Scholarship & Research
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Item Implementing sexual orientation and gender identity (SO/GI) questions and providing LGBTQ education to staff in a rural outpatient clinic(Montana State University - Bozeman, College of Nursing, 2021) Fitzpatrick, Deni Mayliz; Chairperson, Graduate Committee: Casey ColeLesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals are important members of every community. Collecting Sexual Orientation and Gender Identity (SO/GI) information and providing staff with proper LGBTQ training is essential for acknowledging LGBTQ patients health disparities and providing proper health services to patients. The purpose of the project was to implement SO/GI questions into the clinics health survey form and provide evidence-based LGBTQ education to clinic staff members. SO/GI questions were implemented into the yearly reviewed health survey form in the outpatient clinic setting. During four-week cycle clinic patients were provided with the SO/GI questions on the patient intake form and were calculated as a percentage of the total patient intake forms completed. Overall the total completed SO/GI question percentage increased over the four week cycle. Patients were accepting of answering the SO/GI questions on the health survey forms. A LGBTQ educational session was provided to staff members on LGBTQ health and terminology and the importance of obtaining SO/GI questions from patients. Staff members clinical preparedness, attitudinal awareness, and knowledge were measured pre and post the LGBTQ educational session utilizing the LBGT-DOCSS tool. Overall, the total mean score, clinical preparedness, and knowledge scores increased after the LGBTQ educational session was provided. Attitudinal awareness did not change before or after the LGBTQ educational session. Limitations included a receptionist turnover, which required reteaching receptionists about the SO/GI collection process from clinic patients. COVID-19 protocols also required that the LGBTQ educational session to be provided virtually. Part of making the outpatient clinic more LGBTQ inclusive involved adding patient brochures, education materials, and adding a viewable nondiscrimination statement to the outpatient clinic setting.Item Locating the transgender other: alterity in 21st century America(Montana State University - Bozeman, College of Letters & Science, 2018) Medicine Horse, Cassidy Anne; Chairperson, Graduate Committee: Matthew HermanDiscussions directed toward amending past stigmatizations associated with transgender identity have expanded in the 21st-century. Contemporary debates concerning the sociocultural pariah of mid-20th-century America have swung wide the doors of denounced identity. As this has happened, a more extensive text has emerged concerning the notion of alterity. Designators of non-binary gender expanded during the middle of the last century and grew to include ideas of anti-nationalism, civil disruption, and sexual perversion. A plethora of politically motivated social agendas resulted in scholarship that did not keep up with contemporary realities. Perpetrated distortions of the 'trans-other' have disaffiliated more than 1.5 million American citizens. Dramatic increases in 'hate crimes' and a striking disparity in transgender suicide rates present a worrisome illustration of trans-alterity. This treatise centers on how the location of transgender Story has shifted and revealed new ways of discussing gender distinctiveness. There is an opportunity for a scholarship to develop that incorporates the history of trans-exclusion with contemporary advances in technology. Stories of the trans-subject are instantly communicated, and knowledge of the past acts to eliminate transgender alterity. The art of telling stories is an underutilized tool of scholarship. Trans-emergence is a story about contemporary reality and recording knowledge about the history of a marginalized culture. By looking back, it is possible to see a future that does not merely re-theorize or restate a call for inclusion but informs scholars that society is experiencing a 'Transgender Renaissance.'Item Beyond the binary: understanding the 'essence' of attitudes toward people who are non-binary(Montana State University - Bozeman, College of Letters & Science, 2018) Bruun, Megan Perry; Chairperson, Graduate Committee: Keith A. HutchisonPsychological essentialism is the belief that some entities have deep, unchangeable properties that determine its goals, personality, and function (Prentice & Miller, 2007). Unfortunately, in some cases, the belief that something has an unchangeable 'essence' is also tied to prejudice. The current study examined how essentialism relates to attitudes towards non-binary people, who are not easily categorized by their gender. To do this, we collected survey data from 305 undergraduate students and Mechanical Turk participants. The study validated modified measures of attitudes and behavioral intentions toward people who are gender non-binary. Next, we examined the relationships between essentialism and the different forms of expression of non-binary gender prejudice and support. Results showed greater levels of essentialism were associated with greater levels of negative intentions and attitudes toward gender non-binary people and lower levels of positive intentions and attitudes. We also conducted a latent profile analysis, identifying and organizing people into profile groups based on their attitudes and behavioral intentions toward gender non-binary people. Results demonstrated 3 meaningful profile groups; participants clustered as advocates (positive attitudes and positive intentions), ambivalent (both positive and negative attitudes and intentions), or antagonists (negative attitudes and negative intentions). The participant's political ideology, gender, and data collection forum were significant predictors of profile group membership; and group membership was a significant predictor of level of essentialism. These findings help to lay the ground work for theory building and application research on gender non-binary prejudice.Item The experience of shifting standards for women athletes : consequences of stereotyped feedback(Montana State University - Bozeman, College of Letters & Science, 2009) Wagaman, Jill Marie; Chairperson, Graduate Committee: Jessi L. SmithWomen athletes were recruited to investigate the experience of 'shifting standards.' Shifting standards occurs when people use stereotypes (e.g. gender and athleticism) to make a relative judgment about performance or behavior. Whereas past research has examined shifting standards from the perceiver's perspective, the current project investigates shifting standards from the target's perspective. To inform our hypotheses, we relied on stereotype threat literature (Stone et al., 1999) and the motivational model for stereotyped tasks (Smith, Sansone & White, 2007). Using athletics as the stereotyped domain, Study 1 demonstrated that the masculine nature of the domain was important in predicting reactions to shifting standards feedback. In addition, there was a positive relationship between stigma consciousness and domain identification. In Study 2, college students and community participants were recruited using a pre-screen questionnaire assessing domain identification and primary sport played. As a result, self-identified women athletes (n = 77, 15.6% community) were blocked on the masculine nature of the sport, resulting in a 2 (type of sport: masculine, non-masculine) x 3 (feedback: positive, shifting standards, no feedback) between-subjects design. After first engaging in an ambiguous athletic test, participants received the feedback manipulation. Participants were presented with a "word puzzle" and completed a measure of gender stereotype activation. Then, a second unambiguous test was administered to measure performance, and participants completed post-test measures assessing interest, future motivation, and self-esteem. The athletic tasks were ostensibly assessing the sport each woman most identified with, but all participants actually received the same two tests. The proposed relationship between feedback, performance, and motivation was unaffected by type of sport. Explanations are provided for why this relationship was not supported. Instead, stigma consciousness moderated the effect of feedback on performance and motivation. Women high in stigma consciousness receiving shifting standards feedback showed high gender stereotype activation, low performance, and low interest compared to women high in stigma consciousness receiving positive feedback. These results were not due to participants' self-esteem or level of commitment to the test. Theoretical and practical implications for the experience of shifting standards are discussed.