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Research on body image has focused almost exclusively on heterosexual women and lesbians, leaving bisexual women’s experiences largely ignored. The present study sought to gain an understanding of psychosocial factors (including sexual prejudice, romantic relationship history, lesbian, gay, bisexual, and transgender [LGBT] communities, and feminist identity) that may contribute to bisexual women’s experiences of body image. The authors conducted semistructured interviews with six bisexual women and used interpretative phenomenological analysis to analyze the results. This analysis resulted in four themes: bisexual women’s desire to accept their bodies in a context of societal objectification; the influence of dominant sexuality and gender binaries that leave bisexual women feeling invisible; the protective role of LGBT communities and feminist identification in helping them resist the thin ideal; and the positive and the negative influences of romantic relationships with men and women. Results highlight the importance of validating sexual identity and promoting feminist identification and inclusion within an LGBT community for bisexual women. Future research might further explore the role of feminist communities and romantic relationships in bisexual women’s body satisfaction and should include the experiences of bisexual women from diverse backgrounds. Editor's Note: Findings for the present study must be considered along with the discussion across the accompanying set of three reflection papers: Yost and Chmielewski (2013); Wilkinson and Kitzinger (2013); and Crawford (2013). [ABSTRACT FROM PUBLISHER]

Purpose: This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Design: Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Findings: Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a “Lone Ranger,” and surviving the workplace environment. Discussion: The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Implications for Practice: Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies. [ABSTRACT FROM AUTHOR]

Across two studies, we tested whether perceived social costs and benefits of confrontation would similarly predict confronting discrimination both when it was experienced and when it was observed as directed at others. Female undergraduate participants were asked to recall past experiences and observations of sexism, as well as their confronting behaviors. Path modeling in Study 1 (N = 148) demonstrated that women were more likely to report confronting if they believed that the confrontation would make a difference (perceived benefits), or they were less concerned about social sanctions (perceived costs), and the prediction patterns were similar for both experienced and observed sexism. Study 2 (N = 166) replicated the results of Study 1, as well as tested the moderating influence of gender identification. In situations of higher perceived social costs, women who were less strongly identified with their gender group were more responsive to the perceived benefits of the confrontation when deciding whether to confront on behalf of the self. The results of the two studies suggest that researchers should investigate methods for enhancing perceived social benefits and reducing perceived social costs when designing intervention programs aimed at increasing confrontation and decreasing the prevalence of discrimination. [ABSTRACT FROM AUTHOR]

The study reported here evaluated a self-determination intervention using the empowered curriculum for students with visual impairments. The perceptions of students, family members, and teachers of the usefulness of the chosen curriculum were also evaluated. Despite design limitations, the qualitative data suggest that the students enjoyed the empowered curriculum and found it to be useful. [ABSTRACT FROM AUTHOR]