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 philosophical inquiry explores the work of philosophers Gilles Deleuze and Félix Guattari and posits applications to music education. Through the concepts of multiplicities, becoming, bodies without organs, smooth spaces, maps, and nomads, Deleuze and Guattari challenge prior and current understandings of existence. In their writings on art, education, and how might one live, they assert a world consisting of variability and motion. Drawing on Deleuze and Guattari's emphasis on time and difference, I posit the following questions: Who and when are we? Where are we? When is music? When is education? Throughout this document, their philosophical figuration of a rhizome serves as a recurring theme, highlighting the possibilities of complexity, diverse connections, and continual processes. I explore the question "When and where are we?" by combining the work of Deleuze and Guattari with that of other authors. Drawing on these ideas, I posit an ontology of humans as inseparably cognitive, embodied, emotional, social, and striving multiplicities. Investigating the question "Where are we?" using Deleuze and Guattari's writings as well as that of contemporary place philosophers and other writers reveals that humans exist at the continually changing confluence of local and global places. In order to engage with the questions "When is music?" and "When is education?" I inquire into how humans as cognitive, embodied, emotional, social, and striving multiplicities emplaced in a glocalized world experience music and education. In the final chapters, a philosophy of music education consisting of the ongoing, interconnected processes of complicating, considering, and connecting is proposed. Complicating involves continually questioning how humans' multiple inseparable qualities and places integrate during musical and educative experiences. Considering includes imagining the multiple directions in which connections might occur as well as contemplating the quality of potential connections. Connecting involves assisting students in forming variegated connections between themselves, their multiple qualities, and their glocal environments. Considering a rhizomatic philosophy of music education includes continually engaging in the integrated processes of complicating, considering, and connecting. Through such ongoing practices, music educators can promote flourishing in the lives of students and the experiences of their multiple communities.
ContributorsRicherme, Lauren Kapalka (Author) / Stauffer, Sandra (Thesis advisor) / Gould, Elizabeth (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2013
Description
Arizona has become infamous for its strong nativist and anti-immigrant climate, gaining national and international attention for legislation and policing practices that are in violation of civil and human rights. Despite the grave injustices perpetuated against migrants and communities of color, they exist in an environment of acceptance. Applying Critical Pedagogy, Critical Race Theory/ Latina(o) Critical Race Theory, and Chicana Feminist epistemologies, this study interrogates the polarized discourse that has intensified in Arizona, within the immigration movement and across its political spectrum, from 2006 to 2008. I present an auto-ethnographic account, including use of participant action research, narrative, and storytelling methods that explores ways in which resistance is manifested and the implications for creating sustainable social change. I argue that legislation, raids, and local immigration enforcement tactics reinforce the dominant group's fear of the "other," resulting in micro and macro aggressions that legitimize racial profiling and help safeguard and fortify White privilege through the fabrication of racialized identities. Simultaneously, organizing strategies and discourse of immigrant rights advocates reflect an entanglement of perceived identities and a struggle to negotiate, contest, and redefine boundaries of public space. The raids, coupled with protests and counter demonstrations, produced a public spectacle that reinforces anti-immigrant connections between race and crime. Lastly, I apply and introduce Border Crit, a new and emerging theory I propose to better address research in the borderlands.
