Barrett

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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Empowering Youths Through Foundation for Financial Success

Description
This thesis is broken down into two sections. The first being market research and the second being the creation of the financial guide. The first section includes our primary and secondary data. In this section, we discover whether or not there is an actual need for a financial guide among…

This thesis is broken down into two sections. The first being market research and the second being the creation of the financial guide. The first section includes our primary and secondary data. In this section, we discover whether or not there is an actual need for a financial guide among college students, as well as the relationships among different variables that we included in our survey. The second section comes in the format of a financial guide that we have created. It includes topics that that our survey respondents feel most pertinent to them. It also uses the data we collected to emphasize certain topics over others in order to educate our readers and capture their attention as much as possible.
ContributorsShi, Cindy (Co-author) / Megan, Vogelsang (Co-author) / Hoffman, David (Thesis director) / Park, Sungho (Committee member) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Weighing the Risks of Achievement: A Profile of the Modern, High Achieving, Secondary Student and the Implications of Striving for Excellence

Description
This thesis aimed to discover the risks of being a high achieving student, in secondary school contexts. With the growing concern for college admission, the high achieving student has become more prevalent within society. This paper sought to gain deeper understanding into the risks and implications of attempting to achieve…

This thesis aimed to discover the risks of being a high achieving student, in secondary school contexts. With the growing concern for college admission, the high achieving student has become more prevalent within society. This paper sought to gain deeper understanding into the risks and implications of attempting to achieve excellence for high achievers. Interviews with three frontline personnel at two college preparatory schools and one International Baccalaureate degree program were conducted. It was found that in the studied geographic location, peer pressure and relations, parental pressure, perfectionism, extra-curricular activities, college admission, mental health implications, and coping mechanisms are themes that are highlighted through interviews with primary staff of high achieving students. Although personnel at each of these secondary schools were clearly aware of the stress experienced by their students, a disparity remained between how certain programs managed the stress and how it negatively impacted students. College preparatory faculties appear to be more involved and current on their students' stress. This study was limited and further research should be conducted in the future that expands on this concept in various sociogeographic locations.
ContributorsClaybaugh, Anna Katherine (Author) / Scheiner Gillis, Georganne (Thesis director) / Martin, Carol (Committee member) / Wells, Cornelia (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor)
Created2013-05