Global Posts

Today’s post has what I hope will be some helpful information about Thanksgiving break.

For those of you whose students will be coming home for the holiday, I hope you have a wonderful visit and a very happy Thanksgiving.

At this time of year, those of us who work at Longwood think about how thankful we are to have the opportunity to provide your student with a college experience that prepares them for a successful and meaningful life as a citizen leader.

Now, here’s that information about the break.

If your student lives in Longwood-managed housing and is staying on campus during the break, they need to fill out an Intent to Stay form, which is available through the Student Housing Gateway.

It’s important to note that any student who needs access to their residence between 6 p.m. Tuesday, Nov. 26, and noon Sunday, Dec. 1, must fill out an Intent to Stay form—even if they won’t be on campus for that entire time.

The Intent to Stay form must be submitted no later than 11:59 p.m. on Monday, Nov. 25.

Filling out this form gives students uninterrupted ID card access to their housing (where applicable) and notifies Campus Police that they will or may be staying on campus during all or part of the break.

If your student asks, please let them know they should not cancel any academic or other personal obligations during the break period. Instead they can be sure to have continued access to their assigned living space by submitting the Intent to Stay form.

If your student lives in Longwood-managed housing and is coming home for the holidays, they should be sure to do the following before departing campus:

—Remove all trash, contraband, and/or perishable food.
—Thoroughly clean the unit, including the bathroom and common spaces.
—Make certain that all vents are not blocked by furniture or other personal items. As applicable, adjust the thermostat to a low/medium setting (about 68 degrees).  Apartment residents should always keep the HVAC unit’s fan operating in the AUTO setting.
—Take valuables and important items with them (medication, eyeglasses, wallet, etc.).
—Shut down and unplug all electronics except personal refrigerators or apartment appliances.
—Turn off all lights.
—Close and lock all windows.
—Lower all window blinds/shades.
—Lock all doors.

If your student lives in Moss or Johns hall, you will be able to load and unload vehicles on Spruce Street for the break. Similar to the one-way traffic flow of August move-in and fall break, please be sure to access Spruce Street by taking Wynne Drive to Pine Street and then turn onto the sidewalk in front of the Fitness Center. Use Redford Street (McDonald’s intersection) only to EXIT campus.

Campus Map: Thanksgiving Break Edition

Where to Load/Unload for Thanksgiving Break

Thanksgiving Break Overview

Below is some additional important information about the break that has been shared with students.

• All residential communities will remain locked (24/7) during the break. Students who filled out the Intent to Stay form will continue to have access to their assigned buildings through the card reader(s) on their building (where applicable).
• No guests are allowed in university housing during the break.
• The dining hall will close after lunch on Tuesday, Nov. 26, and re-open for dinner on Sunday, Dec. 1.  Regular hours of operation resume on Monday, Dec. 2. Up-to-date hours and information for all other Longwood Dining-managed food venues can be found at https://longwood.campusdish.com/.
• Farmville Area Bus service (FAB) will end at 5 p.m. Tuesday, Nov. 26, and will resume at 1 p.m. Sunday, Dec. 1. There is no bus service for travel to Lancer Park during the break period.
• Residence hall rooms and apartments are subject to entry during the break; limited work orders and/or facility safety inspections could occur.
• A necessary steam shut off will impact sections of central campus during break. This repair work is expected to occur from 6:30 a.m.-5 p.m. on Wednesday, Nov. 27.  During that time, no heat or hot water will be available in Moss Hall or Johns Hall.
• Campus offices will be closed Nov. 27-29.  
• For general assistance from Campus Police during the break, students can call 434-395-2091. In case of emergency, students should call 911. Students who need help with a non-life-threatening medical issue can call the Nurse Advice Line at 805-858-3117.

 —Sabrina Brown

Here is the link to photos for this post!

