STRUGGLING WITH A NONTRADITIONAL PAST

This article reports findings from a qualitative study that explored the educational experiences of women who were academic high achievers and who were disadvantaged as children. An interesting result was that most participants, if not all, believed that one reason they were successful was because they never revealed their personal histories to education professionals. This article describes the participants' relationship to the concept of disadvantage and the process they went through to have a voice in a system that rewarded them for their silence. It also addresses the question of when it is appropriate to disclose personal information in educational settings. Some believe there should be a separation between the personal and the professional. Others argue that women and disadvantaged students need education that is connected to their life experiences. If this is true, we must ask how this connection can be made when people from disadvantaged backgrounds believe they must hide who they are to succeed.     

Religiosity and Coping: Racial Stigma and Psychological Well-Being among African American Girls

Journal of Religion and Health - This study examined how having a relationship with God served as a protective factor between racial stigma beliefs and psychological well-being. A church sample of...     

Patient Co-Participation in Narrative Medicine Curricula as a Means of Engaging Patients as Partners in Healthcare: A Pilot Study Involving Medical Students and Patients Living with HIV

Journal of Medical Humanities - This paper describes a pilot study of a new model for narrative medicine training, “community-based participatory narrative medicine” (CBPNM), which...