Chris Linder
Datos Biográficos
| ID | 4470828 |
|---|---|
| NOMBRE | Chris Linder |
| NOMBRES | Chris |
| APELLIDO | Linder |
| FIRMA | LINDER C |
| AFILIACIONES | University of Utah |
| ORCID | 0000-0003-4650-635X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 37 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
College Students’ Perceptions of a Clery Timely Warning About Sexual Assault
The Clery Act requires that U.S. universities issue “timely warnings” when certain crimes happen. The present study reports the results of a survey (n = 444) that college students responded to in the aftermath of receiving a Clery alert about a reported sexual assault. We find that students perceived the alert to be informative but also upsetting, and viewed the safety tips as helpful. Variation existed based on demographic and contextual factors
Choices We Disagree With
Using an episode of a student affairs podcast for professional development, we engage in a critical discourse analysis to better understand what discourses the podcast host and guest rely on when discussing college students engaged in sex work. Further, we examine how the discourses the host and guest use contribute to particular logics about sex workers by positioning them as a minoritized, stigmatized, and vulnerable population, which are more …
Exploring the Impact of Clery Sexual Assault Timely Warnings on a Campus Community
Words Matter
Dating and sexual violence (DSV) impact significant numbers of students on college and university campuses across the US (Cantor et al., 2019). Unfortunately, college students may not identify their experiences with DSV as such because the language they use to describe their experiences may differ from that used by university administrators in educational and policy materials. Utilizing case study methodology, we conducted 21 focus groups with 53…
Using Epistemic Injustice to Examine Scholarship About Sexual Violence Among Students With Minoritized Identities
We engaged in a content analysis of 10 years of scholarship about students of color, students with disabilities, and queer and/or trans students and sexual violence (SV). Our findings indicate that most of the scholarship centering students with minoritized identities focuses on prevalence and risk factors associated with SV and lacks theoretical frameworks relevant to the populations being studied. Employing epistemic injustice as a framework, w…
Critical and Transformative Methods for Studying Sexual Violence Among College Students
“You Hired Me to Do This”
In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in educators’ experiences and the mixed messages educators received about supporting student activists
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
Blue Lights and Pepper Spray
Through a case study including focus groups with 32 cisgender women and document analysis of campus newspaper and websites, we highlight ways college women navigate multiple and conflicting messages about campus safety and sexual violence on campus. Although students are aware of statistics indicating most sexual violence happens between two people who know each other, they still engage in safety strategies related to stranger danger. We highligh…
Power-conscious and intersectional approaches to supporting student activists
Selfies as postfeminist pedagogy
This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender role…
From margins to mainstream
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
From margins to mainstream
Blue Lights and Pepper Spray
Through a case study including focus groups with 32 cisgender women and document analysis of campus newspaper and websites, we highlight ways college women navigate multiple and conflicting messages about campus safety and sexual violence on campus. Although students are aware of statistics indicating most sexual violence happens between two people who know each other, they still engage in safety strategies related to stranger danger. We highligh…
Power-conscious and intersectional approaches to supporting student activists
Selfies as postfeminist pedagogy
This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender role…
Exploring the Impact of Clery Sexual Assault Timely Warnings on a Campus Community
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
From margins to mainstream
Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Base…
Selfies as postfeminist pedagogy
This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender role…
Power-conscious and intersectional approaches to supporting student activists
Blue Lights and Pepper Spray
Through a case study including focus groups with 32 cisgender women and document analysis of campus newspaper and websites, we highlight ways college women navigate multiple and conflicting messages about campus safety and sexual violence on campus. Although students are aware of statistics indicating most sexual violence happens between two people who know each other, they still engage in safety strategies related to stranger danger. We highligh…
“You Hired Me to Do This”
In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in educators’ experiences and the mixed messages educators received about supporting student activists
Relationships Between Institutional Agents and Student Activists
Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a …
Critical and Transformative Methods for Studying Sexual Violence Among College Students
Choices We Disagree With
Using an episode of a student affairs podcast for professional development, we engage in a critical discourse analysis to better understand what discourses the podcast host and guest rely on when discussing college students engaged in sex work. Further, we examine how the discourses the host and guest use contribute to particular logics about sex workers by positioning them as a minoritized, stigmatized, and vulnerable population, which are more …
Exploring the Impact of Clery Sexual Assault Timely Warnings on a Campus Community
Words Matter
Dating and sexual violence (DSV) impact significant numbers of students on college and university campuses across the US (Cantor et al., 2019). Unfortunately, college students may not identify their experiences with DSV as such because the language they use to describe their experiences may differ from that used by university administrators in educational and policy materials. Utilizing case study methodology, we conducted 21 focus groups with 53…
Using Epistemic Injustice to Examine Scholarship About Sexual Violence Among Students With Minoritized Identities
We engaged in a content analysis of 10 years of scholarship about students of color, students with disabilities, and queer and/or trans students and sexual violence (SV). Our findings indicate that most of the scholarship centering students with minoritized identities focuses on prevalence and risk factors associated with SV and lacks theoretical frameworks relevant to the populations being studied. Employing epistemic injustice as a framework, w…
College Students’ Perceptions of a Clery Timely Warning About Sexual Assault
The Clery Act requires that U.S. universities issue “timely warnings” when certain crimes happen. The present study reports the results of a survey (n = 444) that college students responded to in the aftermath of receiving a Clery alert about a reported sexual assault. We find that students perceived the alert to be informative but also upsetting, and viewed the safety tips as helpful. Variation existed based on demographic and contextual factors
Psychology (12 obras) · Sociology (10 obras) · Political science (8 obras) · Social Psychology (7 obras) · Criminology (6 obras) · Gender Studies (6 obras) · Pedagogy (6 obras) · Gender Studies (5 obras) · Sexual violence (5 obras) · Critical Race Theory in Education (4 obras)