Britney G Brinkman
Datos Biográficos
| ID | 3674781 |
|---|---|
| NOMBRE | Britney G Brinkman |
| NOMBRES | Britney G |
| APELLIDO | Brinkman |
| FIRMA | BRINKMAN B G |
| AFILIACIONES | Chatham University |
| ORCID | 0000-0003-4217-4132 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 39 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
Implementing Comprehensive Sex and Sexuality Education in Kindergarten—Grade 12 Schools
BACKGROUND: Comprehensive sex and sexuality education (CSE) is an evidence-based intervention associated with improved sexual and reproductive health outcomes. Currently, there are no standardized requirements for sex and sexuality education in the United States, despite expert recommendations. CONTRIBUTIONS TO THEORY: In the United States, a Whole School, Whole Community, Whole Child theoretical model proposed by the Centers for Disease Control,…
Centering Black Girls in Sexual Harassment Research
According to the U.S. Department of Justice (DOJ) Bureau of Justice statistics, 1 in 4 Black girls will be sexually abused before the age of 18. The founder of the #Metoo movement, Ms. Tarana Burke, originally designed the hashtag to help bring awareness to Black women and girls from underprivileged communities that experienced rape or sexual assault. However, the phrase was co-opted by White women sharing their experience of being sexually viola…
Redefining Resilience and Reframing Resistance
Black girls in the U.S. experience high levels of discrimination and adversity. Resilience is a term used within social work, psychology, and health professions to indicate positive adaptation to adversity, trauma, or stress. This article examines traditional and alternative models of resilience through analyses of quantitative and qualitative data from an evaluation of a year-long empowerment program for 33 Black girls (mean age = 14.97 years). …
From Proposal to Action
Training future clinicians to engage in advocacy is an important element of fostering multicultural competence.We describe the use of an advocacy proposal assignment integrated into a required multicultural counselingcourse to teach students about advocacy work. We offer data from a study that examined the impact of theassignment on students’ perceptions of advocacy/activism. Participants included 74 counseling psychologygraduate students. Studen…
Relationships are the heart of the work
Research suggests that the well-being of black girls is often neglected in schools and juvenile justice systems. Gender-responsive programs designed to serve black girls can be beneficial if they focus on developing strong relationships between girls and adults. Researchers conducted in-depth interviews with 10 black girls and 10 adults at a gender-responsive agency. Staff members and girls discussed the ways mentoring relationships developed at …
Children’s intended responses to gender-based bullying as targets and bystanders
This study examines gender-based bullying from the perspective of targets and bystanders. A total of 64 children (36 boys and 28 girls; 67% African American) in grades 3–5 were given hypothetical gender-based bullying situations and answered questions regarding their appraisals, intended responses, and barriers to responding. Findings indicated there were significant differences in intended responses and perceived barriers among targets and bysta…
College Men’s Experiences of Gender Prejudice
Despite evidence suggesting that men’s experiences of gender discrimination are increasing, there has been little research exploring the topic. This article examines college men’s ( N = 145) experiences of gender prejudice and how they respond to the events. Participants most often reported experiencing a hostile or negative comment about men, and the instigators were female and friends or partners of the victim. Most participants reported that t…
Bystander Intervention During College Women’s Experiences of Gender Prejudice
College women’s reflections on media representations of empowerment
Exploration of a Feminist Icon
Children's Gender Identity Development
In the current study, 45 girls and 41 boys participated in focus groups following a program designed to teach them about social justice. The children articulated the discrepancy between their own gender identity and gender role stereotypes and discussed potential problems with conforming to gender role expectations as well as consequences of nonconformity. They articulated the ways in which gender identity is complex and they described the import…
“What I wanted to do was…” Discrepancies Between College Women’s Desired and Reported Responses to Gender Prejudice
What to do about the boys? Advocating for system change when doing social justice work with girls
Girls‟ Studies has been a quickly growing field, which has included work focused on interventions designed to improve the lives of girls. Programs have been developed and utilized to address eating disorders and body image concerns, self-esteem, access to math and science mentors, experiences of sexism, and others. In this paper, we describe a social justice intervention designed to recognize and increase girls‟ resiliency. First, we provide a br…
College Students’ Descriptions of Everyday Gender Prejudice
College Students’ Descriptions of Everyday Gender Prejudice
Centering Black Girls in Sexual Harassment Research
According to the U.S. Department of Justice (DOJ) Bureau of Justice statistics, 1 in 4 Black girls will be sexually abused before the age of 18. The founder of the #Metoo movement, Ms. Tarana Burke, originally designed the hashtag to help bring awareness to Black women and girls from underprivileged communities that experienced rape or sexual assault. However, the phrase was co-opted by White women sharing their experience of being sexually viola…
From Proposal to Action
Training future clinicians to engage in advocacy is an important element of fostering multicultural competence.We describe the use of an advocacy proposal assignment integrated into a required multicultural counselingcourse to teach students about advocacy work. We offer data from a study that examined the impact of theassignment on students’ perceptions of advocacy/activism. Participants included 74 counseling psychologygraduate students. Studen…
Bystander Intervention During College Women’s Experiences of Gender Prejudice
Relationships are the heart of the work
Research suggests that the well-being of black girls is often neglected in schools and juvenile justice systems. Gender-responsive programs designed to serve black girls can be beneficial if they focus on developing strong relationships between girls and adults. Researchers conducted in-depth interviews with 10 black girls and 10 adults at a gender-responsive agency. Staff members and girls discussed the ways mentoring relationships developed at …
