Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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Description
Did He Kill the Mockingbird? is a play I wrote, which explores the effects of being on the Autism Spectrum plays in Arthur Radley’s life. Arthur Radley is a very misunderstood member of Maycomb County, who is constantly seen as a lesser member of society in Maycomb County.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
ContributorsTravieso, Alejandra (Author) / Fette, Donald (Thesis director) / Hoyt, Heather (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
There is a widely held assumption that a good chief executive in the business world will
be a good chief executive in the government. In the past, there have been many Chief Executives
in the government who have had either military experience, or some congressional experience.
President Ulysses S. Grant was a General, President Zachary Tayler was a Major General,
President Herbert Hoover was the Secretary of Commerce, and contributed to the Treaty of
Versailles, and therefore cannot be criticized on the basis of having no practical government
experience, as well as President Dwight D. Eisenhower, who was also a Commanding
General. On the other hand, with many well-known entrepreneurs, people tend to focus on the
achievements that those people accomplish, and thus see that as something that can be
transitioned from business to politics. However, I would argue that this is generally not the case.
be a good chief executive in the government. In the past, there have been many Chief Executives
in the government who have had either military experience, or some congressional experience.
President Ulysses S. Grant was a General, President Zachary Tayler was a Major General,
President Herbert Hoover was the Secretary of Commerce, and contributed to the Treaty of
Versailles, and therefore cannot be criticized on the basis of having no practical government
experience, as well as President Dwight D. Eisenhower, who was also a Commanding
General. On the other hand, with many well-known entrepreneurs, people tend to focus on the
achievements that those people accomplish, and thus see that as something that can be
transitioned from business to politics. However, I would argue that this is generally not the case.
ContributorsGuerrero, Ismael (Author) / Watson, Jeffrey (Thesis director) / Broberg, Gregory (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Undergraduate Student Government Downtown (USGD) is the student advocacy organization on Arizona State University’s Downtown Phoenix campus. Its primary purpose is to appoint representatives, known as senators, to represent students in a specific ASU college and meet with university officials to discuss student needs. Senators compartmentalize their roles in various ways and do not always adhere to the expectations of their role outside of USGD meetings. This research study sought to examine how members of USGD compartmentalized their roles as student leaders. It also sought to examine the degree of separation senators placed between what they view to be their authentic selves versus the self-aspects they associate exclusively with USGD duties. The research determined compartmentalization of roles differed between levels of authority within USGD. Senators who had no other roles within the organization found it easy to remove themselves from the role after their USGD duties were completed for the day. Senior members of the organization, those who held higher positions of authority within the organization, found it less likely for them to separate their personalities from their roles. It also examined USGD’s continued use of highly structured meetings via the use of Robert’s Rules of Order. While they can provide structure in large group settings, when overused these rules cause the organization to suffer from a lack of information exchange and the ability to freely engage in debate. Robert’s Rules of Order act as a gatekeeper, making meeting language inaccessible to student constituents which leads to low amounts of constituent engagement.
ContributorsFishkind, Annaleez Gomez (Author) / Maday, Renee (Thesis director) / Gneiting, Gary (Committee member) / College of Integrative Sciences and Arts (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Research on leaders indicates that strong leadership depends on certain behavioral factors as well as an established sense of trust and cooperation between leaders and the individuals they lead. In order to understand what has the greatest influence on an individual’s leadership abilities, this study was conducted to uncover what factors play the largest role in how an individual leads others and how they view others as leaders; the factors examined were extraversion, gender, honors college, class standing, and GPA. Along with this, the study was designed to determine the impact of ambiversion on leadership as well as the aforementioned factors. According to research, ambiverts are more dynamic and their behavior depends upon the situation at hand. In this study, a survey was conducted to gather information on students, assess their level of extraversion, and obtain their experiences both as leaders and when other individuals were leading them. Based on personality, extraverts felt more confident and effective in their leadership abilities, introverts were more authoritative in their approach to leadership and took charge of the group, and ambiverts did not feel confident or effective as leaders. Overall, women were more confident in their leadership abilities and felt they were more effective leaders. Women also are considered more team style leaders that encourage group members to participate and view success as a group effort. Men are more authoritative in their leadership style and believe the group should follow their rules. Along with this, women rated themselves as introverts less than men. Along other dimensions, W.P. Carey students are less about the people in their leadership style than other majors, and Barrett students are more focused on the task side of leadership than non-Barrett individuals. Additionally, students in the top GPA bracket are more team style leaders while students in the highest class standing are less team style with their leadership approach.
