Gina Rosich, Ph.D. is an Assistant Professor at USJ Dept. of Social Work and Equitable Community Practice. Dr. Rosich received her Ph.D. in Social Work from Fordham University. She is a social worker with expertise in Homeless Policies and Services, Gerontology, and LGBTQ Rights. While completing her doctoral studies, Dr. Rosich was the program director of an Article 81 Adult Guardianship Program in New York City. She has served over 19 years in community settings within the City, working primarily within the shelter system. A passionate educator and advocate, Dr. Rosich has developed social work courses on policies affecting LGBTQ people, has lobbied and organized for changing policies and increasing funding for programs serving the homeless, and educated elected officials on the particular needs of vulnerable and homeless older adults. Her research explores the gaps in rights, policies, and services for LGBTQ and homeless older adults from a social justice perspective.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
Use of a human rights (HR) framework in direct social work practice is gaining traction in social... more Use of a human rights (HR) framework in direct social work practice is gaining traction in social work education. A gap remains, however, regarding its application within field education. This study seeks to fill the gap in knowledge regarding field educators’ understanding of and training in use of a human rights lens. Using a qualitative-dominant, mixed-method, quasi-experimental design, the study explores the extent to which the introduction of a human rights-based approach to social work impacts both the attitudinal positioning of field educators (preceptors) in a small clinically based MSW program toward HR based clinical practice, and the integration of this approach to their pedagogical practice with MSW-level field students. Participants were administered the Human Rights Lens in Social Work (HRLSW) scale as both a pre- and posttest, provided a training on human rights concepts, and participated in a focus group discussion. Although there was only a small improvement in scores, participants reported qualitative evidence that the training started a shift in their thinking. Participants also indicated that more training would be well received.
Social work education prepares students to ethically engage historically stigmatized populations.... more Social work education prepares students to ethically engage historically stigmatized populations. The importance of including diversity in the social work curriculum and preparing culturally competent social workers has been established. However, little is known about how social work educators utilize the syllabus as a tool to prepare students to develop the stamina to attend to and cope with emotional reactions that may result from engaging in critical selfdiscovery and difficult conversations regarding diversity and social justice. Guided by the Discomforting Pedagogy Educational framework, this study consists of a review of a nationwide sample of syllabi identified from first-year, stand-alone, required diversity-related social justice courses within MSW programs. This study explored the extent to which course expectations included affective learning processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes) in the course syllabi that support discomforting learning experiences. The results highlight that most instructors communicate expectations regarding conduct based on respect and valuing diverse perspectives, but instructors can more explicitly support students’ examination of their positionality and bias and how to handle these emotional reactions. Based on the findings, we offer several strategies for supporting social work students in challenging their existing views and working through discomforting learning experiences.
Use of a human rights (HR) framework in direct social work practice is gaining traction in social... more Use of a human rights (HR) framework in direct social work practice is gaining traction in social work education. A gap remains, however, regarding its application within field education. This study seeks to fill the gap in knowledge regarding field educators’ understanding of and training in use of a human rights lens. Using a qualitative-dominant, mixed-method, quasi-experimental design, the study explores the extent to which the introduction of a human rights-based approach to social work impacts both the attitudinal positioning of field educators (preceptors) in a small clinically based MSW program toward HR based clinical practice, and the integration of this approach to their pedagogical practice with MSW-level field students. Participants were administered the Human Rights Lens in Social Work (HRLSW) scale as both a pre- and posttest, provided a training on human rights concepts, and participated in a focus group discussion. Although there was only a small improvement in scores, participants reported qualitative evidence that the training started a shift in their thinking. Participants also indicated that more training would be well received.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to expe...
