Doctor of Philosophy, University of Toledo, 2019, Counselor Education (Clinical Mental Health Counseling)

Multicultural counseling competence is described in the literature as a close companion and complement to social justice (Ratts, 2011; Ratts, Singh, Nassar-McMillan, Butler, & McCoullah, 2015). Social justice in the counseling profession involves work with individuals, groups, and systems to improve the human condition by removing oppressive barriers in the environment through empowerment and advocacy (American Counseling Association, 2014; Lewis, Arnold, House, & Toporek, 2002). Calls from the profession are evident in the development of the Advocacy Competencies, the inclusion of advocacy in the 2014 ACA Code of Ethics, and 2016 CACREP training standards. Counselor trainees are expected to obtain training in multicultural counseling and social justice advocacy and engage in such practices during their profession. The following study explored social justice training, training environment supports and barriers, perception of institutional support on social justice and student beliefs on colorblind racial attitudes, social justice interest, social justice commitment, and social justice self-efficacy. Master's level trainees in CACREP accredited Clinical Mental Health Counseling and School Counseling programs were surveyed using the Color-Blind Racial Attitudes Scale (Neville et al. 2000), Social Issues Questionnaire (Miller et al., 2009), and the Training Environment Support and Barriers scale (Miller & Sendrowitz, 2011). This study sought to identify if formal training experiences and supportive training environments influence, if at all, Masters' level counseling trainees beliefs on colorblind racial attitudes, social justice interest, commitment, and self-efficacy. Survey results did not find statistically significant differences between students that did and did not take a multicultural course, social justice course, or completed at least three conferences or workshops on social justice on their reported social justice interest, commitment, self-efficacy, or colo (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2017, Psychology/Clinical

The present study explored the nature of social justice discussions on the social networking site Tumblr using publicly available data from Tumblr posts generated between March 16, 2016 and March 30, 2016. Posts were self-identified by users with at least one of five common hashtags related to social justice identified in a pilot study on Tumblr. These hashtags were #Black Lives Matter, #Feminism, #Racism, #Social Justice, and #SJW, an abbreviation for “social justice warrior” a phrase used to label individuals who engage in social justice discussions online. Findings indicated that posts about social justice are common on Tumblr with 15,160 public posts created by 8,794 users across the two weeks. However, not all posts reflect a positive attitude toward social justice with 8.6% of posts expressing disagreement or even hostility toward movements promoting equality. Data from the present study were compared to data collected in the pilot study to describe consistency and differences in results using the same methodology at two different time points for two different lengths of time. Implications of study findings for clinical and research purposes are discussed.

Doctor of Philosophy, University of Toledo, 2017, Educational Theory and Social Foundations

The focus of this dissertation is on the work processes and activities that social justice leaders engage in while creating, managing, and leading social justice organizations. I argue that it is possible to create an overarching process of work processes and activities from the successful experiences of social justice leaders that have created, managed, and led successful social change organizations. This overarching process provides current and future leaders, particularly those leaders new to creating SCOs, a road map for the work processes and activities required to be successful.

Doctor of Philosophy, The Ohio State University, 2008, Teaching and Learning

Social justice discourses have been approached in two distinctive ways. One is the logocentric approach that begins deductively with an ideal concept of social justice, and the other is the grounded approach that focuses inductively on concrete examples of social injustice. Accordingly, when researchers and educators deal with social justice issues, they are inevitably engaged in a cacophony of onto-epistemological issues between the reality of social injustice and the orientation to social justice. Although there is an increasing body of research on social justice education, it is important to note that few researchers have conducted research on how teachers understand social justice and how it is related to their pedagogical practices.I conducted a qualitative study to investigate how teachers understood social injustice and constructed a concept of social justice and how it was related to their pedagogical practices for social justice. In order to conduct a study in a socially just way I made consistent efforts to bring social justice issues into methodology. My study is based on an assumption that research is trustworthy when it authorizes the power of participants who bring knowledge into the study (Foucault, 1984). I also paid special attentions to my writing as an ethical re-presentation of what I learned about and from social justice educators. In this study, I presented the findings both in their individual and collective voices. My participants consisted of eight community-nominated teachers in K-12 educational settings. The process of community nomination was not only to limit my power as a researcher, but also to authorize the community in selecting participants. My role as a researcher was not to take "the imperialist position" (Smith and Deemer, 2000, p. 890), but to build a new community of social justice educators. I was then able to "walk into" the community and "work with" the participants. Data collected from each teacher consisted of 5 semi-struc (open full item for complete abstract)

