ETDs

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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Cosas Llevadas: Inside Life Story Narratives from Latina Mothers of Mexican Descent with High Academic Accomplishment

Description
The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time,…

The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx families is warranted. This investigation extends parenting style literature within the field of developmental psychology by exploring inter-generational practices of Latinx families. Participants within this study include mothers of Mexican descent who have earned at least one Master's degree, a level of high academic achievement attained by only 10 percent of adults within the U.S. Each Latina mother, ranging in age from 36 to 63 years, participated in two or more semi-structured interviews. Protocols were based on McAdams's life story interview; McAdams's life story narrative analysis, based upon Erikson's lifespan theory of identity development, provided a model of analysis. In addition, transcripts of participant interviews, totaling more than twelve hours, were analyzed according to themes of parenting styles and family socialization practices. Familial ethnic socialization was embedded within routines and practices of mothers' families of orientation. Mothers employed a concerted cultivation parenting style within their families of procreation. In alignment with McAdams's framework, mothers narrated life stories in a redemptive manner. In other words, a negative life event was conveyed as having a positive outcome. Implications from my study inform scholars and can offer usable information for parent and teacher education by means of contextualized family activities and parental practices gleaned from participants' life story narratives.
ContributorsMulligan, Anne (Author) / Nakagawa, Kathryn (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2018
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“Yes and-:” Using YPAR to Recognize Student Identity and Issues in a Charter Middle School

Description
This Youth Participatory Action Research (YPAR) Project was conducted by a graduate student and teaching resident, alongside five middle school students at a public, Title-I charter school in a Southern California city. Together, the research team navigates the space of “yes and-” by examining what a school is doing well…

This Youth Participatory Action Research (YPAR) Project was conducted by a graduate student and teaching resident, alongside five middle school students at a public, Title-I charter school in a Southern California city. Together, the research team navigates the space of “yes and-” by examining what a school is doing well to affirm its students and what remains to be done better. The project’s guiding question is: how is positive change effectively created for marginalized communities at school? In pursuit of an answer, the YPAR group conducted a survey of about 220 middle school students, and interviews with five eighth graders. Data suggests that most students feel safe at school and that their identities are respected, but there is still significant room for growth. Implications suggest that the school should support more inclusion of student voice, intervention and practices that would eliminate the burden marginalized students carry.
ContributorsD'Antuono, Grace (Author) / Swadener, Elizabeth Blue (Thesis advisor) / Theisen-Homer, Victoria (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2022