Papers by Brittany Jakubiec
Social determinants of mental health and care access among 2SLGBTQI people: Highlights from community-engaged research
Canadian Psychology, Jul 31, 2023
Speak Out: Lessons on How to Support Canadian 2SLGBTQI Youths Who Face Gender-Based Violence
Canadian Journal of Human Sexuality, Oct 4, 2023
2SLGBTQI youth are at disproportionately high risk of experiencing gender-based violence compared... more 2SLGBTQI youth are at disproportionately high risk of experiencing gender-based violence compared to their cis-heterosexual peers, although there is a gap in research explaining why as well as what this violence looks like. Part of the explanation relates to ongoing homophobia and transphobia; however, more research is needed to understand 2SLGBTQI youths’ feelings of safety within their communities, their experiences of violence with partners, and their help-seeking behaviours. Given the limited Canadian research, the Speak Out project was undertaken. The Speak Out project is a multi-phase project with Phase 1 encompassing a survey of youth across Canada about their experiences of gender-based violence. From across Canada, 292 youths were recruited and asked to complete a survey on gender-based violence. The survey covered four domains related to violence (physical violence, emotional abuse/control, sexual violence, virtual violence) participants experienced, experiences with help-seeking, and connections to the 2SLGBTQI community. Most youths had connections to the broader 2SLGBTQI community and were open about their identities, but many reported being discriminated against based on their gender expression (50%) and sexual orientation (43%). Of the participants who answered questions related to physical, emotional, and sexual abuse, very few reported any incidents. More youths reported virtual violence via text messages (34%), making them afraid to ignore phone calls or other contact (18%), and surveillance of their social media (18%). These results contribute valuable knowledge on the experiences of Canadian 2SLGBTQI youths and have important implications for both education and frontline service provision.
The lived experiences of female leaders in two universitysettings
The purpose of this article is to describe student experiences when incorporating a web-based fil... more The purpose of this article is to describe student experiences when incorporating a web-based file-sharing application into a Bachelor of Education (BEd) course. Participants for this participatory action research were 8 first-year BEd students. Participants provided written answers to 16 open-ended questions and partook in 2 focus group interviews. Findings revealed that by using this cloud storage and filesharing tool (i.e., Google Drive), participants experienced a transformation in attitude and skill with regard to this technological platform. Analyzed through the concept of transformational learning theory, the constructivist learning experienced by students enhanced collaboration, communication, and community among peers.
Out of the box: Queerying identity development for sexual and gender minority youth in Prince Edward Island
In this dissertation, I set out to answer two research questions, “How do sexual and gender minor... more In this dissertation, I set out to answer two research questions, “How do sexual and gender minority (SGM) youth in Prince Edward Island understand their gender and sexual identities during mid-adolescence?” and, “How does identifying as an SGM youth impact their day-to-day experiences in their schools, communities, and families?” I performed a qualitative case study using two research methods, interviews and journaling, to find out more about four SGM youth, Avery, Finn, Isabelle, and Mikey. This study is not retrospective. Participants in this study are youth who are presently undergoing identity formation and trying to understand their SGM identities. The participant case studies present the experiences and understandings of youth coming to understand their gender identities and sexualities. The findings reveal that identity formation and development is not a linear process, not easily fitting into the traditional milestone or stage models. In reality, the identity formation process for sexual and gender minority youth is complex, and sometimes there is no discernable end-point where identity labels are settled upon. The cases show, in part, the complexities of queer identity formation, exploration, and development during mid-adolescence. The participants’ stories show the impact that their identities have had on their family relationships, their schooling experiences, their mental health, and for some, the navigation of the healthcare system. Avery, Finn, Isabelle, and Mikey’s stories highlight various issues present in the school system, including the lack of (a) inclusive curriculum, (b) comprehensive sexual health programs, (c) supportive educators who step in and step up, and (d) gender and sexuality alliances. Their stories show that when facing a lack of quality sexuality education youth turn to the internet and social media to find information about identity formation and development. Their stories reveal that some experience support and acceptance by their peers, friends, families, and guardians, but that they can also experience rejection and intolerance
Common challenges faced by rural principals
Twitter and E-Leadership in a Postsecondary Setting
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.
LEARNing Landscapes, 2015
The purpose of this article is to describe student experiences when incorporating Twitter into a ... more The purpose of this article is to describe student experiences when incorporating Twitter into a Bachelor of Education (BEd) course. Data for this participatory action research were gathered from eight first-year BEd students who provided written answers to 16 open-ended questions and participated in two focus group interviews. Findings indicated that, after participants completed a Twitter assignment, their views of Twitter and its applicability in educational realms changed. Analyzed through the emerging concept of new pedagogy, the Twitter experience enhanced collaboration and communication between student and the instructor. An implication is that if BEd students are to effectively incorporate technology into future kindergarten to grade 12 classrooms, they need to experience digital literacy during undergraduate courses.
The Rural Educator, 2018
Within this article, we thematically present common challenges associated with the role of the ru... more Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003–2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals...
Journal of Childhood Studies, 2019
Despite policy changes in a growing number of countries to increase the quality of early years ed... more Despite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) ho...
Research in Educational Administration & Leadership, 2018
Article Info This paper reports on the development of the revised Social Justice Questionnaire (S... more Article Info This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a 'stand-alone' project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community.
McGill Journal of Education, 2016
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.
Historically speaking, men dominated the university sphere and women were not typically present i... more Historically speaking, men dominated the university sphere and women were not typically present in academic positions (Ward & Wolf-Wendel, 2012). The dominance of male academics lead to gendered norms and expectations that influence academic life presently (Jakubiec, 2015). Today, more women are entering into higher education as students and as professors; however, sexism and gendered notions about women have not been eradicated (Rhoads & Rhoads, 2012). Further, it is especially difficult for women who are mothers to succeed, get promoted, and achieve tenure. For example, women (more so than men) have reported that parenthood and childbearing are main barriers in their attainment of full professorship (Sanders, Willemson, & Millar, 2009). In fact, Dryfhout and Estes (2010) found that professors who were women were 30% less likely to have attained tenured faculty positions, and were also more likely to have intentions to leave the academic profession. Thus, the impacts of having chil...
The dearth of women in higher education both as full professors and senior administrators is alar... more The dearth of women in higher education both as full professors and senior administrators is alarming, and the factors impeding their entrance and limiting their advancement are relatively unknown. The purpose of this research was to document the lived experiences of women leaders who were full professors or who held senior leadership positions in two universities in Atlantic Canada. I researched the perceived supports, challenges, and barriers that women leaders faced in their professional lives, as well as the influence of gender in their leadership positions. I approached the research from a social constructivism standpoint and utilized a phenomenological research design. I used standpoint theory to analyze the data. Data sources included two interviews with each participant and a seven-day leadership journal from each participant. Women noted multiple supports, challenges, and barriers in their personal and professional lives. Supports include husbands, mentors, workshops, and n...
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Papers by Brittany Jakubiec