Faculty Diversity Research and Curriculum Development and LGBTQ+ Research Initiative Grant Lecture
Wednesday, March 12, 2025
1-2:15 p.m
Guthart Cultural Center Theater
The Faculty Diversity Research and Curriculum Development Grants are awarded in support of research or curricular innovation regarding diversity. These grants are designed to encourage research and curriculum development on issues of diversity by faculty in any discipline. The LGBTQ+ Research Initiative Grants are awarded to faculty engaged in research or creative work on the experiences of lesbian, gay, bisexual, transgender, queer, questioning, and intersex people and allies on Hofstra’s campus and/or in the suburbs.
2024-25 Faculty Diversity Research and Development Grants
Building Competence: Trauma-Informed Care for Sexual and Gender Minorities – A Faculty Development Initiative
Stacie Dee DNP, PMHNP-BC, Assistant Professor of Nursing, SONPA, and Christopher Dippel, MSEd, Associate Professor of Drama and Dance, HCLAS
A collaborative initiative between Hofstra's School of Nursing and HCLAS’ Department of Drama and Dance aimed to enhance sexual and gender minority (SGM) healthcare education through standardized patient (SP) simulations. Through specialized training from a private consultant, Drama and Nursing faculty gained expertise in SP methodology and scenario development, resulting in two comprehensive simulation scenarios addressing intersectional healthcare disparities faced by SGM populations. The training strengthened interdisciplinary partnerships between healthcare educators and drama professionals, establishing groundwork for a proposed standardized patient class elective (healthcare theater) where drama students will serve as SPs. This initiative represents a crucial first step toward developing comprehensive, trauma-informed SGM healthcare education at Hofstra, providing nursing students with authentic clinical experiences while fostering interdisciplinary collaboration.
The European Union’s Combating Antisemitism Policy: Opportunities, Tools, and Challenges
Carolyn Dudek, PhD, Professor of Political Science, HCLAS
Although antisemitism was on the rise across Europe since 2001, the European Union (EU) and member states ignored the issue. In 2015, however, the tide seemed to change when the European Commission, the executive body of the EU, formed a coordinators office to combat antisemitism. In 2021, the office created the first-ever strategy to combat antisemitism and foster Jewish life. My research examines why and how the EU created a policy focusing on antisemitism and some of the policy tools the EU possesses to address antisemitism. The EU strategy attempts to address antisemitism with both preventative measures and actions to address antisemitism when it occurs. Although not created distinctly to address antisemitism, the EU has other legal underpinnings that provide a framework within which the EU can address antisemitism. After October 7th and the rise of antisemitic incidences in Europe, it begs the question what measures if any can the EU really implement? This project explores the possibilities and limitations of the EU’s policy and its influence on its member states.
2024-25 LGBTQIA+ Research Initiative Grant
Breaking Barriers: Evaluating Counseling Graduate Students’ Preparedness in Serving Transgender Clients
Melody Abend, Mental Health Counseling Graduate Student, SHS; Genevieve Weber, PhD, Associate Professor of Counseling and Mental Health Professions, SHS; and Sage Rose, PhD, Associate Professor of Counseling and Mental Health Professions and Department Chair, SHS
The number of teens and young adults who identify as transgender has doubled over the past five years owing to more visibility, open attitudes, awareness, and knowledge of this population (UCLA School of Law William’s Institute, 2022). Although the transgender population is growing, there has been a surge of anti-transgender legislation limiting transgender people’s access to healthcare. The healthcare services that do exist are often led by helping professionals with limited to no knowledge or training on the unique needs of transgender people. The purpose of this study was to investigate potential knowledge gaps among mental health counseling students that could impact their ability to provide affirmative care to transgender individuals. Using mixed-methods, an online survey was distributed to New York based counseling programs (e.g., mental health counseling, marriage and family therapy, school counseling, creative arts therapy counseling). Findings from the study will help inform graduate program directors on how to best integrate transgender focused pedagogy into their curriculum.