by Deona Hooper, MSW
On October 25, 2012, Marian Wright Edelman, Founder and President of the Children’s Defense Fund spoke at the Duke University Terry Sanford Public Policy Building in Durham, North Carolina. I had the privilege of attending this event along with many others who were interested in hearing her views on poverty and education. Ms. Edelman spoke in detail about the challenges children in poverty face in receiving a quality education. The event was sponsored by the Crown Lecture in Ethics, named after its benefactor Lester Crown, which was established to bring speakers to Duke in order to discuss ethics in arts, sciences, medicine, business, and other areas.
Ms. Edelman, a graduate of Spellman College and Yale Law School, began her career as the first African-American woman admitted to the Mississippi State Bar. She led the NAACP Legal Defense Fund in Jackson, Mississippi before moving to Washington, D.C in 1968 as counsel for the Poor People’s Campaign created by Dr. Martin Luther King. Ms. Edelman also served as the Director of the Center for Law and Education at Harvard University for two years, prior to creating Children’s Defense Fund in 1973. Ms. Edelman was also award our country’s highest civilian honor, the Presidential Medal of Freedom, as well as the Robert F. Kennedy Liftetime Achievement Award.
The theme of her speech was ” What Can I Do….Is the Question?”. She points out that society appears to be waiting for the next charismatic leader like Dr. King to lead us into the next movement of our day. However, Ms. Edelman points out that civic engagement must begin with each of us asking, “What Can I Do”. She offered several lessons that she has learned from Noah’s Arc, and there were a couple that were really insightful for me. The first lesson was “Don’t Miss The Boat” which means listening to naysayers and critics may prevent you from fulfilling your destiny. The other profound lesson was that Noah’s Arch was built by an amateur and the Titanic was built by professionals. In essence, one’s status or level of importance does not determine the depths of one’s abilities and achievements. In conclusion of her speech, Ms. Edelman prayed for underprivileged children. However, she also said a prayer for children of privilege blessed with high intellect yet a low quotient of compassion.
The event was not without its controversy as a result of Ms. Edelman’s strong advocacy for Charter schools in lieu of public schools. During the Q & A section, a public school teacher had to be removed by security as result of his strong opposition to Ms. Edelman’s position and possible profit-making motivations for advocating for Charter Schools. In my observations of the event, I noticed a lot of educators, lawyers, and community members, but once again where were the Social Workers. How can there be a conversation about increasing outcomes for the poor without Social Workers being apart of that conversation? Charter schools or Public Schools, how much does the quality of an educational facility matter when a child is being abused and/or neglected at home? It feels like everyone is discussing what dishes to be served for a five course dinner, and what desserts to have without given thought to the table and chairs.
Cultural Competency in the Classroom
A beneficial, yet challenging, factor of education today involves the increasing diversity in our schools. Because of the ever-growing demographics, teaching cultural competency has become a major focus in the classroom, especially for a public school system as vast and diverse as Montgomery County.
It’s not only students that are getting instruction on cultural competency. These lessons start at the top with administrators, curriculum writers, and educators all participating in this movement in favor of cultural awareness and appreciation.
Because culture involves a deeply personal, ingrained set of beliefs, behaviors, practices, and values, most people are at least somewhat unaware of cultures to which they do not prescribe. This is especially the case for young children who are just beginning to explore the world around them.
Culturally-responsive instruction truly begins with a look at one’s self through reflection—it isn’t until we truly understand ourselves that we can begin to understand others around us.
Build a classroom environment founded in cultural appreciation by abolishing the word “normal.”
Just because a behavior or characteristic might be our cultural norm, this does not mean that it is the “normal” or “right” way. Likewise, just because a behavior or trait may be unfamiliar to us, this does not mean that it is weird, wrong, or abnormal. Remind children that, just as we are all unique beings, our beliefs and values may cause us to speak, dress, and behave differently. Reinforce the mindset that cultural diversity provides learning opportunities that a culturally-homogeneous classroom would not necessarily have.