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This action research study honors teacher-as-researcher and utilizes qualitative methods of data collection alongside emergent design to study arts-integrated teaching and learning at a mid-sized Midwestern university in a social studies methods course. The thinking and learning of both pre-service teachers and the teacher educator/researcher are analyzed using constructivist grounded theory, constant comparative and art-based methods. Findings offer a holistic view of teaching and learning including: 1) pre-service teachers' learning experiences as developing social studies classroom teachers and arts-integrated learners to expand capacity in order to see and think differently, communicate and express their thinking and learning diversely, and to engage challenges and discomfort divergently within alternative, transformative pedagogical practices; and 2) the teacher educator/researcher's learning experiences to expand capacity in developing a meta-teaching action plan toward teaching the arts-integrated social studies methods course and altering the process of the dialectic action research spiral within action research to become the dialectic action research lemniscate. Implications relevant in social studies teacher education and secondary social studies education include, transformative learning experiences and expanded capacity for pre-service teachers as they developed altered perspectives about arts-integrated teaching and learning as well as teaching civics/citizenship and engaging civic issues of equity and justice in the social studies and the early development of a partial framework for arts-integrated teaching and learning in social studies education. Implications germane to action research methodology reside in modifying the process of the dialectic action research spiral in offering the expanded capacity of the dialectic action research lemniscate as an alternative recursive process for action researchers.

Doctor of Philosophy (PhD), Ohio University, 2023, Counselor Education (Education)

Social justice advocacy is a necessary role for counselors. It is a part of their identity and ethical obligations to engage in advocacy with and on behalf of any individuals and communities experiencing injustice related to systemic disenfranchisement stemming from marginalized status due to race, gender, sexual orientation, ethnicity, and social economic status among others. To promote social justice in counselors, counselor education programs are increasingly emphasizing the integration of social justice pedagogy in counselor training programs. The diversity among counselor trainees and faculty presents simultaneous experiences of both privilege and oppression and this creates a challenge in determining how students develop specific interests and commitment to social justice. The purpose of this study was to explore the nature of the relationships between the social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment among masters counseling students. The conceptualization of the development of social justice interest and commitment was based on the social cognitive career framework. The current study examined the relationship between the linear combination of social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment. The study also examined the amount of variation in social justice commitment explained by social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest. Finally, the study identified the most robust predictors of social justice commitment among the 116 participants in the study. Based on the findings of the study, there was a positive significant relationship between social justice self-efficacy, social justice outcome expectations and social justice interest with social justice outcome expectations bei (open full item for complete abstract)

Ed.D., Antioch University, 2023, Education

This is a critical-phenomenological qualitative research study in which young people who participated in Social Justice Youth Arts (SJYA) programs during their teenage years engaged in a series of semi-structured arts-based interviews focused on recollecting their lived experiences in those programs and the years since. These interviews investigate the ways in which the principles of Healing-Centered Engagement (Ginwright, 2018) were present within these young people's experiences of those programs, as well as the extent to which those experiences may have encouraged or cultivated a lived praxis of the principles of the contemporary abolitionist movement (Kaba, 2021; Kaepernick, 2021). This study describes how these young people's engagement with SJYA programming encouraged their process of identity formation as artists and activists, and how the durability and evolution of those self-identifications manifested in their broader social and behavioral context over time. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, The Ohio State University, 2023, Social Work