I threw my head back into the crisp water pouring down on me, relishing the instant sense of refreshment and relief and the delicious coolness on my scalp. The sensation was so soothing it made me want to sing- and so I did. There in the hostel bathroom in Santiago, my lungs filled with air and new life- I’ve made it to the last country of this trip. I can finally feel how close I am to the finish line, to returning home. And on the nearly 16-hour flight that we took from Amman, Jordan to get here, I had plenty of time to reflect on the past three weeks and what I learned from my time in the Hashemite Kingdom.

There are two parts of our Jordan visit that will stick with me the longest, I think. The first was our excursion to the Southern Badia region of the country, during which we walked the Sikh and wandered around Petra, we rode camels in Wadi Rum, we met, spoke, drank tea with, and learned from members of the native Bedouin tribe, and we basked in the beauty and geographical significance of Aqaba- Jordan’s only coastal town. I will never forget standing on the rocky beach on the edge of the Red Sea, looking out into the dusky evening sky and being able to see a sliver of Sinai Peninsula of Egypt and a fragment of Palestine off in the distance. It was profound to stand there and to realize how deeply interconnected the Middle East has been since the dawn of time, and to be there as a student experiencing such extreme luxury (our amazing country coordinator, Dr. Majd, put us up in a five-star hotel during our stay in Aqaba) whilst existing in close proximity to such extreme suffering, just across the water. The sky weighed heavy on the sea in-between, and it was hard not to feel guilty that we had ended up as tourists on one shore simply by virtue of where we were born and who we were born to- we did not earn our privilege, just as nobody in Palestine (or anywhere, for that matter) deserves the violence that has come upon them.

I will also never forget our site visits during our excursion to the South. We made multiple visits to women-led and women-run community-based organizations that seek to help Bedouin women generate income- this is important work, because Bedouin women face serious social, economic, and geographic barriers to financial autonomy (which often acts as the catalyst for other forms of female empowerment in the home and community). The Disi Women’s Cooperative was my favorite of such organizations- it was founded by a Bedouin woman who recognized a need for income-generating activities and female social empowerment in her community. Like many rural areas around the world, Jordan’s Southern Badia is less developed, more politically and socially conservative, and more geographically isolated than Jordan’s urban centers (Potter, 2023). As such, women who reside in this region tend to face even stricter regulations pertaining to their mobility, their right to assembly, their freedom of speech, and their right to decent work than do urban women in Amman. In response to these issues, the Disi Women’s Cooperative helps teach rural women how to create and run successful in-home businesses where they sell products they learn to create at the Cooperative, such as hand-woven rugs and tote bags, dishware and sculptures made of pottery, and Bedouin medicinal remedies made from native herbs that the women grow and harvest themselves. Women also have the opportunity to advance their English skills at the center by taking language classes, and they are able to form friendships and networking connections with other women who participate in Cooperative programming (2023). It was amazing to see what these women were capable of withstanding and overcoming simply by having a space to call their own- a space to organize, plan, exchange ideas, sympathize, heal, and create together.

The second part of our time in Jordan that meant the most to me took place on our excursion to the North- to Jarash, Ajloun, and the small village of Najdeh. While in Najdeh, my peers and I were given an unprecedented opportunity. For roughly two hours, we were able to meet and speak to four Palestinians who are survivors of persecution and displacement as a result of conflict and genocide by Israeli forces in Palestine. Two of our speakers live in Gaza camp and two in Souf camp, two of Jordan’s largest refugee camps. There was one man- Majed, a slender man in his mid-50s who is a schoolteacher in one of Gaza camp’s UNRWA-funded, 2-shift schools- and three women- Betool, a photographer and writer who teaches youth photography in Gaza camp, Hanaan, a CBO organizer and the director of the Women’s Committee in Souf camp, and Lubna, who recently earned a masters in Nursing after also completing a PhD in environmental engineering.