Social work education prepares students to ethically engage historically
stigmatized populations.... more Social work education prepares students to ethically engage historically stigmatized populations. The importance of including diversity in the social work curriculum and preparing culturally competent social workers has been established. However, little is known about how social work educators utilize the syllabus as a tool to prepare students to develop the stamina to attend to and cope with emotional reactions that may result from engaging in critical selfdiscovery and difficult conversations regarding diversity and social justice. Guided by the Discomforting Pedagogy Educational framework, this study consists of a review of a nationwide sample of syllabi identified from first-year, stand-alone, required diversity-related social justice courses within MSW programs. This study explored the extent to which course expectations included affective learning processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes) in the course syllabi that support discomforting learning experiences. The results highlight that most instructors communicate expectations regarding conduct based on respect and valuing diverse perspectives, but instructors can more explicitly support students’ examination of their positionality and bias and how to handle these emotional reactions. Based on the findings, we offer several strategies for supporting social work students in challenging their existing views and working through discomforting learning experiences.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to experiences discrimination. Those with higher income were less likely to need assistance with changing IDs and more likely to pass/blend. Those who were less likely to pass/blend faced higher unemployment. These findings underscore the many ways in which transphobia, cis gender entitlement and transmisogyny shape the lives of trans people and prohibit full citizenship participation in society vis-à-vis the workforce.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to experiences discrimination. Those with higher income were less likely to need assistance with changing IDs and more likely to pass/blend. Those who were less likely to pass/blend faced higher unemployment. These findings underscore the many ways in which transphobia, cis gender entitlement and transmisogyny shape the lives of trans people and prohibit full citizenship participation in society vis-à-vis the workforce.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
Use of a human rights (HR) framework in direct social work practice is gaining traction in social... more Use of a human rights (HR) framework in direct social work practice is gaining traction in social work education. A gap remains, however, regarding its application within field education. This study seeks to fill the gap in knowledge regarding field educators’ understanding of and training in use of a human rights lens. Using a qualitative-dominant, mixed-method, quasi-experimental design, the study explores the extent to which the introduction of a human rights-based approach to social work impacts both the attitudinal positioning of field educators (preceptors) in a small clinically based MSW program toward HR based clinical practice, and the integration of this approach to their pedagogical practice with MSW-level field students. Participants were administered the Human Rights Lens in Social Work (HRLSW) scale as both a pre- and posttest, provided a training on human rights concepts, and participated in a focus group discussion. Although there was only a small improvement in scores, participants reported qualitative evidence that the training started a shift in their thinking. Participants also indicated that more training would be well received.
Social work education prepares students to ethically engage historically stigmatized populations.... more Social work education prepares students to ethically engage historically stigmatized populations. The importance of including diversity in the social work curriculum and preparing culturally competent social workers has been established. However, little is known about how social work educators utilize the syllabus as a tool to prepare students to develop the stamina to attend to and cope with emotional reactions that may result from engaging in critical selfdiscovery and difficult conversations regarding diversity and social justice. Guided by the Discomforting Pedagogy Educational framework, this study consists of a review of a nationwide sample of syllabi identified from first-year, stand-alone, required diversity-related social justice courses within MSW programs. This study explored the extent to which course expectations included affective learning processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes) in the course syllabi that support discomforting learning experiences. The results highlight that most instructors communicate expectations regarding conduct based on respect and valuing diverse perspectives, but instructors can more explicitly support students’ examination of their positionality and bias and how to handle these emotional reactions. Based on the findings, we offer several strategies for supporting social work students in challenging their existing views and working through discomforting learning experiences.
Use of a human rights (HR) framework in direct social work practice is gaining traction in social... more Use of a human rights (HR) framework in direct social work practice is gaining traction in social work education. A gap remains, however, regarding its application within field education. This study seeks to fill the gap in knowledge regarding field educators’ understanding of and training in use of a human rights lens. Using a qualitative-dominant, mixed-method, quasi-experimental design, the study explores the extent to which the introduction of a human rights-based approach to social work impacts both the attitudinal positioning of field educators (preceptors) in a small clinically based MSW program toward HR based clinical practice, and the integration of this approach to their pedagogical practice with MSW-level field students. Participants were administered the Human Rights Lens in Social Work (HRLSW) scale as both a pre- and posttest, provided a training on human rights concepts, and participated in a focus group discussion. Although there was only a small improvement in scores, participants reported qualitative evidence that the training started a shift in their thinking. Participants also indicated that more training would be well received.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to expe...
Social work education prepares students to ethically engage historically
stigmatized populations.... more Social work education prepares students to ethically engage historically stigmatized populations. The importance of including diversity in the social work curriculum and preparing culturally competent social workers has been established. However, little is known about how social work educators utilize the syllabus as a tool to prepare students to develop the stamina to attend to and cope with emotional reactions that may result from engaging in critical selfdiscovery and difficult conversations regarding diversity and social justice. Guided by the Discomforting Pedagogy Educational framework, this study consists of a review of a nationwide sample of syllabi identified from first-year, stand-alone, required diversity-related social justice courses within MSW programs. This study explored the extent to which course expectations included affective learning processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes) in the course syllabi that support discomforting learning experiences. The results highlight that most instructors communicate expectations regarding conduct based on respect and valuing diverse perspectives, but instructors can more explicitly support students’ examination of their positionality and bias and how to handle these emotional reactions. Based on the findings, we offer several strategies for supporting social work students in challenging their existing views and working through discomforting learning experiences.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to experiences discrimination. Those with higher income were less likely to need assistance with changing IDs and more likely to pass/blend. Those who were less likely to pass/blend faced higher unemployment. These findings underscore the many ways in which transphobia, cis gender entitlement and transmisogyny shape the lives of trans people and prohibit full citizenship participation in society vis-à-vis the workforce.