This study examined the impact of a healing justice, professional development 6-hour ethics training, as an intervention designed to promote social workers' mindful self-care and professional wellbeing at the intersections of social justice work. The three aims of this study were: (1) To assess the efficacy of a healing justice training module on social workers' mindful self-care and professional wellbeing; (2) To explore study participants' views on the healing justice training on supporting their wellbeing at the intersections of self-care and social justice work in social work practice; and (3) To explore the integration of the data to capture participants' perspectives on the healing justice training. This study included pretest quantitative data collected from 86 study participants and a total of 47 study participants at posttest (N=21 Intervention Group and N= 26 Waitlist Control). Utilizing a convergent, mixed methods design, study results showed a significant interaction between the intervention effect and time on the Mindful Self Care Scale (MSCS) variable named Mindful Awareness, where there were statistically significant changes at posttest within the treatment versus the waitlist control groups p = .001 with a large effect size = .204. Qualitatively, five major themes and nine subthemes recurred, which included: A) Embodied practices – dance and drum; B) Personal care [subthemes: self-care and mindfulness and awareness]; C) Social work's effects on practitioners [subthemes: burnout and compassion fatigue, and compassion satisfaction]; D) Institutionalizing healing justice training [subthemes: social work education, social work practice, and continuing education units (CEUs)]; and E) Human diversity [subthemes social work (SWK) needs welcoming spaces for Black, Indigenous, People of Color (BIPOC) folks, and social work is social justice]. The results of this study provided confirmation relative to promising support for continuing to offer a healing jus (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

Student veterans are at an increased risk of suicidality (Borsari et al., 2017; Rudd et al., 2011; Schonfeld et al., 2015). Suicide prevention efforts exist on campuses nationwide (Suicide Prevention Resource Center, n.d.); however, these programs have not been created for at-risk populations, such as student veterans, specifically. Further, student veterans use veteran-specific resources, such as veteran student organizations (Hawthorne, Bauman, & Ewing Ross, 2013), for support when they exist on their campuses (Borsari et al., 2017). Unfortunately, just half (57%) of universities have these veteran-specific resources (O'Herrin, 2011), although 96% of U.S. universities enroll student veterans (Department of Veterans Affairs, 2014). Universities can consider ways to develop or expand their suicide prevention programming to include veteran-specific resources, such as peer supports, on their campuses to provide opportunities for student veterans struggling with suicidality to receive support. Peer support programs may be appropriate to support student veterans struggling with suicidality. Veterans tend to disclose struggles with suicidality to fellow veterans more frequently than with civilians (Greden et al., 2010), which implies that a peer support program would be an effective approach to suicide prevention for this at-risk group of students. Suicide prevention requires advocacy and action to its success (JED Campus, n.d.), therefore student veterans with a strong social justice identity (e.g., self-efficacy, outcome expectations, interest, commitment, supports/barriers; Miller et al., 2009) may be appropriate applicants to serve as peer supports. The purpose of this study was to identify whether social justice identity was a significant predictor of student veterans' perceptions of suicide prevention. The hypothesis was that student veterans' social justice identity (i.e., self-efficacy, outcome expectations, interest, commitment, perceived social supports/barr (open full item for complete abstract)

Ph.D., Antioch University, 2020, Leadership and Change

This thesis explored social worker discourses to learn what they could reveal about professional workplace practices and experiences with race and racism. The study traced the subtle and elusive racism often found in everyday professional conversations that are not considered racist by dominant consensus. Using tools of thematic and critical discourse analysis (CDA), and van Dijk's (1993, 2001, 2008, 2009, 2011) general theory of racism and denial (1992, 2008), data from 14 semistructured interviews and one focus group with a racially diverse group of social workers was analyzed in two ways. First, thematic analysis offered a horizontal or flat exploration that illustrated various manifestations of racism, denial, and whiteness. The second, vertical critical discourse analysis took a sociocognitive approach to examine underlying discourse structures that hold racism and whiteness in place. Findings suggest the presence of subtle and nuanced racism and whiteness in social worker discourses, and I discuss how these forces work in tandem to produce dynamics that preserve hegemonic structures and support dominant status. This power analyses brought attention to often overlooked forms of counter-power and resistance embedded in participant narratives. Inferences from focus group discourse illustrated four interpersonal capacities that supported constructive racial dialogue. Findings revealed vastly different racial experiences between Black, biracial, and White social workers in their professional settings. Implications for social work (and more broadly the helping professions) education, training, and leadership and change practices are provided. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Master of Arts, Miami University, 2018, English