The speakers took turns answering our questions and sharing bits and pieces about themselves- Majed was born in Gaza camp and has never even seen Palestine, but he has spent his entire life fighting for a future there and strengthening the minds of younger generations so that they might have a better chance at freedom. Betool captures the lifeblood of community, hardship, joy, and resistance in Gaza camp with her moving photographs, which she posts online and spreads around the world. Hanaan works with women in Souf camp to help them raise their voices and find comfort in the support of other women. Lubna continues to volunteer in her community to “make herself useful” while she applies for jobs- having 2 PhD’s has thus far failed to shelter her from Jordan’s unemployment crisis. Majed said something that struck me as very surprising towards the end of our conversation- after being asked, “What message about Palestine do you think it’s most important for us to take back to the U.S, as students and as ambassadors for your nation’s cause?” he said, “Remember that Palestine will never forget what the American students have done for us. There is no bad blood between Palestine and the American people- We are grateful for the awareness you have brought to our struggles.” While Majed was speaking on the behalf of many people in that moment, the others nodded along with him. A sense of awe came over me. I could not believe the emotional capacity of this man- to have seen and felt so much death and destruction at the hands of U.S tax dollars sent in twisted military care-packages to Israel and to re-iterate to us that he has love for the American people?! The strength, the kindness, the perseverance, the resilience of his spirit swallowed me whole.

The rest of our time we spent back in Amman, visiting other CBOs and CSOs and attending lectures on topics that included Islamic Feminism, the history of British occupation in Jordan, and the 1993 Israel/Palestine peace treaty in the context of all that has happened since. It was after one of our Israel/Palestine lectures that Dr. Khan stepped up and gave us a timeline of U.S involvement in the Middle-East from the Cold War onwards. Listening to him speak about this was the very first time I had ever heard about the Soviet Union and the United States’ tug-of-war in Afghanistan, the U.S’s state sponsorship of the Mujahedeen through provision of weapons, the establishing of schools that taught extremist Islamic ideals and created child armies… I fought tears of frustration as I listened to Dr. Khan speak. I felt so ashamed to have lived 20 years without knowing or understanding the depth of the violence that my country has created, funded, and inflicted on this region of the world. Later that day I wrote a poem about it, which I’ll include here.

Another American Evil I Didn’t Know About Until Last Week

It reeks of U.S…

forced entry at a vulnerable hour,

proudly cloaked in moneypower,

that we sucked out of Black others,

and then we taught you to be extreme.

In this warped institution, under the US constitution,

AKs should shoot semicolons at the ends of holy passages and holy people. 

Put down the pen and gather reams of information.

Gun-metal gleaming In the hands of angry children, 

looking for anyone to blame but God.

And when we did not love your angry 

children,

and they used the weapons given by U.S.

to try to burn U.S. down,

we trained terrier meatheads to track 

the scent of a terror that’s traced to our teachings.

Unearthed were the strings,

sewed into the soft backs of angry child puppets,

as we pulled them by their wrapped heads to the altar of US national security.

Executed for executive protection.

We know that the hearts of our men hurt

as they kill ancient brothers in the name of what we call justice, 

but justice has its fingers broken from clawing at the choppers when they leave it behind, crying

on the tarmac, knowing it will die.

And everyone knows that freedom matters 

more than human life,

when the human in question does not 

flatter U.S.

Nothing more than a poor, angry child with the gun that we hired as it’s babysitter;

It grew up to be a killer and

decided where revenge was best sought.

– – – – – – – – – – – – – – – – – – – – – – – – – –

I left Jordan a different person than when I arrived. I feel as though I have a significantly broader and deeper understanding of the yawning gap between what it means to be a woman in America versus a woman in Jordan versus a woman in Afghanistan, etc; What it means to be an American passport holder versus what it means not to be one, I recognize now that even with all that I have learned, there is so much I will never know. There is so much I will never understand about the suffering of others. But I must keep making efforts, each and every day for as long as I am alive, to learn more and to empathize and sympathize with more and more people from as many different contexts as possible.