ContributorsPinto, Victoria Lynne (Co-author) / Houri, Jade (Co-author) / LePine, Marcie (Thesis director) / McKinnon, David (Committee member) / WPC Graduate Programs (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Besides acquiring group status via dominance or force, as in other animals, human beings can acquire status via prestige, which follows from other group members valuing one’s expert knowledge. Past research has shown a preference for prestigious leaders over dominant leaders. That is, people prefer leaders who are expert over those who are domineering. In this research, I explored whether the preference for prestige over dominance applies to preferences for actual political figures with facial features that appear dominant or prestigious. I also asked whether the same links between dominance, prestige, and voter preference would hold for both men and women. American participants (recruited through Amazon Mechanical Turk) rated European politicians’ faces on traits associated with prestige and dominance and indicated their likelihood of voting for this person as a governor of their state. Findings suggest ratings of both prestige is a strong predictor of leadership preference than dominance. However, strong correlations between variables suggest prestige and dominance are two closely related concepts. In addition, participants indicated a marginal to significant preference for female leaders, depending on their perceived dominance and prestigiousness.
ContributorsMartos, Christopher Robert (Author) / Kenrick, Douglas (Thesis director) / Barlev, Michael (Committee member) / Presson, Clark (Committee member) / Adi, Wiezel (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The way the public perceives law enforcement influences how communities function. Identifying how individuals develop their perceptions of law enforcement is critically important. Mainly, their experiences with officers determine how perceptions of law enforcement are developed. Analyzing perceptions of law enforcement can help people understand relationships that officers have with community members and determine the type of impact that officers have on certain populations such as the youth. This study examines youth perceptions of law enforcement. The youths’ perception of police is an important perception to analyze. It is important because their perceptions have the power to create change or influence other people their age. It has been seen that the youth “create meaningful institutional change in their communities”. The research and findings on perceptions of law enforcement are important because they could help explain whether there is a correlation between crime rates in the community and perceptions of law enforcement from community members. It can also help identify how much the youth population is willing to rely on law enforcement and whether they trust and respect them. The youth are exposed to factors in their community that can influence certain attitudes and perspectives. In this research, a study from Elementary schools in Compton, CA is analyzed to identify youth perceptions of law enforcement. The research questions addressed are: Is there any correlation between crime rates in the community and perceptions of law enforcement? Can a program implemented into schools improve youth perceptions of law enforcement? How much are the youth willing to rely on law enforcement?
ContributorsRodriguez Villarreal, Elizabeth (Author) / Fine, Adam (Thesis director) / Trinkner, Rick (Committee member) / School of Criminology and Criminal Justice (Contributor, Contributor) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
With a fresh democratic energy emerging from newer generations, there is an increasing
number of youth becoming politically active and civically engaged. Many of whom are active
and engaged are college students, seeking change not only within politics and society, but within
their institution. At Arizona State University (ASU), the institution is spread across four unique
campuses in which each of the campuses holds its own undergraduate student government.
Within the Associated Students of Arizona State University (ASASU), each Undergraduate
Student Government (USG) experiences low voter turnout every year in their elections and high
turnover rates. Understanding why students chose to be involved in the first place is a major
question.
number of youth becoming politically active and civically engaged. Many of whom are active
and engaged are college students, seeking change not only within politics and society, but within
their institution. At Arizona State University (ASU), the institution is spread across four unique
campuses in which each of the campuses holds its own undergraduate student government.
Within the Associated Students of Arizona State University (ASASU), each Undergraduate
Student Government (USG) experiences low voter turnout every year in their elections and high
turnover rates. Understanding why students chose to be involved in the first place is a major
question.
ContributorsAlvarado, Yasmin Teresa (Co-author) / Alvarado, Yasmin (Co-author) / Anderson, Derrick (Thesis director) / Wang, Lili (Committee member) / School of Public Affairs (Contributor, Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Leadership, as a field of study, has suffered under the dialectic between an ephemerality which keeps the true nature of leadership difficult to quantify and an ardent desire to have leadership fully understood so that societal institutions may improve. It is the primary focus of this research to view leadership as the collection of skills that an individual develops over time which allows them to demonstrate leadership ability regardless of their actual position within an organization. Through a review of the leadership skills literature, a potentially unifying framework for understanding and measuring leadership skills was extrapolated: Mumford, Campion, and Morgeson’s Leadership Skills STRATAPLEX (2007). In order to determine the ability of the framework to serve as a unified model between the divergent characteristics of the public and private sectors, a limited replication study was performed on a targeted sample of Human Resources (HR) leaders in the public and private sectors. The study consisted of a twenty-three-question survey which captured the HR leaders’ years of experience, sector type (sector of employment), and their self-rated measurement of the twenty-one leadership skills needed to perform in their position. Through the limited replication study, it was found that there existed no statistically significant difference between the sector type and any of the twenty-one leadership skills within this replication study. Although it should be noted that some of the leadership skills did approach statistical significance, a more robust replication of the STRATAPLEX for the explicit purpose of determining a relationship between sector type and the twenty-one leadership skills would prove useful in determining the veracity of these results. The results of this study serve to doubly inform leadership researchers of the possibility of creating a unified leadership skills framework as well as demonstrating to organizational leaders the value in producing leadership training which models this framework as its foundation for all leadership positions.