This thesis argues that the emergence of the reproductive justice (RJ) framework in reproductive politics not only shifted activist strategies and discourses, but also fostered the emergence and circulation of more complex abortion representations in U.S. popular culture. I examine these (still)-emergent counter-hegemonic reproductive justice abortion counternarratives as potentially transformational interventions in both RJ theory and activist practice. Chapter 1 introduces my project and highlights the differences between the “pro-choice” and reproductive justice frameworks. In Chapter 2, I outline RJ's theoretical foundations, analyze its historical emergence in reproductive politics, and juxtapose how abortion is represented in dominant cultural discourses vs. emerging RJ counterdiscourses through a comparative analysis of the abortion plotlines in Joan Didion's Play it as it Lays and Alice Walker's Meridian. Chapter 3 traces the post-Roe trends of abortion representations on television, and the last decade's shift towards more counter-hegemonic representations, analyzing abortion plotlines from television shows including Scandal, Shameless, and Black Mirror through the RJ framework. Finally, through a brief examination of abortion storytelling campaigns in ongoing RJ advocacy efforts, Chapter 4 frames the emergence of RJ counternarratives as a vital component of RJ movement strategies and an urgent intervention into dominant cultural discourses of abortion.

Bachelor of Fine Arts (BFA), Ohio University, 2018, Theater

Education provides a durable foundation for social growth by influencing the environment in which oppression persists. Maurianne Adams and Lee Anne Bell, editors of Teaching for Diversity and Social Justice, introduce social justice education as a pedagogical approach that “includes both an interdisciplinary conceptual framework for analyzing multiple forms of oppression and a set of interactive, experiential pedagogical principles to help learners understand the meaning of social difference and oppression, both in social systems and in their personal lives” (Adams et al. ix). This thesis argues that Asian American theater can utilize social justice education pedagogy to promote discussion and education of racial issues in the Asian American community. Theater is a viable alternative to lecture-based learning. Theater can act as a catalyst for dialogue, and can be used to effectively engage with audiences in a way that allows the audience to critically analyze systems of oppression. This thesis aims to connect social justice education methods with Asian American theater so that Asian Americans can better navigate the oppressive systems embedded in mainstream theater and other oppressive systems in their own lives. Many social justice education principles are present and relevant to Asian American theater, and three case studies are analyzed to support this claim, including Ma-Yi Theater Company, Miss Saigon, and Vietgone.

Bachelor of Science in Education, Miami University, 2008, School of Education and Allied Professions - Early Childhood Education

This paper is about one student's undergraduate experience at Miami University as an early childhood education major: the opportunities she had, the questions she raised, and the answers she found. Through auto-ethnography, narrative inquiry, and scholarly research, the author explores the meaning behind her experiences. The author talks about her transformation from a first year student, who wanted to be a classroom teacher, to a graduating senior, who no longer planned on entering the teaching profession. Throughout the process, she used her ongoing experiences, both in the college classroom and outside the four walls, to question the purpose of education. Her answers came as she explored new places, cultures, and ideas. Throughout her developmental process, social justice was an important value of the author as well as a recurring organizing theme. Given that context, the core of this work explores the following questions: What is the purpose of education? What is social justice? What is the place of social justice in education? What does educating for social justice mean to pre-service teachers? What questions does this raise for teacher education programs? Within those answers, all of which are explored in the paper, the author found that working for and teaching for social justice is necessary in order to break down oppressive systemic barriers in society. The author's conclusion is that there is a world of education outside of a four-walled classroom. Discovering it, questioning it, and taking action to change it, will make the world a more just place.

Ph.D., Antioch University, 2024, Leadership and Change

Exploring how school leaders address underrepresented student voices, meaning those of marginalized experiences along the continuum of social identity including though not limited to race, class, gender, immigration, and LGBTQ issues in schools is more essential than ever following the novel coronavirus of 2019 (COVID-19). Principals' social identities (i.e., race, class, and gender), and their connected social locations and personal histories reveal how their leadership styles can contribute to the support of marginalized communities. Hence, this qualitative research study employed a case study methodology to investigate whether and how the social identities and lived experiences of principals in the Brooklyn and Bronx school districts of New York City inform their school leadership practices and help them navigate the policies in place to address social constructions of difference and other critical issues in highly diverse schools. Guided by the critical case sampling method, a total of five principals native to four different countries were selected for their diversity and years of experience in NYC school leadership were interviewed using a semi-structured protocol. Both the research questions and study protocol drew on multiple leadership theories and applied a social justice leadership lens to reveal if and how urban public-school leaders support their school communities by advocating for equity, inclusion, and diversity. Six themes intersected by immigrant narratives emerged from the data, creating a shared social identity and connected purpose among the participating principals. Each principal expressed their social identities metaphorically through their respective immigrant experiences in a sense-making process that explained their leadership styles and understanding of complex issues that occurred in their schools, pre- and post-pandemic. The leadership narratives explored may serve as resources and catalysts for school transformation (open full item for complete abstract)