I think that as Americans, we all have a duty to become global citizens- a duty necessitated by the insanely disproportionate amount of global influence our nation possesses, often at the expense of families we will never know the names of. I am extremely grateful for the freedoms that my country has provided me- I am hyper-aware of how insanely mobile and autonomous my life has been thus far, even just after 20 years of life- and at the same time, I recognize the unfairness of my nation’s historic and current actions and of my unearned advantages within and because of it all. I want to do everything I can to make room in local and global circles (to the tune of Bernice Johnson Reagon) and to continue to learn from the voices and stories of women like the members of the Disi Cooperative and Betool. I can’t wait to see what opportunities and knowledge Chile brings. Until next time.

Identity Portfolio 3.3: Synthesizing Information

In these six studies on self esteem there were two common themes between them including the role social identity and psychological factors. Social identity plays a crucial part in shaping one’s concept of self worth and can either positively or negatively influence their self esteem in ways such as a sense of belonging, validation, and social hierarchy. In the study by Wantchekon et al. they discuss the involvement of ethnic-racial identity and how identifying with these social groups can provide a positive sense of belonging or pride, but how in marginalized communities it can be more complex when faced with discrimination possibly making one feel inferior. Wantchekon et al. also discuss how psychological factors like attitudes towards identity affect self esteem. When having a positive attitude towards ethnic-racial identity can provide psychological security, having a negative attitude can cause things like internalized racism. In the study by Hoffman and Schacter examine how the transition to High School is an important moment for adolescence discovery of self identity. During this transition, adolescents are gaining more responsibilities, shaping their values, and making important decisions.This puts their self esteem at risk for either positive or negative influence. Also in this study they examine the use of psychological tools like self-affirmation coping mechanisms on self esteem. The use of these strategies in schools could improve the students’ sense of worth, confidence, and self esteem. In another study by Gao et al. they look at the relationship between gender identity with transgender identifying youth and self esteem. The study states that self-concept clarity, a clear understanding of themselves, has a direct correlation to a higher self esteem. Similar to the past study by Hoffman and Schacter they discussed the importance of affirmation on gender identity to maintain clarity. When discussing psychological Impact they write about how transgender identifying youth experiencing cognitive distortion may view their identity as “flawed” (Gao et al., 2023) causing poor self esteem. The next study by Field et al. discusses how identity alignment between peers is a common occurrence in adolescence. Identity alignment relates back to identity theory which states that an individual’s self esteem and sense of worth is derived from their status in social groups. This also relates to the psychological factor aspect because the desire to be aligned with your peers identity is driven by the psychological need of social acceptance. When observing a high status peer receiving societal acceptance it is human nature motivating individuals to mimic or conform to these standards. A study on Asian-White adults by Emily Hunt examines multiple conflicting racial identities and their relation to self esteem. Hunt writes about how multiracial people have the unique experience of struggling to identify with one particular racial group or another. This struggle can lead to feeling isolated, disconnected, or inadequate. These negative internalized beliefs can cause lower levels of self esteem. Conflicting racial identities struggles push the feelings of psychological alienation. The final study by Ashley Matthews she discusses the importance of strong cultural identity in Black students. In order to build a strong cultural identity she emphasizes the use of Racial Affinity Groups to reinforce students’ self esteem. Surrounding students with positive social connections creates a positive self concept. This encourages their emotional and psychological connections to the school.

