Dr. Regina Rahimi is a Professor in the department of Middle Grades and Secondary Education at Georgia State University. Her interests include, issues of gender and sexuality in education, middle and high school drop outs, adolescent literacy and race and class in education. Dr. Rahimi is currently researching Trauma Informed Pedagogy and working with teachers and pre service teachers to implement this approach. Also, Dr. Rahimi is looking at the implementation of English instructional strategies in various geographical contexts.
Areas of Expertise (5)
Race and Class in Education
Middle and High School Drop Outs
Issues of Gender in Education
Issues of Sexuality in Education
Best Paper Award
Best Paper, Awarded by the International Association of Social Science and Behavioral Research Association
Nominated for Brockmeier Award
Nominated for Brockmeier Award, Armstrong State University
Georgia Southern University: Ed.D., Curriculum Studies 2002
Georgia Southern University: Ed. Leadership/Supervision Certification 1997
Georgia Southern University: Ed.S., Middle Grades Education 1994
Armstrong State College: B.S., Middle Grades Education 1992
- American Educational Studies Association
- American Educational Research Association
- Georgia Council of the Teachers of English
Media Appearances (1)
Georgia Southern to host free screening of ‘Paper Tigers,’ Q&A on school discipline and students’ emotional learning
Georgia Southern University
“As we are beginning to recognize the importance of social-emotional learning, this film speaks to the necessity for schools to examine the way it approaches students’ issues related to toxic stress and mental health,” said COE professor Regina Rahimi, Ed.D. “This film focuses on a school in Washington State, and its successful approach to supporting kids’ success. It is an important reminder to teachers, parents, mental and health professionals, juvenile justice professionals and community leaders that we need to develop holistic approaches to supporting today’s youth.”...
Current educational mandates in the U.S. such as the Individuals with Disabilities Act (IDEA) 2004 and No Child Left Behind (NCLB) 2001 have set high standards that require all students have exposure to and become proficient in grade level standards. The Individuals with Disabilities Act (IDEA) 2004 requires that students with disabilities be educated to the maximum extent possible in the least restrictive environment with non-disabled peers. NCLB requires that all students be included in school accountability measures. As a result of this current direction, many schools are including students with disabilities into the regular education classroom for at least part of the school day. In 2011, 80% of all students ages six to 21 served under IDEA spent 40% or more time inside the regular education classroom (Institute on Disability, 2013). This highly significant change in instructional delivery for special needs students has had major implications for both general and special educators and their students. In order to ensure that students with disabilities continue to receive the specialized instruction they are entitled to while receiving access to the general education curriculum at the same time, co-teaching has become a widely used instructional model in regular education classrooms (Brinkmann & Twiford, 2012). Within this model, teachers in the general education classroom are expected to share the responsibility with special education teachers for ensuring that students with disabilities have access to and achieve the same grade level standards as grade level peers. This is done by both teachers working together to plan lessons and share instructional duties for all students within the general education setting. For this model to be successful, general education and special education teachers must collaborate and work together so that students with disabilities can be become proficient in the general education curriculum.
Purpose: This qualitative study examined the perceptions of student athletes regarding sexual harassment and other forms of gendered harassment (homophobic bullying) as well as knowledge of and/or experiences with harassment in high school and university settings, primarily in athletic school culture. Methodology: Semi-structured interviews were conducted with twenty-seven former high school athletes/active university athletes. The data were analyzed regarding theme and their relationship to the reviewed literature. Findings: Findings indicate that the athletic culture poses particular issues pertaining to the vulnerabilities and persistence of sexual bullying and harassment. Discussion: Educators, coaches, and administrators must understand harassment, work to establish and implement an educational precedent and policies to decrease the likelihood of occurrence and acceptance, and provide resources for addressing discrimination and hostility on campuses.
Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and their perceptions of sexual harassment on their campuses were discussed. What was revealed throughout this study was the way in which many teachers’ notions of sexuality are conceptualised through their notions of class and race. This paper addresses how such racial and class stereotypes veil the sexual victimisation of many young women.
When examining the experiences of adolescent girls, a study into the presumptions teachers have regarding female adolescent sexuality is a very important aspect to explore. This article presents the findings from a study we conducted with eleven middle- and high school teachers in a southeastern state from both rural and urban districts. In-depth interviews were conducted to determine how their experiences and perceptions impact their understanding of the emerging sexuality of students in their classrooms. Several findings emerged, including that girls continue to be placed in contradictory positions concerning sexuality, that adverse sexual labels continue to serve as a means of sexual harassment that many teachers do not recognize, and that perceptions of sexuality and acceptable behavior remain deeply embedded in race and class issues.