PhD, University of Cincinnati, 2024, Business: Business Administration

Social media platforms have emerged as influential cultural, political, and economic forces. Organizations benefit from gaining power through social media platforms, as they gain the ability and authority to influence or control users and situations according to their goals. Prior Information Systems (IS) literature predominantly emphasizes the positive effects of organizational power gained through social media platforms. However, recent advancements in IS literature challenge this assumption and argue that organizations may inadvertently create harmful consequences for society when they leverage the power of social media platforms. This dissertation explores the inherent tension between the potential for positive influence and the risks of negative consequences associated with the acquisition and exercise of power. Specifically, it examines the effect of boundary-spanning, where social media platforms act as intermediaries that enable organizations and users to extend their influence across various contexts by engaging multiple stakeholders—such as platforms, organizations, and users—through various types of accounts such as regular and premium (business) accounts with distinct features. Adopting a neutral perspective, the research combines critical and interpretive approaches in two essays. In Essay 1, the critical approach questions existing power structures and norms by uncovering the underlying structural injustices as a result of reviewing prior social media and social justice literature. In Essay 2, the interpretive approach discusses the interpretation of the power dynamics and their consequences by interviewing the organizations and premium account users. Through these diverse perspectives, this research aims to offer insights into how social media platforms enable power dynamics among platforms, organizations, and users and their consequences.

Ed.D., Antioch University, 2024, Education

The purpose of this study is to understand the prevalence of faculty members' abilities to incorporate cultural humility into their Masters of Science in Athletic Training (MSAT) program curriculum and barriers they feel they face in implementing this into regular practice. There is a severe lack of focus on issues pertaining to social justice within the athletic training profession, and implementation of cultural humility skills into MSAT programs can help address the systemic injustices within athletic training healthcare delivery. While there has been a focus on cultural competency in athletic training education, there is little to no current research on cultural humility and how it is used in programs currently, nor how comfortable faculty members are with teaching their students cultural humility in intentional and effective ways. A qualitative method was utilized to explore the research question, and to understand perceived barriers to implementation of culturally humble training within the current curriculum. Faculty members at accredited institutions were interviewed virtually, and it was determined that cultural humility is taught to various degrees within differing programs. Student identity, faculty identity, social determinants of health, open-mindedness, and commitments to action are some themes identified within the work. Identified barriers include time, identity, and legislative restrictions. This study looks to provide a foundation so future research can shift the focus to patient-centered care techniques that will serve people of all identities and backgrounds. Athletic training needs to become a pioneer profession of equitable and compassionate healthcare, setting the standard for other professions to overcome systemic inequities that decrease the quality of care delivered to diverse and historically marginalized patient populations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://e (open full item for complete abstract)

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this qualitative self-study was to investigate my own critical teaching practices in a freshman university classroom and to see what happened to my teacher identity when my curriculum and instruction focused on issues of social justice. Believing that “…the Eurocentric worldview is so thoroughly hegemonized in the United States…most teachers don't realize they are teaching from this limited point of view” (Malott, 2011, p. 8) and that a “Failure to understand differences, or to subjugate or reject other worldviews, leaves no alternatives to challenge one's understanding of the world [leading to] stagnation and increasingly unusable ideas in a fast-changing cultural environment” compelled me to take a close look at my own teaching practices and teacher ideology. To become aware of my own complicity in maintaining the status-quo (Lewison, Leland, and Harste (2015), I used a Values Coding system (Saldana & Omasta, 2018) to see what values, beliefs, and attitudes would emerge. I collected fieldnotes, created concept maps, composed vignettes, and engaged with critical friends for data collection. I composed found poetry, created emotional arcs, composed vignettes, and engaged with critical friends for data analysis. I used Kincheloe & Steinberg's (1993, 1997, 2017) postformalism as my theoretical framework. A postformal curriculum and instruction involves problem detection, uncovering hidden assumptions, noticing relationships and patterns, connecting logic and emotion, and attending to particularities. Findings revealed that I was largely unaware of the particularities of Generation Z. Not knowing and understanding the values of Gen Z resulted in moments of discomfort and pushback. Results also showed I value comfort and safety and I would make curricular adjustments so that comfort and safety would be a priority in my classroom. Furthermore, analysis revealed feelings are a valued way of knowing and resilience would be vital attitude to push me throug (open full item for complete abstract)