References
Field, N. H., Choukas, B. S., Giletta, M., Telzer, E. H., Cohen, G. L., & Prinstein, M. J. (2024).
Why adolescents conform to high‐status peers: Associations among conformity, identity
alignment, and self‐esteem. Child Development, 95(3), 879–894. https://doi-
org.proxy.longwood.edu/10.1111/cdev.14038
Gao, S. (Stan), Brandt, S. A., & Stults, C. B. (2023). Internalized transphobia and self-concept
clarity among transgender and gender-nonconforming young adults: Characteristics,
associations, and the mediating role of self-esteem. Psychology of Sexual Orientation and
Gender Diversity. https://doi-org.proxy.longwood.edu/10.1037/sgd0000691
Hoffman, A. J., & Schacter, H. L. (2024). The promise of an identity-based self-affirmation
intervention in protecting against self-esteem declines at the high school transition.
Developmental Psychology, 60(10), 1842–1854. https://doi-
org.proxy.longwood.edu/10.1037/dev0001789
Hunt, E. (2024). Asian but never Asian enough: Racial identity invalidation, internalized racial
oppression, racial socialization, and self-esteem in Asian-White emerging adults
[ProQuest Information & Learning]. In Dissertation Abstracts International Section A:
Humanities and Social Sciences (Vol. 85, Issue 3–A).
Mathews, A. (2024). An exploratory study on the impact of cultural identity racial affinity
groups on self-esteem, self-efficacy, and school belonging among Black elementary
school youth [ProQuest Information & Learning]. In Dissertation Abstracts International
Section A: Humanities and Social Sciences (Vol. 85, Issue 11–A)
Wantchekon, K. A., McDermott, E. R., Jones, S. M., Satterthwaite-Freiman, M., Baldeh, M.,
Rivas-Drake, D., & Umaña-Taylor, A. J. (2023). The role of ethnic-racial identity and self-esteem in intergroup contact attitudes. Journal of Youth and Adolescence, 52(11),
2243–2260. https://doi-org.proxy.longwood.edu/10.1007/s10964-023-01819-1

Two themes I will talk about are coaching and sports. Is that how athletes and coaches interact with others and approach their goals like if they want to go D1 or pro as an athlete or coach? For coaches, their identity and self-awareness play a role in how they lead and interact with their athletes. The article (Magrum, E. D., & McCullick, B. A. (2019)) talks about the purpose of the roles of emotion in coaching and the future of how identifying avenues in coaching. Also, it examines the relationships between coaches and players and the skills, effectiveness, and development of players’ talents and recruitment. This article (Griffo, J. M., Jensen, M., Anthony, C. C., Baghurst, T., & Kulinna, P. H. (2019)) also connects with the first article and utilizes the quantitative research approach in sports psychology. The article (Lyle, J., & Cushion, C. (2016)) talks about how every year the coaches update the ways they run practice and the new editions they add to their team with new players and new techniques and theory of coaching. When it comes to high performances of sport coaching and learning ways of their sport this article (Rynne, S. B., Mallett, C., & Tinning, R. (2006)) talks the most about the view that learning occurs everywhere but to different extents and with different efficiency, and the acknowledgment of the current national coach education programs that they can join to become a better coach. The article (Martin, J. J., & Whalen, L. (2014)) mostly talks about the physical activity part of everything, including how to run practice with the amount of conditioning, work ethic, and teaching. Like at the beginning, you should always teach the activity you want them to learn. Then have them try it out and if they fail to complete it they should condition for the errors and try it again to succeed. Lastly, the article (Duffy, P., Hartley, H., Bales, J., Crespo, M., Dick, F., Vardhan, D., … & Curado, J. (2011)) talks about the criteria associated with established professions, taking into account the unique features of sports coaching. Like purpose, knowledge base, organization, and ethics. Coaches also have the responsibility to create a great environment that respects how things are with their team. Making sure to shape their team with experience, great performance, that has motivation in baseball and school, and confidence in themselves.

Duffy, P., Hartley, H., Bales, J., Crespo, M., Dick, F., Vardhan, D., … & Curado, J. (2011). Sport coaching as a’profession’: challenges and future directions: challenges and future directions. International journal of coaching science, 5(2), 93-123.

Griffo, J. M., Jensen, M., Anthony, C. C., Baghurst, T., & Kulinna, P. H. (2019). A decade of research literature in sport coaching (2005–2015). International Journal of Sports Science & Coaching, 14(2), 205-215.