Because each student comes from a different upbringing, with different customs, traditions, family structures, etc., the perspectives that we can gain by embracing our peers’ cultures are limitless. If we hold one another’s culture in high esteem by valuing it as a chance to gain knowledge about something new, we no longer see our peers as “odd” or “different.” Instead, children learn to place the emphasis on the fact that a peer’s culture has provided them with information and knowledge that they would not have known otherwise.
Beef up the classroom library with culturally diverse options for students to explore.
Keep in mind that a culturally-relevant text does not receive its credit simply from the author’s culture. A novel about a child growing up during British imperialist India could provide plenty of opportunities for culturally-rich discussion—or it could oversimplify a culture or lack an important perspective all together. The key is to explore an abundance of different styles of texts, by many different authors, on a plethora of different subjects and themes. After doing plenty of research, and taking your students’ cultures into account, set up a culturally competent classroom library.
Encourage courageous conversations surrounding cultural norms and where they originate.
For instance, when examining the protagonist throughout the course of a novel, prompt the class to ask analytical questions about the character’s motivations, thoughts, and decisions. What do we know about this character’s values, background, upbringing, family structure, etc.? How are our lives similar or different because of our own cultures? How might our own beliefs impact the way that we view or characterize the protagonist? What more would we need to know or discover about the main character in order to fully understand why she behaves a certain way?
If we take steps to expose students to diverse cultures and guide their exploration of different customs, traditions and perspectives, they will learn to embrace new ideas and better navigate our world.
Teaching Inclusion in the Classroom
General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account.
One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.
One best practice that supports inclusion is to vary the output of information. By this, we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction.
Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.
Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways.
This means that not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.
Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics.
The point is, when students are engaged, learning not only flourishes but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so maybe their interests.
This is where building relationships with students become essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.
Study Identifies Risk And Protective Factors For Depressive Symptoms In African-American Men
African-American men report an average of eight depressive symptoms in a month, with family support, mastery, self-esteem, chronic stressors and discrimination among the factors that are significant to their psychological health, according to a new study led by researchers at Georgia State University.
Although African-Americans are less likely than whites to meet the criteria for major depressive disorder, they are at increased risk for depressive symptoms. Few studies have focused on identifying the risk and protective factors that contribute to depressive symptoms in African-American men, which this study addresses.
The researchers determined the stress process model, a framework for understanding health and health inequalities, was useful for identifying psychosocial risk and protective factors in African-American men, explaining about half (50 percent) of the depressive symptoms. The findings could be beneficial for directing health initiatives and policies aimed at improving the psychological health of this population.
They also found some of the risk and protective factors influence each other. For instance, self-esteem and mastery (how people perceive control over things that happen to them) play an important role in mitigating the negative psychological harm associated with lower-income neighborhoods. Family support also was a buffer for the harmful mental health effects of stress exposure. The increased depressive symptoms associated with higher levels of chronic stressors and daily discrimination are relatively lower among African-American men who report more family support.
“The factors that contribute to the mental health of African-American men are consistent with research on the factors that are important for the psychological well-being of the general population—coping resources, stress exposure and economic conditions,” said Dr. Mathew Gayman, associate professor in the Department of Sociology at Georgia State. “However, African-American men report, on average, fewer coping resources, greater stress exposure and poorer economic conditions than the general population.
It is the systematic disparities in these factors that contribute to race inequalities in psychological health. Ultimately, if we want to address the increased risk for mental health problems (and mental health generally) experienced by African-American men, we must address the social conditions and forces that shape race disparities in coping resources, stress exposure and economic conditions.”
Using data from a community-based study of Miami-Dade County (Fla.) residents that was linked to neighborhood census data, the researchers surveyed nearly 2,000 people from different ethnic groups between 2000 and 2001. Analysis for this study was limited to only African-American men, a sample of 248 participants.
