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News Category: Shelley Craig

The New York Times highlights Shelley Craig’s research on the benefit of social media for LGBTQ youth

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  Professor Shelley Craig spoke to The New York Times about her research on social media use […]

The Social Work Speaks Out project is helping social work schools create more positive learning environments for LGBTQ+ students

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Over the course of her career, Shelley Craig — a leading researcher on the resilience of LGBTQ+ […]

SAMHSA, a branch of the U.S. Department of Health and Human Services, features research by Shelley Craig in its latest resource guide

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SAMHSA — the Substance Abuse and Mental Health Services Administration, a branch of the U.S. Department of […]

Can video games and gaming communities enhance the wellbeing of LGBTQ+ youth? Researchers at the International Partnership for Queer Youth Resilience (INQYR) aim to find out

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Screenshot. Night in the woods. (Secret Lab & Infinite Fall, 2017)   When Dane Marco Di Cesare […]

FIFSW scholars named Canada Research Chairs

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Three researchers from the Factor-Inwentash Faculty of Social Work are among the University of Toronto’s 33 Canada […]

The Canada Foundation for Innovation highlights Shelley Craig’s work to support and empower LGBTQ+ youth


“LGBTQ+ youth are going online and creating communities and building their own resilience. That has a positive […]

Introducing Rainbow Road: The INQYR Living Timeline

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Since its launch three years ago with a Partnership Grant from SSHRC, INQYR (the International Partnership for Queer Youth Resilience), led […]

Prof. Shelley Craig receives SSHRC Partnership Grant

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  Prof. Shelley L. Craig and the Factor-Inwentash Faculty of Social Work at the University of Toronto […]

Andrew Eaton, PhD student, receives CIHR research grant

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  Andrew Eaton and his dissertation committee – Prof. Shelley Craig (FIFSW), Sharon Walmsley (U of T […]

Prof. Shelley Craig and PhD Student, Gio Iacono publish on impact of intersectionality among social work students

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Discrimination toward lesbian, gay, bisexual, transgender, and queer (LGBTQ) social work students can negatively affect academic performance and personal and professional identity development. Intersectionality is a conceptual approach that states that social identities interact to form different meanings and experiences from those that could be explained by a single identity. This study explored how the educational experiences of LGBTQ social work students in the United States and Canada influenced their professional and personal identities. Using an intersectional analysis, three major themes emerged: the need for social work programs to better promote LGBTQ identity and emerging social work professional identity integration, a lack of LGBTQ content in the curriculum, and unsupportive LGBTQ school climates. Implications for social work education are considered.