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For or Against?: Criminal Justice and Criminology Faculty Attitudes toward Trigger Warnings
Journal of Criminal Justice Education Pub Date : 2021-08-27 , DOI: 10.1080/10511253.2021.1958884
Alison C. Cares 1 , Arelys Madero Hernandez 2 , Lisa Growette Bostaph 3 , Bonnie S. Fisher 4
Affiliation  

Abstract

Since 2014, a debate has raged over trigger warnings in college courses. Proponents see trigger warnings (oral or written advance notification of course content with the potential to trigger adverse health responses, and therefore, inhibit academic performance) as supportive of students, particularly those who have experienced trauma. Critics see them as harmful to those same students, and as a threat to learning and academic freedom. Using data from a survey of criminal justice and criminology faculty (N = 791), this study found three domains of faculty attitudes, with trigger warnings as a student-centered teaching practice, an academic harm, and compromising content. Female faculty, those who had taught victimology, those in criminal justice departments, and those who identified as more liberal had more positive views of trigger warnings. Only attitudes viewing trigger warnings as a student-centered teaching practice predicted use of trigger warnings. Future research should undertake inter-disciplinary comparisons.



中文翻译:

赞成还是反对?:刑事司法和犯罪学教员对触发警告的态度

摘要

自 2014 年以来,关于在大学课程中触发警告的争论一直很激烈。支持者认为触发警告(课程内容的口头或书面提前通知有可能引发不良健康反应,从而抑制学习成绩)是对学生的支持,尤其是那些经历过创伤的学生。批评者认为它们对这些学生有害,对学习和学术自由构成威胁。本研究使用对刑事司法和犯罪学教师(N = 791)的调查数据,发现教师态度的三个领域,触发警告作为以学生为中心的教学实践、学术伤害和妥协内容。女性教员、教过受害者学的人、刑事司法部门的人以及那些被认为更自由的人对触发警告有更积极的看法。只有将触发警告视为以学生为中心的教学实践的态度才能预测触发警告的使用。未来的研究应该进行跨学科的比较。

更新日期:2021-09-27
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