Education on Gender and Sex

性别和性教育

• 批准号: 10730736
• 负责人: Emma Sophia Kay
• 金额: $ 14.98万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-20 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10730736
• 关键词: Academic Training; Academy; Acquired Immunodeficiency Syndrome; Address; Adult; Advocacy; Advocate; Age; Alabama; Anxiety; Attention; Automobile Driving; Biological; Cities; Civil Rights; Collaborations; Communities; Complement; Complex; Country; Deep South; Degree program; Development; Discrimination; Education; Educational Curriculum; Educational process of instructing; Endowment; Enrollment; Ethnic Origin; Evaluation; Face; Faculty; Feedback; Funding; Future; Gender; Gender Identity; Goals; Grant; Health; Health care facility; Heterosexuals; Hispanic; Home; Homelessness; Human Rights; Hybrids; Inequity; Institution; Interview; Knowledge; Learning; Lesbian Gay Bisexual Transgender Queer; Magic; Malignant neoplasm of anus; Malignant neoplasm of lung; Mental Depression; Mentors; Methods; Outcome; Perception; Persons; Politics; Positioning Attribute; Primary Care; Psyche structure; Public Health; Race; Research; Research Institute; Research Personnel; Research Training; Residencies; Risk; Role; Sex Orientation; Sexual and Gender Minorities; Sexual and Gender Minority Youth; Social Work; Structure; Students; Suicide attempt; Surveys; System; Training; Training Programs; United States; United States National Institutes of Health; Voice; Wellness Center; Work; career; cisgender; cohort; community engagement; community organizations; design; end of life care; ethnic diversity; experience; gender minority; gender minority community; gender minority group; gender minority health; graduate student; health inequalities; high school; human centered design; improved; interest; junior high school; lens; lonely individuals; malignant breast neoplasm; member; online course; programs; racial diversity; recruit; resilience; rurality; sex; sexual minority; skills; social; social implication; social stigma; success; support tools; training opportunity; virtual; Academic Training; Academy; Acquired Immunodeficiency Syndrome; Address; Adult; Advocacy; Advocate; Age; Alabama; Anxiety; Attention; Automobile Driving; Biological; Cities; Civil Rights; Collaborations; Communities; Complement; Complex; Country; Deep South; Degree program; Development; Discrimination; Education; Educational Curriculum; Educational process of instructing; Endowment; Enrollment; Ethnic Origin; Evaluation; Face; Faculty; Feedback; Funding; Future; Gender; Gender Identity; Goals; Grant; Health; Health care facility; Heterosexuals; Hispanic; Home; Homelessness; Human Rights; Hybrids; Inequity; Institution; Interview; Knowledge; Learning; Lesbian Gay Bisexual Transgender Queer; Magic; Malignant neoplasm of anus; Malignant neoplasm of lung; Mental Depression; Mentors; Methods; Outcome; Perception; Persons; Politics; Positioning Attribute; Primary Care; Psyche structure; Public Health; Race; Research; Research Institute; Research Personnel; Research Training; Residencies; Risk; Role; Sex Orientation; Sexual and Gender Minorities; Sexual and Gender Minority Youth; Social Work; Structure; Students; Suicide attempt; Surveys; System; Training; Training Programs; United States; United States National Institutes of Health; Voice; Wellness Center; Work; career; cisgender; cohort; community engagement; community organizations; design; end of life care; ethnic diversity; experience; gender minority; gender minority community; gender minority group; gender minority health; graduate student; health inequalities; high school; human centered design; improved; interest; junior high school; lens; lonely individuals; malignant breast neoplasm; member; online course; programs; racial diversity; recruit; resilience; rurality; sex; sexual minority; skills; social; social implication; social stigma; success; support tools; training opportunity; virtual