Depressive symptomatology was assessed using the Center for Epidemiologic Studies Depression scale. Participants were presented with statements such as “You felt depressed” and “You felt that you could not shake off the blues” in the past month and asked to give responses ranging from 0 (not at all) to 3 (almost all the time). Higher scores represented more symptoms.
Various scales were also used to assess socioeconomic status (individual-level and neighborhood-level), social stressors, daily discrimination, perceived social support, mastery, and self-esteem.
About 11 percent of the African-American men reported 16 or more depressive symptoms, a cutoff often used to estimate for clinical-level depression, although depressive symptoms in these men might be underreported because of gender differences in the expression of depression. Consistent with previous research, this study found individual socioeconomic status in African-American men was not associated with depressive symptoms, possibly because of the often-unrealized rewards associated with higher income and education among African-Americans.
However, the researchers determined African-American men living in lower socioeconomic neighborhoods experienced significantly more depressive symptoms, highlighting the significance of neighborhood socioeconomic status in their psychological health.
Because African-American men are more likely than white counterparts to live in lower-income neighborhoods, the researchers conclude that public health policies aimed at addressing poor mental health among African-Americans should account for neighborhood conditions. The findings also indicate that while self-reliance through mastery and self-esteem may be important for mitigating the psychological consequences associated with living in relatively poor neighborhoods, the ability to perceive support from one’s family is important for minimizing the negative mental health consequences of stress exposure for African-American men.
The findings are published in a special issue on the Psycho-social Influences of African-Americans Men’s Health in the Journals of Gerontology: Psychological Sciences. Co-authors of the study include Drs. Ben Lennox Kail and Amy Spring and Ph.D. student George R. Greenidge Jr., and it was funded by the National Institute on Drug Abuse of the National Institutes of Health.
Teachers Report Weaker Relationships with Students of Color, Children of Immigrants
The relationship between teachers and students is a critical factor for academic success. However, a new study by NYU Steinhardt School of Culture, Education, and Human Development finds that teachers report weaker relationships with children of immigrants and adolescents of color.
“Teachers’ relationships are hugely important for all students, but particularly so for groups that are marginalized. Yet, the students who could most benefit from relationships with their teachers are the ones that have the least access to strong teacher-student relationships,” said Hua-Yu Sebastian Cherng, assistant professor of international education at NYU Steinhardt and author of the study, published online in the American Journal of Education.
Since 2014, public school classrooms have reflected a demographic shift in the United States, with the overall number of Latino, African-American, and Asian students surpassing the number of White students, according to the National Center for Education Statistics. Students of color now make up the majority of students, but inequities between students of different backgrounds have continued to plague the education system.
Existing research highlights the importance of teacher-student relationships on academic indicators such as test scores, classroom engagement, and interest in learning. Teachers not only play a pivotal role in developing students’ knowledge and skills, but can also serve as role models.
But research also presents a mixed view of student-teacher relationships with students of color and immigrant youth. Though these groups of youth may be especially reliant upon their teachers, many also report discriminatory experiences or few interactions with staff.
In the current study, Cherng studied two aspects of teacher-student relationships: whether teachers form equally strong relationships with students from different backgrounds and whether these relationships shape students’ academic expectations for themselves.
Using the Education Longitudinal Study of 2002, a nationally representative sample of high school students and their teachers, Cherng analyzed teacher surveys for English and math high school teachers. Relationships were measured three ways: how familiar a teacher reported being with a student, whether the teacher perceived a student to be passive or withdrawn, and engagement in conversation with students outside the classroom. These surveys were linked with academic and demographic data for their students.
For the analysis examining teacher-student personal relationships and later academic outcomes, a measure of student academic expectations was used, which gauged whether a student expected to go to and complete college.
Cherng found that not all groups of students enjoy strong teacher-student relationships; patterns of relationships varied by subject taught, race/ethnicity, and whether students were immigrants, children of immigrants, or third-generation and beyond. For instance, English teachers reported weaker relationships with Asian American students and math teachers with their Latino students compared to third-generation White students.