ContributorsMaldonado, Angeles (Author) / Swadener, Elizabeth B. (Thesis advisor) / Scott, Kimberly (Committee member) / Mckinley Jones Brayboy, Bryan (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Two qualitative studies described the effects of parent's participation in the music therapy session on parent-child interaction during home-based musical experiences learned in music therapy session. Home-based musical play was based on two current programs: Sing & Grow (Abad & Williams, 2007; Nicolson, 2008 Abad, 2011; Williams, et al; 2012) and Musical Connection Programme(Warren & Nugent, 2010). The researcher utilized the core elements of these programs, such as session structures and parenting strategies for improving parent-child interaction during music therapy interventions. Several questions emerged as a result of these case studies as follows 1) does parent's participation affect parent-child interaction during music therapy interventions 2) does musical parenting strategies promote parent-child interaction while practicing musical play at home 3) does parent's interaction increase when they practice parental strategies listed on parent's self-check list. Music therapy session was provided once per week during an eight week period. The participants were referred by Arizona State University (ASU) music therapy clinic. Sessions took place either in the ASU music therapy treatment room or the participant's home. There were four participants- one diagnosed with Down syndrome and the other with Autism Spectrum Disorder (ASD) and two parents or caregivers (each subject was counted as one participant). The parent/caregiver filled out the parental self-checklist 3-4 times per week and the survey after the end of the program. The case study materials were gathered through with parent/caregiver. The case studies revealed that all of the parents responded that the parent's participation in music therapy helped to improve their interactions with their child. Furthermore, all parents became more responsive in interacting with their child through musical play, such as sing-a-long and movements. Second, musical parenting strategies encouraged parent-child interaction when practicing musical play at home. Third, the parent's self-checklist was shown to be effective material for increasing positive parent-child interaction. The self-checklist reminded the parents to practice using strategies in order to promote interaction with their child. Overall, it was found that the parent's participation in home-based musical play increased parent-child interaction and the musical parenting strategies enhanced parent-child interaction.
ContributorsChoi, Yoon Kyoung (Author) / Crowe, Barbara J. (Thesis advisor) / Rio, Robin (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
Exiting prostitution is a process whereby women gradually leave prostitution after a number of environmental, relational, and cognitive changes have taken place. Most women attempting to leave street prostitution reenter five or more times before successfully exiting, if they are able to at all. Prostitution-exiting programs are designed to alleviate barriers to exiting, but several studies indicate only about 20-25% of participants enrolled in such programs are successful. There is little quantitative knowledge on the prostitution exiting process and current literature lacks a testable theory of exiting. This mixed-methods study defined and operationalized key cognitive processes by applying the Integrative Model of Behavioral Prediction (IMBP) to measure intentions to exit street-level prostitution. Intentions are thought to be a determinant of behavior and hypothesized as a function of attitudes, norms, and efficacy beliefs. The primary research objective was to measure and test a theory-driven hypothesis examining intentions to exit prostitution. To accomplish these aims, interviews were conducted with 16 men and women involved in prostitution to better capture the latent nuances of exiting (e.g., attitudinal changes, normative influence). These data informed the design of a quantitative instrument that was pilot-tested with a group of former prostitutes and reviewed by experts in the field. The quantitative phase focused on validating the instrument and testing the theory in a full latent variable structural equation model with a sample of 160 former and active prostitutes. Ultimately, the theory and instrument developed in this study will lay the foundation to test interventions for street prostituted women. Prior research has only been able to describe, but not explain or predict, the prostitution exiting process. This study fills a gap in literature by providing a quantitative examination of women's intentions to leave prostitution. The results contribute to our understanding of the cognitive changes that occur when a person leaves prostitution, and the validated instrument may be used as an intervention assessment or an exit prediction tool. Success in predicting an individual's passage through the exiting process could have important and far-reaching implications on recidivism policies or interventions for this vulnerable group of women.
ContributorsCimino, Andrea N (Author) / Gerdes, Karen E. (Thesis advisor) / Sun, Fei (Committee member) / Gillmore, Mary R (Committee member) / Arizona State University (Publisher)
Created2013
Description
This mixed methods research study explores the experiences of Board Certified music therapists who completed a university-affiliated (UA) internship as part of their education and clinical training in music therapy. The majority of music therapy students complete a national roster (NR) internship as the final stage in clinical training. Limited data and research is available on the UA internship model. This research seeks to uncover themes identified by former university-affiliated interns regarding: (1) on-site internship supervision; (2) university support and supervision during internship; and (3) self-identified perceptions of professional preparedness following internship completion. The quantitative data was useful in creating a profile of interns interviewed. The qualitative data provided a context for understanding responses and experiences. Fourteen Board Certified music therapists were interviewed (N=14) and asked to reflect on their experiences during their university-affiliated internship. Commonalities discovered among former university-affiliated interns included: (1) the desire for peer supervision opportunities in internship; (2) an overall perception of being professionally prepared to sit for the Board Certification exam following internship; (3) a sense of readiness to enter the professional world after internship; and (4) a current or future desire to supervise university-affiliated interns.
