ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This study examines the identity development of young women in the context of an urban high school in the Southwest. All of the participants were academically successful and on-track to graduate from high school, ostensibly ready for “college, career and life.” Life story interviews were co-constructed with the teacher-researcher. These accounts were recorded, transcribed and coded for themes related to identity development. The narrative interviews were treated as historical accounts of identity development and, simultaneously, as performances of identity in the figured world of the urban high school. The interviews reflected the participants’ ability to create a coherent life story modulated to the context of the interview. Generally, they used the interviews as an opportunity to test ideas about their identity, or to perform an ideal self. Several key findings emerged. First, while content and focus of the interviews varied widely, there was a common formulation of success among the participants akin to the traditional “American Dream.” Second, the participants, although sharing key long term goals, had a diverse repertoire of strategies to achieve their goals. Last, schooling, both informal and formal, played different roles in supporting the women during this transition from childhood to adulthood. Results indicate that multiple pathways exist for students to find success in US high schools, and that the “college for all” narrative may limit educators’ ability to support students as they create their own narratives of successful lives.
ContributorsBogusch, Emily Bridget (Author) / Nakagawa, Kathy (Thesis advisor) / Swadener, Beth Blue (Committee member) / Arzubiaga, Angela (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2016
Description
The study explored the academic journey of Latinas who participated in the Hispanic Mother-Daughter Program (HMDP) and completed a bachelor’s degree. The literature highlighted intersecting influencers that contributed to the Latinx academic journey. To account for this multidimensional nature, I utilized a conceptual framework with strengths in intersectionality and institutional impact: the psychosociocultural (PSC) approach and Latino Critical Race Theory (LatCrit). This framework set the foundation for a research design that accounted for potential nuances. Using a modified version of Seidman’s three-series and Atkinson’s life story interviews, I designed three interviews per participant with interview scripts that created space to tailor questions to unique participant responses but still captured context, details, and reflections. The outcome of the data was produced in three modalities: profiles, themes within each research questions, and overall key findings. I utilize the literature review and conceptual framework where appropriate to interpret the overall key findings. I ended this dissertation by providing implications and recommendations for researchers, policymakers, and practitioners.
ContributorsWilliams, Tiffany (Author) / Brayboy, Bryan (Thesis advisor) / Arzubiaga, Angela (Committee member) / Solyom, Jessica (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACTMost colleges1
do not advertise all accommodations that are available to students
nor do all institutions offer the same accommodations. This can be seen in instances
where some universities allow students to listen to music during testing. Music has been
shown to benefit students with various disabilities and help with focus and stress
reduction, but this accommodation is not readily accessible to students. Music and
accommodations, in general, are still viewed as predominantly “privileges” or
“advantages” rather than rights promoting equity, diversity, inclusion for all students, and
improved testing environments. Obtaining accommodations is based on the dominant
medical model which emphasizes impairments rather than accessibility during the
registration process. This research examines disability office websites for 50 land grant
colleges across the United States to determine if listening to music is listed as a testing
accommodation and the accessibility of that information. Of the 50 colleges, five
universities had “listening to music during exams or tests” on their websites, and three of
the five had the information in the faculty or student handbook, not easily accessible.
Only two universities, Virginia Tech, and Washington State University, had information
about music listening on their disability website. Future research should address the
problem of “accommodations” versus “accessibility” as a right including the
inconsistency of finding accommodation information such as listening to music during
testing.
1 The terms college(s) and university(ies) will be used interchangeably throughout
ContributorsGarcia, Isaac Chance (Author) / Oliverio Lauderdale, Annamaria (Thesis advisor) / Hlava, Terri (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2024