“Different patterns in student-teacher relationships among English and math teachers suggest that distinct stereotypes may shape relationships,” Cherng said.
In contrast to these patterns of disadvantage, English teachers reported stronger relationships with third-generation Black students compared to third-generation White students. This may reflect teachers’ concerted efforts to close the achievement gap between White and Black students.
The study also highlights the important role of strong teacher-student relationships in fostering student academic expectations: early teacher-student relationships impact later student academic expectations. In other words, teacher-student relationships can inspire students to have high academic ambitions.
“This study demonstrates that teacher-student relationships are a valuable source of social capital in that they help shape students’ academic expectations. However, these relationships are not a resource that is equally available to all students,” Cherng said. “In contrast to the idea that racial discrimination is an intentional disparagement, the findings may reflect a subtler form of racial discrimination: teachers may be unfamiliar with the lives of all of their students, and this lack of knowledge may hinder relationships.”
Cherng notes that the study supports the necessity of rigorous teacher training in cultural awareness in order to overcome biases and improve relationships between teachers and students.
Offhand Comments Can Expose Underlying Racism, UW Study Finds
Blatant racism is easy to identify — a shouted racial slur, a white supremacist rally, or the open discrimination, segregation and violence of the pre-civil rights era.
But more subtle forms of bias, called microaggressions, emerge in the everyday exchanges among friends and strangers alike and can offend racial and ethnic minorities.
Such statements, uttered intentionally or inadvertently, draw upon stereotypes and are linked with racism and prejudice, according to a University of Washington-led study. The research is believed to be the first of its kind to explore microaggressions from the perspective of those who commit them, and suggests that whites who are more likely to deliver microaggressions are also more likely to harbor some degree of negative feeling toward blacks, whether they know it or not.
The concept of microaggressions has garnered greater attention in today’s political environment, explained lead author Jonathan Kanter, a UW research associate professor of psychology.
“Our study results offer validation to people of color when they experience microaggressions. Their reactions can’t simply be dismissed as crazy, unreasonable or too sensitive,” Kanter said. “According to our data, the reaction of a person of color — being confused, upset or offended in some way — makes sense, because they have experienced what our data show: that people who are more likely to make these comments also are more racist in other ways.”
The study appears online in the journal Race and Social Problems.
For this study, the team, with the help of focus groups of students of color from three universities, devised the Cultural Cognitions and Actions Survey (CCAS) and administered it to a small group of students — 33 black, 118 white — at a large public university in the Midwest. The 56-item questionnaire asks the white respondent to imagine him- or herself in five different everyday scenarios involving interactions with black people, such as talking about current events, attending a diversity workshop, or listening to music. The respondent then considers how likely he or she is to think or say specific statements. For black respondents, the wording of the scenarios and questions was revised slightly to assess whether they would experience racism. Each of the statements included in the survey was deemed at least somewhat, if not significantly, offensive by black students.
In the “current events” scenario — the one that yielded the highest percentage of “likely” responses from whites — respondents were to imagine talking about topics in the news, such as police brutality and unemployment. More than half of white respondents said they would think or say, “All lives matter, not just black lives,” while 30 percent said they might say, “I don’t think of black people as black,” and 26 percent said they were likely to think or say, “The police have a tough job. It is not their fault if they occasionally make a mistake.” More than half of black respondents identified each of those statements as racist.
Responses on the CCAS were then related to several validated measures of racism and prejudice, to determine if one’s likelihood of making microaggressive statements was related to these other measures. An additional scale controlled for social desirability — the idea that respondents might answer in ways that put themselves in the best possible light.
Results indicated that white students who said they were more likely to make microaggressive statements were also significantly more likely to score higher on all the other measures of racism and prejudice, and results were not affected by social desirability.