ContributorsEubanks, Kymla (Author) / Rio, Robin (Thesis advisor) / Crowe, Barbara (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
Purpose: This study examines the role of social support on adjustment to widowhood. Past research has indicated that the role of social support on adjustment to widowhood remains inconclusive, and needs further examination. This study examines the varying coping trajectories of middle-aged and retired bereaved spouses. Additionally, this study examines how bereavement stage may also influence one's adaptation to widowhood. Methods: This study used in-depth and semi-structured interviews as a means of understanding the role of social support on adjustment to widowhood. Participants were recruited through two hospice services available in a major metropolitan area in the United States. Convenient and purposive samplings are used in this study; this study will execute a grounded theory approach in order to determine the inconclusive role of social support on adjustment to widowhood. This study is contrasting between two stages- life course stages (middle aged versus retirement aged people) and bereavement stages (a year or less time following the death of a spouse versus three or more years following the death of a spouse). As a means of reducing bias and subjectivity, all data collected during the interview will be transcribed immediately. Results: Middle-aged bereaved spouses reported higher levels of motivation for adjusting positively and quickly towards widowhood due to their concern for protecting the well-being of their surviving young children compared to retired bereaved spouses. Differences between middle-aged widows and widowers have been found in this study; middle-aged widowers have a higher linkage to negative health behaviors. Retired bereaved spouses may fare better depending upon their housing location. Living in a retirement center may lower negative effects of bereavement on retired spouses' health. Conclusions: Types of social support received and expected varied between middle-aged widows and widowers. Gender norms may influence the type of social support widows and widowers receive. Middle-aged widowers are less likely to receive emotional support which may explain their higher linkage to negative health behaviors. Bereavement stage and housing location may be the key factors that influence widowhood trajectories of retired bereaved spouses. Living in a retirement center may lower the negative effects of bereavement on overall health.
ContributorsRafieei, Noshin (Author) / Kronenfeld, Jennie (Thesis advisor) / Haas, Steven (Committee member) / Damgaard, Anni (Committee member) / Arizona State University (Publisher)
Created2013
Description
Criminologists have directed significant theoretical and empirical attention toward the institution of marriage over the past two decades. Importantly, the momentum guiding this line of research has increased despite the fact that people are getting married far less often and much later in the life course than in any point in American history. The aim of this dissertation is to address this disconnect by focusing attention to nonmarital romantic relationships and their instability during emerging adulthood. To do so, it uses data from the Pathways to Desistance Study, a longitudinal study of 1,354 at-risk males and females who were adjudicated from the juvenile and adult systems in Phoenix and Philadelphia between 2000 and 2003. The project focuses attention to the following issues: (1) the effect of romantic dissolution on aggressive and income-based offenses; (2) the extent to which strain
egative emotionality and peer influence/exposure account for the effect of romantic dissolution on crime; and (3) the extent to which certain relationship and individual circumstances moderate the effect of romantic dissolution. The models reveal a few key findings. First, romantic dissolution is strongly related to an increase in both aggressive and income-based crime, but is more strongly related to income-based crime. Second, the effect of romantic dissolution is reduced when measures of strain
egative emotionality and peer influence/exposure measures are added to models, but the peer influence/exposure measures account for the strongest reduction. Finally, romantic dissolution does not serve as a positive life event among these at-risk youth, but its effect is exacerbated under a number of contexts (e.g. when an individual is unemployed). This study closes with a summary of these findings as well as its key limitations, and offers insight into potential policy implications and avenues of future research.
