Kathryn S Jaekel
Biographic Data
| ID | 1256599 |
|---|---|
| NAME | Kathryn S Jaekel |
| GIVEN NAMES | Kathryn S |
| FAMILY NAME | Jaekel |
| SIGNATURE | JAEKEL K S |
| AFFILIATIONS | Northern Illinois University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Institutional Commitments to Unknowing Gender
While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students' resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece h…
Thirty Years of LGBTQ Pre-Publication Knowledge Production in Higher Education Research
The purpose of this critical content analysis was to explore LGBTQ pre-publication knowledge production by examining conference sessions at one of the leading U.S. academic conference for higher education researchers. Between 1986 and 2015, there was an increase in the number of sessions focused on LGBTQ individuals and topics. However, these sessions comprised less than 1.4% of the total sessions. The majority of sessions used broad terms to dis…
What is normal, true, and right
This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students’ resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest …
Exploring Levels of Christian Privilege Awareness among Preservice Teachers
Based on Peggy McIntosh's (1988) pioneering investigations of white and male privilege, we can, by analogy, understand Christian privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to Christians, with which they often unconsciously walk through life as if effortlessly carrying a knapsack tossed over their shoulders. This system of benefits confers dominance on Christians while subordina…
Exploring Levels of Christian Privilege Awareness among Preservice Teachers
Based on Peggy McIntosh's (1988) pioneering investigations of white and male privilege, we can, by analogy, understand Christian privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to Christians, with which they often unconsciously walk through life as if effortlessly carrying a knapsack tossed over their shoulders. This system of benefits confers dominance on Christians while subordina…
Thirty Years of LGBTQ Pre-Publication Knowledge Production in Higher Education Research
The purpose of this critical content analysis was to explore LGBTQ pre-publication knowledge production by examining conference sessions at one of the leading U.S. academic conference for higher education researchers. Between 1986 and 2015, there was an increase in the number of sessions focused on LGBTQ individuals and topics. However, these sessions comprised less than 1.4% of the total sessions. The majority of sessions used broad terms to dis…
What is normal, true, and right
This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students’ resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest …
Institutional Commitments to Unknowing Gender
While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students' resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece h…
Exploring Levels of Christian Privilege Awareness among Preservice Teachers
Based on Peggy McIntosh's (1988) pioneering investigations of white and male privilege, we can, by analogy, understand Christian privilege as constituting a seemingly invisible, unearned, and largely unacknowledged array of benefits accorded to Christians, with which they often unconsciously walk through life as if effortlessly carrying a knapsack tossed over their shoulders. This system of benefits confers dominance on Christians while subordina…
What is normal, true, and right
This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students’ resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest …
Thirty Years of LGBTQ Pre-Publication Knowledge Production in Higher Education Research
The purpose of this critical content analysis was to explore LGBTQ pre-publication knowledge production by examining conference sessions at one of the leading U.S. academic conference for higher education researchers. Between 1986 and 2015, there was an increase in the number of sessions focused on LGBTQ individuals and topics. However, these sessions comprised less than 1.4% of the total sessions. The majority of sessions used broad terms to dis…
Institutional Commitments to Unknowing Gender
While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students' resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece h…
Gender Studies (4 works) · Gender Studies (4 works) · Psychology (4 works) · Sociology (4 works) · Pedagogy (3 works) · Political science (3 works) · Transgender (3 works) · Homosexuality (2 works) · Law (2 works) · Law (2 works)