Calendar


March 2024

Mon Tue Wed Thu Fri Sat Sun
1
  • ITP Seminar: Dr. Christy Starr
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  • ITP Seminar: Erin Gill
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  • ITP Seminar: Kat Swerbenski
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  • ITP Seminar - No Seminar
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  • ITP Seminar: No Seminar (Spring Break)
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March 8, 2024
  • ITP Seminar: Erin Gill

    March 8, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Erin Gill, Graduate Student and ITP Fellow, Educational Leadership and Policy Analysis, UW-Madison

    Title: Here or There? LGBTQ+Students’ Access to Safe Schools by Locale in Wisconsin
     
    Abstract: Amid increasing political efforts to expand or restrict LGBTQ+-affirming practices in K-12 schools, LGBTQ+ students’ access to safe schools varies across Wisconsin. In this talk, I draw on the geography of opportunity framework to consider LGBTQ+ students (1) exposure to discrimination and (2) access to affirming resources in schools. I will present two studies that examine LGBTQ+ middle and high school students’ school safety and mental health first across city, suburban, town, and rural school districts in Dane County, Wisconsin, and then across schools in the state of Wisconsin. My research highlights LGBTQ+ students’ inequitable access to safe schools by locale in Wisconsin and considers where educational policymakers and practitioners should bolster LGBTQ+-affirming practices. 

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March 15, 2024
  • ITP Seminar: Kat Swerbenski

    March 15, 2024  12:00 pm - 1:30 pm
    Room 259 | Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Kat Swerbenski, Graduate Student and ITP Fellow, Psychology, UW-Madison
     
    Title: Making "Fast Friends" during childhood and adolescence: Examining online and school contexts 
     
    Abstract: Close peer relationships are critical to children's and adolescents’ healthy development and well-being, yet youth sometimes struggle to make friends. This work tested whether an online version of the Fast Friends procedure could engender closeness among 9- to 13-year-old youth. Participant dyads were randomly assigned to answer personal questions that encourage self-disclosure and play a collaborative game (Fast Friends condition) or to engage in similar activities without self-disclosure or collaboration (control condition). To build on this research, we are working on adapting the procedure to help students form close peer relationships during school transitions, which is a time in which students’ social networks are typically disrupted, which can result in students feeling a diminished sense of social support.

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March 22, 2024
  • ITP Seminar - No Seminar

    March 22, 2024  12:00 pm - 1:30 pm

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