egative emotionality and peer influence/exposure account for the effect of romantic dissolution on crime; and (3) the extent to which certain relationship and individual circumstances moderate the effect of romantic dissolution. The models reveal a few key findings. First, romantic dissolution is strongly related to an increase in both aggressive and income-based crime, but is more strongly related to income-based crime. Second, the effect of romantic dissolution is reduced when measures of strain
egative emotionality and peer influence/exposure measures are added to models, but the peer influence/exposure measures account for the strongest reduction. Finally, romantic dissolution does not serve as a positive life event among these at-risk youth, but its effect is exacerbated under a number of contexts (e.g. when an individual is unemployed). This study closes with a summary of these findings as well as its key limitations, and offers insight into potential policy implications and avenues of future research.
ContributorsLarson, Matthew Joseph (Author) / Sweeten, Gary (Thesis advisor) / Piquero, Alex (Committee member) / Spohn, Cassia (Committee member) / Wallace, Danielle (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis builds upon previous research exploring the different factors that influence divorce access attitudes, using data drawn from the General Social Survey in 1991, 1994, and 2008. I examine different social values and economic characteristics and their influence on divorce access attitudes, and explore gender differences within these factors. I examine how information drawn from this analysis supports the argument for Second Demographic Transition Theory as a theoretical framework to explain influential factors in the formation of divorce access attitudes. I conclude that social values variables related to attitudes towards sex behaviors remain significant predictors of divorce access attitudes. I also recognize that socioeconomic context bears influence on the formation of divorce access attitudes. Gender differences lead to the conclusion that behavior and interactions around divorce access attitude formation are dynamic and complex, but are effectively explained using Second Demographic Transition Theory.
ContributorsFrump, Jonathan (Author) / Hayford, Sarah (Thesis advisor) / Glick, Jennifer (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2013
Description
Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
The subject of this study is the work of Spanish novelist J. Á. González Sainz, comprised of Los encuentros (1989), Un mundo exasperado (1995), Volver al mundo (2003) y Ojos que no ven (2010). His work, which is structurally demanding, treats themes such as morality, terrorism, the nostos or return to one's homeland, and nature. He has been connected to the "dehumanized novel" of Juan Benet, though his career demonstrates an attempt to make clear references to historical reality. González Sainz has acquired a measure of prestige in the estimation of important critics. With his latest book, he has furthermore gained recognition for his moral commitment in opposing the terrorism of ETA, and his work has entered debates on current events. In my study I argue that this formally rigorous narrative has a singular capacity for political engagement. I argue that González Sainz is an example of the integration of ethics in a narrative discourse whose semantic density allows a commitment with moral conflicts. To situate it in the context of contemporary Spanish fiction, I relate Pierre Bourdieu's notion of the literary field to the proposals concerning the history of literature of Pablo Gil Casado, Gonzalo Sobejano, Ramón Buckley, Ignacio Soldevila Durante and others. I follow three lines of investigation: terrorism in literature; ethics; and the political engagement of the writer. Ethics, whose relation to literature has been studied by Zachary Newton, Wolfgang Hallet or Nina Rosenstand, has allowed the author a political engagement in opposition to terrorism in general and in particular in opposition to ETA. González Sainz exhibits an equilibrium between aesthetic and ethical values of literature. In the plural context of the latest fiction in Spain, his novels have found a place in the tradition that since the middle of the twentieth century has been characterized by a dialectic between political engagement and the autonomy of literature. The theme of ETA terrorism and his structural rigor situate González Sainz's work in a position that maintains the validity of this dialectic.
ContributorsMartín de Marcos, Gonzalo (Author) / García-Fernández, Carlos Javier (Thesis advisor) / Volek, Emil (Committee member) / Acereda, Alberto (Committee member) / Arizona State University (Publisher)
Created2012