Magrum, E. D., & McCullick, B. A. (2019). The role of emotion in sport coaching: A review of the literature. The sport journal, 22, 1-10.

Martin, J. J., & Whalen, L. (2014). Effective Practices of coaching disability Sport. European journal of adapted physical activity, 7(2).

Lyle, J., & Cushion, C. (2016). Sport coaching concepts: A framework for coaching practice. Routledge.

Rynne, S. B., Mallett, C., & Tinning, R. (2006). High performance sport coaching: Institutes of sport as sites for learning. International Journal of Sports Science & Coaching, 1(3), 223-234.

Post-Election Pedagogy

The results of the 2024 election will have varying effects on our students, colleagues, and community. In a time of heightened political polarization, these high-stakes outcomes can affect individuals in diverse ways – impacting mental health, motivation, energy levels, and more. To further complicate the learning environment, we might not know the results on November 6.

Many educators are uncertain about whether to allocate class time for learning activities—such as discussions or other low-stakes assignments—that encourage students to critically engage with the election results. This decision often involves considering students’ varied emotions surrounding the outcome (or the anticipation if results are still pending) and exploring the broader social, political, and cultural implications of the election.

To make learning-centered decisions, L.D. Fink (2013) recommends that we carefully examine the situational factors that affect teaching and learning. We have modified Fink’s situational factor analysis list to help guide your decision-making and planning for post-election teaching and learning, focusing on how to approach these activities thoughtfully, prioritizing inclusivity, educational relevance, student learning, and student and faculty well-being.

Before you begin your situational factor analysis consider the following.

• What factors are contributing to your feelings of uncertainty about incorporating learning activities focused on election results or related issues?  
• What is motivating you to incorporate learning activities focused on election results or related issues?

You can download the situational factor analysis here.  Once completed, here are a few tips on how to implement your plan.

Based on your analysis, you might have decided one or more of the following:

• to NOT incorporate learning activities related to the election results or issues.
• to delay incorporating learning activities to a later date in the semester when it seems to be more useful for student learning.
• to optional opportunities to engage in a discussion (outside of class)
• to incorporate learning activities related to the election into the course.

Regardless of your decision, it is beneficial to acknowledge the political moment and make your decision transparent. Sharing your pedagogical reasoning with students helps them understand your approach and goals. Recognizing this moment communicates to students that you are aware of and sensitive to the broader context affecting their lives and learning.

Here are some sample statements, you can use/edit as needed.

If you have decided not to incorporate learning activities related to the election results or issues.

“I want to acknowledge that the outcome (or pending outcome) of the 2024 election is likely on many of your minds right now. These results can have significant effects on individuals and communities. I have decided not to devote class time to in-depth discussions or other learning activities about the election results or related issues. Here’s why. First, the primary focus of this course is on (insert course content/skills focus), and I want to ensure we can engage with the core learning outcomes effectively. Second, I’m mindful that students in this class have a diversity of political views and lived experiences. Delving too deeply into the election could risk turning our classroom into more of a political battlefield than a space for productive academic discourse. If you would like to discuss these issues further, I encourage you to take advantage of the resources available. Please let me know if you have any questions or concerns.”

If you decide to incorporate or have already planned to do so, consider the following:

“I want to acknowledge that the outcome (or pending outcome) of the 2024 election is likely on many of your minds right now. These results can have significant effects on individuals and communities. Given the relevance of these issues to the content and skills (insert relevant knowledge/skills) embedded in this course, I have decided that it is important to incorporate thoughtful discussions and other learning activities about election results and related issues into our class. Understanding these outcomes will provide helpful context for analyzing the course content more deeply. I want to emphasize that my goal is not to push any political agenda, but rather to facilitate critical thinking and a better understanding of the effects of the election. I recognize that this may be a sensitive and emotionally charged topic for many of you. If you have any concerns or need additional support, please don’t hesitate to reach out to me or access the resources available. I’m here to help you navigate these complex questions to the best of my ability.”

