Browsing by Subject "lived experience"

Now showing 1 - 3 of 3
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    Adapted Dance and Individuals With Down Syndrome: A Phenomenological Approach
    (Sagamore, 2022-06-01) Swinford, Rachel; Noerr, Kyra; Exercise & Kinesiology, School of Health and Human Sciences
    Individuals with Down syndrome (DS) often experience lower levels of physical activity (PA) and social participation when compared to peers without DS. The purpose was to examine the lived experience of participating in the dance program and interpret the meaning of the dance program. Dancers participated in a 6-week adapted dance program and were interviewed after the program. This study investigated the lived experience of a 6-week adapted dance program for 20 individuals with Down syndrome (DS) using interpretive phenomenology. Dancer interviews revealed a primary theme of dancers experiencing joy and happiness while dancing. This research helps advocate opportunities for individuals with DS to experience dance as a social, physical, and intellectual activity. Findings can support future PA and sports initiatives for individuals with intellectual disabilities.
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    "An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education
    (WMU, 2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.; School of Social Work
    Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.
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