classroom Self-Disclosure Raised by Student Sex Workers

Rosenbloom, Susan Rakosi; Fetner, Tina

doi:10.2307/1318945

Cited by 20 publications

(12 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, it is likely that some instructors will violate boundaries and disclose too often. Even though instructor disclosure can cultivate classroom discussions, keep students involved (Rosenbloom & Fetner, 2001), motivate student learning (Frymier & Shulman, 1995) and connect how lecture material is relevant to the course (Ejsing, 2007), too much disclosure in the classroom may have negative consequences. While students generally enjoy instructors who share private information (Cayanus, Martin, & Weber, 2003), this study found too much disclosure negatively affects student communication satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction

Sidelinger

Nyeste

Madlock

et al. 2015

Communication Studies

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction

Sidelinger

Nyeste

Madlock

et al. 2015

Communication Studies

View full text Add to dashboard Cite

“…By teaching holistically, lecturers can link academic teaching to students' personal experiences and, in this way, deep learning takes place (Grauerholz, 2001). Although there are boundaries to student self-disclosure (student protection, stigma and discrimination), the notion of self-disclosure is a shared and necessary activity that would consequently influence class interactions (Rosenbloom & Fetner, 2001). …”

Section: Encourage Student Self-disclosure (Sharing/talking)mentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

View full text Add to dashboard Cite

This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

show abstract

“…Lantz (2005) explores how students fear disclosure of their sex work to classmates and professors because of the associated stigma. Rosenbloom and Fetner (2001) examined this issue of classroom disclosure among students working in strip clubs, and found that when students feared being stigmatized by their peers or instructors, they limited the amount of information they shared.…”

mentioning

confidence: 99%

Female College Students Working in the Sex Industry: A Hidden Population

Haeger¹,

Deil-Amen²

2010

NASPA Journal About Women in Higher Education

View full text Add to dashboard Cite

This study carefully examines the perceptions and experiences of several women who are part of an overlooked group-college students who work in the sex industry. Interviews were conducted with students working in strip clubs or pornography. The reasons why they choose such work and how this choice impacts them are explored. Findings reveal that the women clearly recognize the time and monetary benefits as a main motivating factor for their employment in the sex industry, and they downplay the threat of violence as the main cost. The women perceive the primary cost to be the stigma they faced and the cognitive dissonance it produces as they negotiate their student and sex worker identities. They employ a variety of coping strategies to manage the negative effects of stigma, including cognitively separating themselves from the norms of the industry, justifying why they do such work, focusing on other more positive roles, avoidance through substance use, and leaving the industry. These strategies help resolve the cognitive dissonance created by their participation in sex work. This paper will highlight the ways in which faculty and staff can assist student sex workers in developing healthy coping strategies, accessing help, and persisting in their college enrollment.

show abstract

Sharing Secrets Slowly: Issues of Classroom Self-Disclosure Raised by Student Sex Workers

Cited by 20 publications

References 14 publications

Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction

Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Female College Students Working in the Sex Industry: A Hidden Population

Contact Info

Product

Resources

About