The statement that yielded the highest statistical relation to other measures of racism among white respondents came from the “diversity workshop” scenario, in which a class discusses white privilege. Though only about 14 percent of white respondents said they were likely to think or say, “A lot of minorities are too sensitive,” the statement had the highest correlation with negative feelings toward blacks. Nearly 94 percent of black respondents said the statement was racist.
The correlations between statements and attitudes are averages from the study sample, Kanter said, and so the results do not address the intentions or feelings of any one person.
“It doesn’t mean that on a case-by-case basis, if you or I engaged in microaggressions, that we have cold or racist feelings toward blacks,” he said. “But the study says that regardless of the intention behind a microaggression or the feelings of the specific person who uttered it, it’s reasonable for a black person to be offended. On average, if you engage in a microaggression, it’s more likely that you have cooler feelings toward black people, and that whether you intended it or not, you’ve participated in an experience of racism for a black person.”
In many ways, overt racism has declined gradually since the civil rights movement, Kanter said, and white people often assume that because they do not utter racial slurs, or perhaps are well-versed in and value social justice, that they do not have to worry about engaging in racist behavior themselves.
“It can come as a bit of a shock to a lot of white people that their behavior and attitudes are under scrutiny,” said Kanter, who pointed out that as a white male, he has had to confront realizations about his own behavior over time. “The nature of how we’re looking at racism is changing. We’re now able to look at and root out more subtle forms of bias that weren’t focused on before because explicit racism was taking a lot of the attention.”
Taken in isolation, the size and location of the study sample limit the generalizations that can be made, Kanter said. But the idea behind the CCAS is to use it elsewhere and adapt it to focus on other racial and ethnic minorities so as to better understand racism and develop educational tools to combat it. The survey has since been used at the University of Washington, he added, where early results are very similar to those reported in the published article.
Kanter said he’s heard from critics who say the study has a liberal bias, or that the research should examine offenses against white people. But he says the point is to address racism targeted at oppressed and stigmatized groups.
“We’re interested in developing interventions to help people interact with each other better, to develop trusting, nonoffensive, interracial relationships among people. If we want to decrease racism, then we need to try to decrease microaggressions,” he said.
Other authors of the study were UW graduate students Adam Kuczynski and Katherine Manbeck; Monnica Williams of the University of Connecticut, Marlena Debreaux of the University of Kentucky; and Daniel Rosen of Bastyr University.
Increasing Workplace Diversity: The Glass Escalator Phenomenon in Female Dominated Professions
Many assume that most workplaces are meritocracies where effort is rewarded by advancement and success. But as companies in the United States strive to accommodate greater racial and ethnic diversity, this premise has proved questionable for women and non-white men.
Broadly-designed efforts to incorporate black workers into positions where they are underrepresented, particularly in professional or managerial jobs, have been largely unsuccessful. Relatively few black people have attained high-status positions in the medical, legal, and scientific and engineering fields; and racial gaps persist for highly-educated blacks in white collar and professional positions.
To support the advancement of black workers in white-collar occupations, researchers and managers need to understand how implicit behavioral biases can sideline black careers. My research deals with these issues in various kinds of job settings.
Various jobs come with unspoken emotional requirements, rarely codified, that hold workers accountable for creating feelings in themselves or others. For instance, customer service workers are expected to make clients feel respected and valued. Flight attendants must remain calm even when interacting with unruly passengers. Such emotional requirements mean additional labor for workers of all races, yet black professionals in predominantly white environments must also deal with racial dynamics that further complicate this work.
Both inside and outside of the workplace, the implicit emotional rules that black professionals must meet – often, they say, at great cost – are quite different from those applied to their white colleagues. Black professionals are expected to express emotions of pleasantness and kindness constantly, even in the face of racial hostility.
Diversity trainings require them to conceal feelings of frustration even when colleagues express racial biases. Black men in particular report a prohibition on any expression of anger, even in jobs where anger is accepted or encouraged from others. Black women, in contrast, deploy anger strategically as a means to be taken more seriously at work.
