Jhana Bach | Seattle Central College (original) (raw)
I am an educator, researcher and writer specializing in intercultural communication, diversity and inclusion, with a focus on disability, LGBTQ, and gender issues.
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Papers by Jhana Bach
It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution ... more It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution but perhaps even more so for transgender applicants.
Cordelia Fine is currently an ARC Future Fellow in Psychological Sciences and Associate... more Cordelia Fine is currently an ARC Future Fellow in Psychological Sciences and Associate Professor at the Melbourne Business School, University of Melbourne. In this volume, she conducts a wide-ranging, cogent deconstruction of popularly quoted “evidence” for gendered brain differences and untangles their powerful influence. Fine builds a well-scaffolded — and well-documented — overview of “neurosexism,” the latest incarnation of essentialist theorizing.
Journal and Proceedings of the Gender Awareness in Language Education Special Interest Group
The Lancaster Sociologist
Forced Migration Review
It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution ... more It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution but perhaps even more so for transgender applicants.
This paper explores the gap between teachers and Japanese students' attitudes toward learning abo... more This paper explores the gap between teachers and Japanese students' attitudes toward learning about domestic violence (DV) and gay/lesbian issues in the EFL classroom. This study was conducted in the 2009 and 2010 academic years at one Japanese private university. Data included item questionnaires on a 6-point Likert scale, open-ended questionnaires, and interviews. Ninety-seven students and 37 EFL college instructors participated. Results indicated that students had positive feelings toward learning about gender issues such as domestic violence and gay/lesbian issues, whereas college instructors were hesitant or disliked teaching gender and sexuality issues. In general, students had an interest in these issues because they had an intellectual curiosity toward new topics and expected personal growth even in a language classroom. While many instructors acknowledged the importance of teaching gender and sexuality issues in ESL/EFL classrooms, they also showed a lack of confidence or anxiety about discussing gender and sexuality issues in their classrooms. A few instructors disagreed with teaching sociopolitical, gender issues, or sexuality issues in EFL classes because they believed that EFL teaching should provide students exclusively with language information and skills. EFL (DV) (GLI) 2009 2010 97 37 DV GLI ESL/EFL Yoshihara 6
It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution ... more It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution but perhaps even more so for transgender applicants.
Cordelia Fine is currently an ARC Future Fellow in Psychological Sciences and Associate... more Cordelia Fine is currently an ARC Future Fellow in Psychological Sciences and Associate Professor at the Melbourne Business School, University of Melbourne. In this volume, she conducts a wide-ranging, cogent deconstruction of popularly quoted “evidence” for gendered brain differences and untangles their powerful influence. Fine builds a well-scaffolded — and well-documented — overview of “neurosexism,” the latest incarnation of essentialist theorizing.
Journal and Proceedings of the Gender Awareness in Language Education Special Interest Group
The Lancaster Sociologist
Forced Migration Review
It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution ... more It can be challenging for all asylum seekers to demonstrate that they are at risk of persecution but perhaps even more so for transgender applicants.
This paper explores the gap between teachers and Japanese students' attitudes toward learning abo... more This paper explores the gap between teachers and Japanese students' attitudes toward learning about domestic violence (DV) and gay/lesbian issues in the EFL classroom. This study was conducted in the 2009 and 2010 academic years at one Japanese private university. Data included item questionnaires on a 6-point Likert scale, open-ended questionnaires, and interviews. Ninety-seven students and 37 EFL college instructors participated. Results indicated that students had positive feelings toward learning about gender issues such as domestic violence and gay/lesbian issues, whereas college instructors were hesitant or disliked teaching gender and sexuality issues. In general, students had an interest in these issues because they had an intellectual curiosity toward new topics and expected personal growth even in a language classroom. While many instructors acknowledged the importance of teaching gender and sexuality issues in ESL/EFL classrooms, they also showed a lack of confidence or anxiety about discussing gender and sexuality issues in their classrooms. A few instructors disagreed with teaching sociopolitical, gender issues, or sexuality issues in EFL classes because they believed that EFL teaching should provide students exclusively with language information and skills. EFL (DV) (GLI) 2009 2010 97 37 DV GLI ESL/EFL Yoshihara 6