As you proceed, here are a few tips/things to consider (more tips and ideas @ Connecting Elections to Course Contentand on the CAFE blog).

Maintain self-other awareness. Continue to reflect on your own biases, political leanings, and comfort/skill level. When you design learning activities, make sure assignment expectations are inclusive of all learners; for example, some students are not eligible to vote in the U.S.

Be clear, transparent, and check for understanding.

• Clearly explain how election-related topics connect to the course material and support the learning outcomes.
• Articulate the goal for each learning activity. 
• Let students know that your assessment will focus on the quality of their work and how well it meets the grading criteria, regardless of their personal views or expressions.
• Check that they understand the why and hows.

Develop or reinforce communication ground rules.

• Encourage students to listen actively to each other and establish clear ground rules for respectful dialogue. 
• If you are facilitating a class discussion, communicate your role in the process.  The instructor should actively work to ensure all perspectives are heard.
• Be prepared for difficult moments.  

Hello, I’m Jenna McCarron and I welcome you to my site about Eating Disorders within college students. College students experience many mental health issues and eating disorders is very high ranked. Symptoms and habits of an eating disorder include of dramatic weight loss, abdominal pain, avoiding certain foods, compulsive exercise, stress, etc. Throughout this site you will find instagram posts full of information pictures, graphs, and quotes to show how important eating disorders within college students is, its not only important for college students, but important for everyone.

Duffy, P., Hartley, H., Bales, J., Crespo, M., Dick, F., Vardhan, D., … & Curado, J. (2011). Sport coaching as a’profession’: challenges and future directions: challenges and future directions. International journal of coaching science, 5(2), 93-123.

Griffo, J. M., Jensen, M., Anthony, C. C., Baghurst, T., & Kulinna, P. H. (2019). A decade of research literature in sport coaching (2005–2015). International Journal of Sports Science & Coaching, 14(2), 205-215.

Magrum, E. D., & McCullick, B. A. (2019). The role of emotion in sport coaching: A review of the literature. The sport journal, 22, 1-10.

Martin, J. J., & Whalen, L. (2014). Effective Practices of coaching disability Sport. European journal of adapted physical activity, 7(2).

Lyle, J., & Cushion, C. (2016). Sport coaching concepts: A framework for coaching practice. Routledge.

Rynne, S. B., Mallett, C., & Tinning, R. (2006). High performance sport coaching: Institutes of sport as sites for learning. International Journal of Sports Science & Coaching, 1(3), 223-234.

Diez de Velasco, F. (2007). Religion, Identity and Education for Peace: Beyond the Dichotomies–Confessional/Non-Confessional and Global/Local. British Journal of Religious Education, 29(1), 77–87. https://doi.org/10.1080/01416200601037544

Hayes, B. C., & McAllister, I. (2009). Religion, Identity and Community Relations among Adults and Young Adults in Northern Ireland. Journal of Youth Studies, 12(4), 385–403. https://doi.org/10.1080/13676260902866504

International Bioethics, Multiculturalism and Religion Workshop and Conference University of Texas M.D. Anderson Cancer Center), 2016 :, & University of Texas M.D. Anderson Cancer Center. (2019). Interreligious perspectives on mind, genes and the self : emerging technologies and human identity (J. Tham, C. Durante, & A. Garcia, Eds.). Routledge. https://doi.org/10.4324/9780429456145

Losch, A. (2022). Constructive-critical realism as a philosophy of science and religion. HTS : Theological Studies, 78(2). https://doi.org/10.4102/hts.v78i2.7742

Plant, R. (2011). Religion, Identity and Freedom of Expression. Res Publica, 17(1), 7–20. https://doi.org/10.1007/s11158-011-9140-8

Runions, E. (2010). Religion, Identity, and Political Engagement in the United States. GLQ: A Journal of Lesbian and Gay Studies, 16(1), 297–307. (wasn’t able to find doi)