Black Men in Female-Dominated Fields
Such gender differences are not limited to emotional performance and even prevail in occupations where men are in the minority. Research shows that white men working in culturally feminized fields – nursing, social work, and teaching – are privileged by the “glass escalator” phenomenon, in which they are afforded advantages and advancement unavailable to colleagues who are women or non-white males.
For example, white men are generally supported by male authority figures, encouraged to pursue administrative or supervisory positions, and enjoy a positive reception from female colleagues who welcome men into “their” professions. But the same advantages do not extend to black men in traditionally female jobs. Black men in these fields experience social isolation from those who might support their climb up the career ladder. Any “glass escalator” that may exist for white men in female-dominated jobs is largely out of service for black men.
Black Men in Male-Dominated Fields
Black men in culturally-masculinized occupations — lawyers, doctors, financial analysts, engineers – are uniquely positioned. In workplaces like this, majority and minority racial and gender statuses inform how black men are expected to present themselves and interact with colleagues. Specifically, black men’s minority status keeps them from fully integrating into their jobs, even as their gender status gives them advantages over their women counterparts.
As the racial minority, black men often empathize with the ways women are treated and use their gendered privileges to advocate for gender-equitable workplace policies. At the same time, black men report wanting closer relationships with other black professional men, but are uncomfortable engaging in the socially stereotyped feminine behaviors that are necessary to achieve this– such as initiating contact, staying in communication, checking up on one another.
Similarly, the black men are reluctant to express or reveal a need for social support, because men are culturally expected to “go it alone.” As a result, black men in white-collar occupations often remain quite isolated at work.
Although black men may be able to bond with white men over “guy things,” they lack access to critical social networks (to elite white friends, neighbors, and acquaintances) that can provide boosts up the corporate ladder. Racial and gendered stereotypes often also force black professionals to develop and maintain alternative types of black masculinity.
Bottom Lines for Employers, Organizations, and Policymakers
Workers of color face numerous challenges in the workplace that differ greatly depending on the field, profession, and specific office setting. The challenges faced by black men and black women are not identical, even in the same work environments. And specific work settings matter, too, because black men in the medical field, for instance, face distinct challenges from those practicing law.
Because one-size-fits-all approaches and generalized diversity policies will not effectively address the specific challenges facing workers of color, organizations, and offices must try to understand how racial and gender dynamics play out in their specific fields and workplaces. Only with such understanding can a workplace succeed at becoming more attractive, accepting, and comfortable for diverse employees.
How to begin? A workplace could start by soliciting buy-in from professional black men, who may have been overlooked in previous efforts to foster equal acceptance. Employers can tie diversity outcomes to concrete rewards for managers and workers. And because black professionals are often required to leave their racial identity at the door – under the dubious rationale that it will reduce race-related stress – perhaps the most important step is to openly acknowledge that racial issues impact workers’ lives.
Find out what the issues are for each workplace and its employees – and then tailor solutions to real-life experiences. Overall, this is important work for employers. As the U.S. workforce continues to diversify, workplaces must be creating acceptance and support from the ground up in order to remain competitive.
From Civil War Letters to Instagram: Social Media Trends Are Nothing New
It might seem new, and maybe narcissistic, that people feel the need to share their lives with the world –...
Facebook Comes Up With Anti-Harassment Tools for Messenger
Amidst growing concerns of online harassments in Facebook, which of late has seen a drastic increase, some action from the...
Study Finds Fringe Communities on Reddit and 4chan Have High Influence on Flow of Alternative News to Twitter
Researchers at the University of Alabama at Birmingham, Cyprus University of Technology and University College London have conducted the first large-scale...
Want to Lose Weight? Snap That Selfie, Set That Goal, Share with Others Says New Study
About those before and after selfies and public declarations of hitting the gym? New research co-authored by Dr. Sonya A....
Professor Charts Digital Plan to Fight Domestic Violence
October is National Domestic Violence Awareness Month — 31 days of reflection brought about by years of suffering, survivorship and study that...