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.
One of the primary research aims of this study was to create a more culturally responsive course curriculum that is inclusive of diverse perspectives to better engage with an increasingly diverse student population. This small-scale study utilized an Action Research (AR) approach. Using Critical Race Theory as the primary guiding…
One of the primary research aims of this study was to create a more culturally responsive course curriculum that is inclusive of diverse perspectives to better engage with an increasingly diverse student population. This small-scale study utilized an Action Research (AR) approach. Using Critical Race Theory as the primary guiding theoretical framework with the support of both the Social Cognitive Career Theory and Systems Theory Framework, this study sought to interrogate a major and career explorations curriculum through a culturally responsive lens. The goal of the interrogation was to make changes to the curriculum and implement a more inclusive curriculum. Participants in the study included faculty associates and students of the UNI150 Major and Career Explorations course located within The College at Arizona State University (ASU). Data was collected in the form of surveys, focus groups, student artifacts, lecture observations and analytical memos from the researcher. The AR study included two initial cycles of research and the intervention. The intervention consisted of two phases of data collection and data analysis. A thematic analysis was conducted using codebooks. The study concluded that it was necessary to make changes to the UNI150 curriculum and that modifications like these have the potential to create systemic change. More data is needed to understand the impact of collaborative curriculum redesign and the impact of implementing a culturally responsive curriculum. Implications for future research related to interrogating and implementing a redesigned curriculum through a culturally responsive lens are presented and discussed.