Employment discrimination remains a consistent and widespread concern among transgender and gende... more Employment discrimination remains a consistent and widespread concern among transgender and gender non-conforming (GNC) people. A secondary data analysis was conducted using the Transgender Law Center California Economic Health Survey (n = 646). The aim of this study was to examine workplace discrimination among transgender and gender non-conforming adults. Sexual citizenship theory informed both the grouping of variables and analysis of findings. Bivariate, multivariate, and multivariable statistical tests were conducted to examine problems related to hiring and to various forms of workplace harassment. Analyses revealed that about 67% of respondents reported some kind of workplace mistreatment. Trans men (FtM) were 132.6% more likely to report discrimination in the workplace (chiefly misgendering and privacy breach), while trans women (MtF) were more likely to experience a wider variety of types of discrimination. Respondents out to their co-workers were 292.4% more likely to experiences discrimination. Those with higher income were less likely to need assistance with changing IDs and more likely to pass/blend. Those who were less likely to pass/blend faced higher unemployment. These findings underscore the many ways in which transphobia, cis gender entitlement and transmisogyny shape the lives of trans people and prohibit full citizenship participation in society vis-à-vis the workforce.
A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Econo... more A mixed-methods secondary data analysis was conducted using the 2008 California Transgender Economic Health Survey (N = 646). Research questions were: What barriers to employment do members of the trans and GNC community perceive they face? How do gender identity, presentation, conformity and passing/blending impact discrimination in the workplace? Who is most likely to experience workplace discrimination and unemployment? What are the potential consequences of being out at work? Who is mostly likely to experience particular types of workplace discrimination? Respondents reported overt discrimination, lack of legal protections and employee training, employer fears and exclusion as intersubjective experiences, beliefs and anticipatory fears. Most respondents (67%) experienced some form of discrimination. FtMs experienced privacy breach and misgendering while MtFs experienced a wider variety of discrimination types. Protective factors included passing/blending, higher income, increased age, and being White. Injurious factors included being out to co-workers and needing help with changing IDs.
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Papers by Gina R Rosich
stigmatized populations. The importance of including diversity
in the social work curriculum and preparing culturally competent
social workers has been established. However, little is known about
how social work educators utilize the syllabus as a tool to prepare
students to develop the stamina to attend to and cope with emotional
reactions that may result from engaging in critical selfdiscovery
and difficult conversations regarding diversity and social
justice. Guided by the Discomforting Pedagogy Educational framework,
this study consists of a review of a nationwide sample of syllabi
identified from first-year, stand-alone, required diversity-related
social justice courses within MSW programs. This study explored
the extent to which course expectations included affective learning
processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes)
in the course syllabi that support discomforting learning
experiences. The results highlight that most instructors communicate
expectations regarding conduct based on respect and valuing
diverse perspectives, but instructors can more explicitly support
students’ examination of their positionality and bias and how to
handle these emotional reactions. Based on the findings, we offer
several strategies for supporting social work students in challenging
their existing views and working through discomforting learning
experiences.
stigmatized populations. The importance of including diversity
in the social work curriculum and preparing culturally competent
social workers has been established. However, little is known about
how social work educators utilize the syllabus as a tool to prepare
students to develop the stamina to attend to and cope with emotional
reactions that may result from engaging in critical selfdiscovery
and difficult conversations regarding diversity and social
justice. Guided by the Discomforting Pedagogy Educational framework,
this study consists of a review of a nationwide sample of syllabi
identified from first-year, stand-alone, required diversity-related
social justice courses within MSW programs. This study explored
the extent to which course expectations included affective learning
processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes)
in the course syllabi that support discomforting learning
experiences. The results highlight that most instructors communicate
expectations regarding conduct based on respect and valuing
diverse perspectives, but instructors can more explicitly support
students’ examination of their positionality and bias and how to
handle these emotional reactions. Based on the findings, we offer
several strategies for supporting social work students in challenging
their existing views and working through discomforting learning
experiences.