Ph.D., Antioch University, 2022, Antioch Seattle: Counselor Education & Supervision

This study examines the social and cultural considerations in accessing mental health treatment in The Gambia, West Africa. Participants were recruited from The Gambia for a qualitative study that included semistructured interviews (N = 17). A team of analysts identified five themes. The results highlighted social and cultural conceptualizations of mental health and mental illness, sociocultural determinants of health, interventions, barriers to care, and the legal framework to support mental health change. These findings are important for counselors to understand different perceptions of mental health and mental illness and the associated stigma. Furthermore, several opportunities for advocacy in The Gambia have resulted from this study.

Ph.D., Antioch University, 2022, Leadership and Change

The purpose of this qualitative participatory action research was to explore how complexity is engaged and experienced in complex regulatory systems, and to understand how cannabis might be regulated in ways that lead to socially equitable conditions. This was accomplished by studying the lived experiences of governmental leaders charged with the responsibility of establishing regulatory frameworks for legalized cannabis where none previously existed. Using the learning history methodology, the study deeply explores the ways that complex systems coexist by capturing the lived experiences of research participants and enhance theoretical understanding of complex regulatory systems. Data collection occurred through reflective interviews, followed by distillation and thematic analysis. This resulted in the creation of a data table and a learning history artifact that were validated by distribution to research participants and used as both an actionable tool for participants and an analytical tool to distill and categorize research findings. The data table and the artifact established three main findings: complexity is both a property and characteristic of systems; complexity is not a behavior, characteristic or action of “leadership” or “leaders” in complex regulatory systems; and the interplay between social justice and social equity is complex and often oversimplified. Rather than directing, participants brought about change by building interactive trust through dialogue and relationship-building in interactive spaces across and between macro, meso, and micro systems levels. Complexity arose from these participatory human relationships when both the properties and characteristics of these systems were engaged, but the theoretical construct of complexity does not explain the presence of agency within this dynamic. By recognizing agency across all systems, structural barriers may be reduced, resulting in regulatory frameworks that may lead to more socially equitable con (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2022, English

This dissertation examines the important affective labor of diverse feminist activists and sexual assault survivor advocates and contributes a theory of feminist affective resistance. I define feminist affective resistance as the transformative rhetorics and literacy practices feminists employ to challenge dominant pedagogies of emotion while building toward feminist and survivor-centered futures. In Chapter 1, I situate this dissertation within scholarship on affect, feminist rhetorics, and literacies, establishing how feminist scholars and activists have begun to identify and resist social-emotional scripts. In Chapter 2, I constellate a feminist trauma-informed methodology and introduce my participants and methods. I investigate feminist rhetorical strategies and literacy practices through interviews with eleven feminist activists and an ethnographic case study at a rape crisis center where I have volunteered for three years. In Chapter 3, I describe how feminist activists enact digital tactics of feminist affective resistance while making social media work for them. Participants in this study established feminist affective counterpublics online and carefully navigated the affective burdens of their online activism. In Chapter 4, I investigate the feminist rhetorical pedagogies at the Midwest Rape Crisis Organization (MRCO), including five rhetorical tenets that guide advocate interactions with survivors. MRCO rhetorics and pedagogies help survivors and advocates realign away from discourses of rape culture and toward feminist values of the organization. In Chapter 5, I present MRCO as a literacy sponsor that helps advocates affectively attune with survivors and affectively realign away from vicarious trauma. Literacy practices of MRCO advocates include reading to believe, writing to process, and gathering to heal. In Chapter 6, I review four lessons of feminist affective resistance, including the importance of rhetorical affective education. I conclude this diss (open full item for complete abstract)