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.

Displaying 1 - 10 of 20
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Toxic Masculinity Perpetuated Through Greek Life

Description

For my senior thesis, I explored the topic of toxic masculinity in America, specifically on college campuses and cultivated through aspects of Greek Life. My exploration of the topic culminated in an art showcase that was intended to create a space for candid dialogue about the impact and effects of…

For my senior thesis, I explored the topic of toxic masculinity in America, specifically on college campuses and cultivated through aspects of Greek Life. My exploration of the topic culminated in an art showcase that was intended to create a space for candid dialogue about the impact and effects of a persistent culture of toxic masculinity perpetuated through Greek Life. It is important to note that I do not believe that masculinity in and of itself is toxic; rather, often the ways in which it is conceptualized and enacted is harmful to men, women, and society as a whole. Thus, my goal is not to disparage men or masculinity, but rather to open a dialogue exploring how Greek Life reproduces a culture that pressures men to conform to a rigid and narrow conception of masculinity.
ContributorsBohney, Nicole (Author) / Sechler, Casey (Thesis director) / DeCaussin, Cam (Committee member) / Barrett, The Honors College (Contributor) / School of Art (Contributor) / Department of Marketing (Contributor)
Created2022-05
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Are High-Impact Practices Accessible for Students with Disabilities in STEM?

Description
People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19%…

People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19% of the undergraduate community (U.S. Census Bureau, 2021). However, SWDs have lower graduation and retention rates. This is particularly true for STEM majors, where SWDs make up about 9% of the STEM community in higher education. The AAC&U has defined a list of High-Impact Practices (HIPs), which are active learning practices and experiences that encourage deep learning by promoting student engagement, and could ultimately support student retention (AAC&U). To date, student-centered disability research has not explored the extent to which SWDs participate in HIPs. We hypothesized that SWDs are less likely than students without disabilities to be involved in HIPs and that students who identify as having severe disabilities would participate in HIPs at lower rates. In this study, we conducted a national survey to examine involvement in HIPs for students with disabilities in STEM. We found that disability status significantly affects the probability of participation in undergraduate research, but is not a significant factor for participation in most other HIPs. We also found that self-reported severity of disability did not significantly impact participation in HIPs, though we observed trends that students reporting higher severity generally reported lower participation in HIPs. Our open-ended responses did indicate that SWDs still faced barriers to participation in HIPs.
ContributorsPais, Danielle (Author) / Brownell, Sara (Thesis director) / Cooper, Katelyn (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2022-05
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Equity Issues Involved in Using Letters of Recommendation to Evaluate Undergraduate Students

Description
Mounting evidence suggests that gender biases favoring men and racial biases favoring whites and Asians contribute to the underrepresentation of women and underrepresented minorities (URM) in science, technology, engineering, and mathematics (STEM). Systemic issues caused by gender and racial biases create barriers that prevent women and URM from entering STEM…

Mounting evidence suggests that gender biases favoring men and racial biases favoring whites and Asians contribute to the underrepresentation of women and underrepresented minorities (URM) in science, technology, engineering, and mathematics (STEM). Systemic issues caused by gender and racial biases create barriers that prevent women and URM from entering STEM from the structure of education to admission or promotions to higher-level positions. One of these barriers is unconscious biases that impact the quality of letters of recommendation for women and URM and their success in application processes to higher education. Though letters of recommendation provide a qualitative aspect to an application and can reveal the typical performance of the applicant, research has found that the unstructured nature of the traditional recommendation letter allows for gender and racial bias to impact the quality of letters of recommendation. Standardized letters of recommendation have been implemented in various fields and have been found to reduce the presence of bias in recommendation letters. This paper reviews the trends seen across the literature regarding equity in the use of letters of recommendation for undergraduates.
ContributorsKolath, Nina (Author) / Brownell, Sara (Thesis director) / Goodwin, Emma (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / School of Life Sciences (Contributor)
Created2022-05

Gifted Kid Burnout: Creating a Discussion Centered Around the Long Term Effects of Accelerated Education

Description

Samantha and Rachel both have a history in gifted education and wanted to create a safe space for the two of them and their peers to discuss the effects gifted/ accelerated education has had on them, specifically pertaining to burnout. To best dive into this matter, Gifted Kid Syndrome podcast…

Samantha and Rachel both have a history in gifted education and wanted to create a safe space for the two of them and their peers to discuss the effects gifted/ accelerated education has had on them, specifically pertaining to burnout. To best dive into this matter, Gifted Kid Syndrome podcast was born! During which, our hosts interviewed students and professionals, allowing everyone to share their pasts, their hopes for the future, and what they’ve learned along the way regarding mental health, identity, education, and personal success.
ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2022-05
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Mort Final Project (Spring 2022)

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05

Gifted: Episode 1

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05

Final: Episode 2

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05

New Gifted: Episode 3

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05

Gifted: Episode 4

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05

Gifted: Episode 5

ContributorsMort, Rachel (Author) / Sabbara, Samantha (Co-author) / Sechler, Casey (Thesis director) / Loebenberg, Abby (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05