Children’s intended responses to gender-based bullying as targets and bystanders
This study examines gender-based bullying from the perspective of targets and bystanders. A total of 64 children (36 boys and 28 girls; 67% African American) in grades 3–5 were given hypothetical gender-based bullying situations and answered questions regarding their appraisals, intended responses, and barriers to responding. Findings indicated there were significant differences in intended responses and perceived barriers among targets and bysta…
College Men’s Experiences of Gender Prejudice
Despite evidence suggesting that men’s experiences of gender discrimination are increasing, there has been little research exploring the topic. This article examines college men’s ( N = 145) experiences of gender prejudice and how they respond to the events. Participants most often reported experiencing a hostile or negative comment about men, and the instigators were female and friends or partners of the victim. Most participants reported that t…
College women’s reflections on media representations of empowerment
Children's Gender Identity Development
In the current study, 45 girls and 41 boys participated in focus groups following a program designed to teach them about social justice. The children articulated the discrepancy between their own gender identity and gender role stereotypes and discussed potential problems with conforming to gender role expectations as well as consequences of nonconformity. They articulated the ways in which gender identity is complex and they described the import…
College Students’ Descriptions of Everyday Gender Prejudice
“What I wanted to do was…” Discrepancies Between College Women’s Desired and Reported Responses to Gender Prejudice
What to do about the boys? Advocating for system change when doing social justice work with girls
Girls‟ Studies has been a quickly growing field, which has included work focused on interventions designed to improve the lives of girls. Programs have been developed and utilized to address eating disorders and body image concerns, self-esteem, access to math and science mentors, experiences of sexism, and others. In this paper, we describe a social justice intervention designed to recognize and increase girls‟ resiliency. First, we provide a br…
College women’s reflections on media representations of empowerment
Exploration of a Feminist Icon
Children's Gender Identity Development
In the current study, 45 girls and 41 boys participated in focus groups following a program designed to teach them about social justice. The children articulated the discrepancy between their own gender identity and gender role stereotypes and discussed potential problems with conforming to gender role expectations as well as consequences of nonconformity. They articulated the ways in which gender identity is complex and they described the import…
College Men’s Experiences of Gender Prejudice
Despite evidence suggesting that men’s experiences of gender discrimination are increasing, there has been little research exploring the topic. This article examines college men’s ( N = 145) experiences of gender prejudice and how they respond to the events. Participants most often reported experiencing a hostile or negative comment about men, and the instigators were female and friends or partners of the victim. Most participants reported that t…
Bystander Intervention During College Women’s Experiences of Gender Prejudice
Children’s intended responses to gender-based bullying as targets and bystanders
This study examines gender-based bullying from the perspective of targets and bystanders. A total of 64 children (36 boys and 28 girls; 67% African American) in grades 3–5 were given hypothetical gender-based bullying situations and answered questions regarding their appraisals, intended responses, and barriers to responding. Findings indicated there were significant differences in intended responses and perceived barriers among targets and bysta…
Relationships are the heart of the work
Research suggests that the well-being of black girls is often neglected in schools and juvenile justice systems. Gender-responsive programs designed to serve black girls can be beneficial if they focus on developing strong relationships between girls and adults. Researchers conducted in-depth interviews with 10 black girls and 10 adults at a gender-responsive agency. Staff members and girls discussed the ways mentoring relationships developed at …
From Proposal to Action
Training future clinicians to engage in advocacy is an important element of fostering multicultural competence.We describe the use of an advocacy proposal assignment integrated into a required multicultural counselingcourse to teach students about advocacy work. We offer data from a study that examined the impact of theassignment on students’ perceptions of advocacy/activism. Participants included 74 counseling psychologygraduate students. Studen…
Redefining Resilience and Reframing Resistance
Black girls in the U.S. experience high levels of discrimination and adversity. Resilience is a term used within social work, psychology, and health professions to indicate positive adaptation to adversity, trauma, or stress. This article examines traditional and alternative models of resilience through analyses of quantitative and qualitative data from an evaluation of a year-long empowerment program for 33 Black girls (mean age = 14.97 years). …
Centering Black Girls in Sexual Harassment Research
According to the U.S. Department of Justice (DOJ) Bureau of Justice statistics, 1 in 4 Black girls will be sexually abused before the age of 18. The founder of the #Metoo movement, Ms. Tarana Burke, originally designed the hashtag to help bring awareness to Black women and girls from underprivileged communities that experienced rape or sexual assault. However, the phrase was co-opted by White women sharing their experience of being sexually viola…
Implementing Comprehensive Sex and Sexuality Education in Kindergarten—Grade 12 Schools
BACKGROUND: Comprehensive sex and sexuality education (CSE) is an evidence-based intervention associated with improved sexual and reproductive health outcomes. Currently, there are no standardized requirements for sex and sexuality education in the United States, despite expert recommendations. CONTRIBUTIONS TO THEORY: In the United States, a Whole School, Whole Community, Whole Child theoretical model proposed by the Centers for Disease Control,…
Psychology (14 obras) · Social Psychology (13 obras) · Developmental psychology (10 obras) · Social Psychology (10 obras) · Gender Roles and Identity Studies (7 obras) · Sociology (7 obras) · Gender Studies (6 obras) · Political science (6 obras) · Clinical Psychology (4 obras) · Distress (4 obras)