ABSTRACT Sexual and gender minority (SGM) individuals face dramatic health inequities in general, especially among racially/ethnically diverse SGM living in the Deep South, home to the country’s largest SGM population. Despite dramatic shifts in the political and social acceptability of SGM people across the United States, progress remains tenuous in the Deep South, where there is pervasive stigma and discrimination. Further, there are few health research training programs that view sex and gender through a wider, multifaceted lens, inclusive of sexual orientation and gender identity, and none are located in the Deep South. Our overarching goal is to train graduate students enrolled in health-related degree programs (e.g., public health, social work) with an interest in health research to increase knowledge and advocacy skills addressing SGM health. We will achieve that goal through creating and implementing a 4-year sex and gender program in SGM health, GenderS (Education on Gender and Sex). We have built a unique community-academic partnership to lead the GenderS program, including Dr. Emma Kay, founding director of the Magic City Research Institute, one of the few research institutions in the Deep South housed within a community-based organization; and Dr. Sarah MacCarthy, inaugural holder of the Magic City LGBTQ Health Studies Endowed Professorship, one of the few positions nationally focusing exclusively on SGM health. Our specific aims include: 1) Develop GenderS, a hybrid advocacy and community-based education program that addresses core concepts and hyperlocal approaches to gender and sex in health; 2) Increase knowledge of and advocacy for SGM health via implementation of GenderS; 3) Disseminate a GenderS Toolkit nationally to enable local adaptations, implementation, and evaluation. Year 1 includes development of an online 14-week course covering core concepts in SGM health, providing a foundational understanding of factors driving SGM risk and resilience with attention to intersectional identities (e.g., age, ability, and race/ethnicity). The course will be complemented by hyperlocal approaches, including an in-person 1-week residency highlighting knowledge and expertise among community partners and a 6-month period of virtual mentoring and networking salon sessions. Years 2 and 3 include recruitment of two, 1-year cohorts (n=5-7 scholars per cohort) and implementation of the GenderS program. Year 4 includes the development and national dissemination of a toolkit with guidance on how others can develop, implement, and evaluate their locally adapted version. Our rigorous evaluation plan consists of pre/post surveys to assess scholars’ mastery of topics taught in the online course, as well as interviews with scholars and surveys with program mentors and faculty/community partners to assess opportunities for program improvement. Through national dissemination of the toolkit, GenderS will be broadly available; supporting tools will enable organizations to create locally-relevant experiences for future scholars to further their understanding of sex, sexual orientation, gender, and gender identity influences on SGM health.

抽象的 性别和性别少数民族（SGM）个人一般都面临着戏剧性的健康不平等，尤其是 种族/种族潜水员SGM居住在深南地区，是该国最大的SGM人口的所在地。 尽管美国SGM人民的政治和社会可接受性发生了巨大变化，但 在南部的深处，进步仍然很少，那里存在普遍的污名和歧视。更远， 很少有健康研究培训计划通过更广泛的多方面镜头来查看性别和性别， 包括性取向和性别认同，没有一个位于深处。我们的总体 目标是培训参加与健康相关学位课程的研究生（例如，公共卫生，社会工作） 对健康研究的兴趣，以提高知识和倡导技能，以解决SGM健康。我们将 通过在SGM Health中创建和实施4年的性别和性别计划来实现这一目标， 性别（关于性别和性别的教育）。我们已经建立了独特的社区学术伙伴关系来领导 Genders计划，包括Magic City Research Institute的创始董事Emma Kay博士， 深南部的少数研究机构是一个基于社区的组织内的；和莎拉博士 麦卡锡（MacCarthy），魔术城LGBTQ健康研究的首届持有人，是少数几个教授之一 全国范围内专门关注SGM Health的职位。我们的具体目的包括：1）发展性别，一个 混合倡导和基于社区的教育计划，涉及核心概念和超本地 健康中的性别和性别的方法； 2）通过通过 执行性别； 3）在全国范围内传播性别工具包，以实现当地改编， 实施和评估。第一年包括开发在线14周课程涵盖核心 SGM Health中的概念，提供了对推动SGM风险和韧性的因素的基本理解 注意交叉身份（例如年龄，能力和种族/种族）。该课程将由 超本地的方法，包括面对面的1周居住地，强调知识和专业知识 社区合作伙伴以及虚拟指导和联网沙龙会议的6个月期间。 2年和3年 包括招募两个1年的队列（n = 5-7个学者）和性别的实施 程序。第四年包括有关其他人如何开发和全国传播工具包的指导 可以开发，实施和评估其本地改编版本。我们严格的评估计划包括 预/后调查评估学者在线课程中教授的主题的掌握以及对 与计划导师和教师/社区合作伙伴一起进行的学者和调查，以评估机会 计划改进。通过全国范围的工具包，性别将广泛使用； 支持工具将使组织能够为未来的学者创造与本地相关的体验 他们对性别，性取向，性别和性别认同对SGM健康的理解。