ContributorsAppelhans, Noah Michael (Author) / Knott, Eric (Thesis director) / Macafee, Lisa (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of Politics and Global Studies (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Personal experiences with body image dysmorphia and an eating disorder necessitated that I do a thorough investigation into why they happened and why I felt this way about my body. For this project, not only was I motivated by my own struggles, but I noticed that these experiences were shared among my family, my friends, and my fellow peers in the dance community. We had been struggling since childhood. I began to realize that these behaviors and thought patterns were manifestations of apology, an apology that women have been learning, living, and spreading since our beginnings. Why do women apologize? How does this apology affect how we view, treat, and navigate our bodies in space? In what ways can dance be the mechanism by which we remove apology and individually and collectively find joy, freedom, and liberation? Not only was I interested in understanding the ‘why’, but I was deeply interested in finding a solution. Research for this thesis came from written materials, stories that the dancers and I shared, and choreographic research in the body. The final goal was to create a community-based performance of dance, spoken word, and storytelling that demonstrated the findings from each of those questions and catalyzed a conversation about how we can liberate ourselves. We used rehearsals to explore our own experiences within apology and shame, while also exploring how the ways in which we practice being unapologetic in the dance space can translate to how we move through the world on a daily basis.
Through a deep analysis and application of Sonya Renee Taylor’s book The Body Is Not An Apology, I discovered that apology is learned. We learn how to apologize through body shame, the media, family/generational trauma, and government/law/policy. This apology is embodied through gestures, movement patterns, and postures, such as bowing the head, hunching the shoulders, and walking around others. Apology causes us to view our bodies as things to be manipulated, discarded, and embarrassed by. After recognizing why we apologize and how it affects our bodies, we can then begin to think of how to remove it. Because the body the site of the problem, it is also the site of the solution. Dance gives us an opportunity to deeply learn our bodies, to cultivate their power, and to heal from their traumas. By being together in community as women, we are able to feel seen and supported as we work through uncharted territory of being free from apology in these bodies. By dancing in ways that allow us to take up space, to be free, to be unapologetic, we use dance as a practice for life. Through transforming ourselves, we begin to transform the world and rewrite the narrative of how we exist in and move through our bodies as women.
Through a deep analysis and application of Sonya Renee Taylor’s book The Body Is Not An Apology, I discovered that apology is learned. We learn how to apologize through body shame, the media, family/generational trauma, and government/law/policy. This apology is embodied through gestures, movement patterns, and postures, such as bowing the head, hunching the shoulders, and walking around others. Apology causes us to view our bodies as things to be manipulated, discarded, and embarrassed by. After recognizing why we apologize and how it affects our bodies, we can then begin to think of how to remove it. Because the body the site of the problem, it is also the site of the solution. Dance gives us an opportunity to deeply learn our bodies, to cultivate their power, and to heal from their traumas. By being together in community as women, we are able to feel seen and supported as we work through uncharted territory of being free from apology in these bodies. By dancing in ways that allow us to take up space, to be free, to be unapologetic, we use dance as a practice for life. Through transforming ourselves, we begin to transform the world and rewrite the narrative of how we exist in and move through our bodies as women.
ContributorsWaller, Marguerite Lilith (Author) / Fitzgerald, Mary (Thesis director) / Britt, Melissa (Committee member) / Lerman, Liz (Committee member) / Dean, Herberger Institute for Design and the Arts (Contributor) / School of Film, Dance and Theatre (Contributor, Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of this project was to interview eleven Hubert H. Humphrey Fellows at the Walter Cronkite School at Arizona State University through a podcast series titled “The Global Journalist Roundtable”. During a two month period, I interviewed the eleven Fellows and through a keyword analysis of the transcripts of each interview, I determined several themes which according to the Fellows were important aspects of global media. Those themes were education, innovation, social media as a disrupter to news verifiability, polarization, censorship, the importance of truthful news, and leadership. The reason for interviewing the Humphrey Fellows specifically was due to my sheer curiosity, respect, and admiration for them as professionals in the global media industry.
ContributorsEverett, William (Author) / Silcock, William (Thesis director) / Barrett, Marianne (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05