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
The U.S Census Bureau (2018)’s report calculated that from the total Latinx population, 11.6 % of this community has a Bachelor of Arts. The report also estimated that less than half of the Latinx students who begin pursuing higher education would eventually earn their degrees. Given the Spanish Heritage Language (SHL) field’s fast-paced growth, Carreira (2007) argued for the field to get involved in reducing the Latino Achievement Gap since this gap has severe consequences in students’ lives. The objective of the current study is to analyze 1. What types of capital do SHL students bring to the upper-division university course? 2. How do the types of capital that SHL students bring to the upper division university course shaped by the end of the course? And 3. How do SHL students understand the knowledge they bring to the course and 3.1. How do they see the course having shaped their knowledge by the end of the semester? The data collected via semi-structured interviews and student reflective journals were coded using thematic analysis (Seidman, 2013) and Yosso’s (2005; 2013) six types of capital. The findings show that the course helped students gain linguistic confidence, reinforcing their linguistic capital. Also, students developed their Critical Language Awareness, which strengthens their resistant and aspirational capital. Students also mentioned that the assignments and discussions validated their sense of belonging at ASU increasing their navigational capital. This data reflects how the SHL classroom leads students to strengthen their linguistic capital and gives them the tools to reinforce their familial, navigational, resistant, and aspirational capital. These findings point out the different ways SHL courses support students along their academic journey and provide insights into how SHL educators could contribute to narrow the Latino Achievement Gap.
ContributorsAmezcua, Angelica (Author) / Beaudrie, Sara (Thesis advisor) / Bernstein, Katie (Committee member) / Gradoville, Michael (Committee member) / Velazquez, Isabel (Committee member) / Arizona State University (Publisher)
Created2021
Description
Technology (i.e. the WhatsApp mobile application) can play a positive role in a student’s language and culture learning when it is used in collaboration with a language curriculum that uses a modular framework. When technology tools are used in an intensive language learning environment, those mobile devices will allow students certain affordances (like modifying, authoring, and reviewing content) as well as opportunities to work independently (e.g., create their own content to demonstrate cultural understanding) and/or to reflect upon cross-cultural issues that impact their intercultural sensitivity (Lee, 2011). Barker (2016) adds that cultural discussions performed during a student’s language learning process can lead to intercultural sensitivity development and learning if done communicatively and in engaging environments. In this study, participants intensely interacted in a three week immersion experience where they used WhatsApp to communicate with each other, with their instructors, and with their host families by completing tasks in three modules that were a part of an Advanced Spanish Conversation and Culture Course.
The argument in this study is that if WhatsApp is well integrated into the course activities and curriculum of an upper level Spanish university course while abroad, the students will use more innovative ways to communicate, thus, allowing for more intercultural sensitivity growth. In this study, the author analyzed the intercultural sensitivity development and Spanish language use of twelve university level students as they learned Spanish in a 13 week study abroad program abroad in Segovia, Spain. The goal of the study was to gauge how effectively the students communicated with one another while simultaneously measuring their intercultural sensitivity growth to see if the integration of the mobile app, WhatsApp, had any effect on their intercultural learning capabilities. The author analyzed data from twelve learners’ interactions while they studied abroad in a country that they were mostly unfamiliar with. As a result of WhatsApp’s various modalities and capabilities, the findings showed that all of the 12 students showed modest intercultural sensitivity growth along the Developmental Model of Intercultural Sensitivity Scale (Bennett, 1993) to assist them in more effectively communicating in the target language about the host culture.
The argument in this study is that if WhatsApp is well integrated into the course activities and curriculum of an upper level Spanish university course while abroad, the students will use more innovative ways to communicate, thus, allowing for more intercultural sensitivity growth. In this study, the author analyzed the intercultural sensitivity development and Spanish language use of twelve university level students as they learned Spanish in a 13 week study abroad program abroad in Segovia, Spain. The goal of the study was to gauge how effectively the students communicated with one another while simultaneously measuring their intercultural sensitivity growth to see if the integration of the mobile app, WhatsApp, had any effect on their intercultural learning capabilities. The author analyzed data from twelve learners’ interactions while they studied abroad in a country that they were mostly unfamiliar with. As a result of WhatsApp’s various modalities and capabilities, the findings showed that all of the 12 students showed modest intercultural sensitivity growth along the Developmental Model of Intercultural Sensitivity Scale (Bennett, 1993) to assist them in more effectively communicating in the target language about the host culture.
ContributorsAshe Jr, Timothy (Author) / Beaudrie, Sara (Thesis advisor) / Smith, Bryan (Thesis advisor) / Prior, Matthew (Committee member) / García-Fernández, Carlos Javier (Committee member) / Arizona State University (Publisher)
Created2020
Description
Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students’ educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students’ self-efficacy. To investigate students’ archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer’s General Self-Efficacy Scale (SGSES), were applied. To investigate students’ perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students’ self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students’ academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. Keywords: Shadow, Self-Knowledge, Archetypes, Self-efficacy, Transformative Education.
ContributorsAlqadi, Mona (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2022
Description
Words wield immense power. They help to shape realities, tell stories, and encompass deeper values and intentions on behalf of their users. Buzzwords are imprecise, trendy – and often-frustrating – words that are encountered in daily life. They frame problems, evoke emotional responses, and signal moral values. In this dissertation, I study buzzword use within the field of environmental conservation to better untangle the inherent tension they have long produced: do buzzwords help or hurt collective conservation efforts? Using a mixed methods approach, this dissertation provides descriptive and causal empirical evidence on many of the untested assumptions regarding the behavior, use, and impacts of buzzwords on conservation decision making. First, through a series of expert interviews with conservation professionals, I develop an empirically informed definition and understanding of buzzwords that builds upon the scholarly literature. It identifies eight defining characteristics, elaborates on the nuances of their use, life cycle, and context dependence, and sets forth a series of testable hypotheses on the relationship between buzzwords, trust, and perceptions. Second, I take this empirically informed understanding and employ a large-scale text analysis to interrogate the mainstream conservation discourse. I produce a list of buzzwords used across institutions (e.g., academia, NGOs) in the past five years and link them to predominant conservation frames, comparing the ways in which different institutions relate to and discuss conservation concepts. This analysis validates many long-held paradigms and ubiquitous buzzwords found in conservation such as sustainability and biodiversity, while identifying a more recently emerging framing of inclusive conservation. Third, I experimentally test a set of hypotheses on the effects that buzzwords have on decision making, as moderated through trust. This study finds evidence of a greenwashing effect, whereby buzzwords may produce marginal benefits to less trustworthy organizations through increases in credibility and group identity alignment, but do not outweigh the benefits of being trustworthy in the first place. In the face of many current global challenges requiring cooperation and collective action – such as climate change and environmental degradation – it is imperative to better understand the ways in which communication and framing (including buzzwords) influence decision making.
ContributorsClaborn, Kelly (Author) / Drummond Otten, Caitlin (Thesis advisor) / Janssen, Marcus A. (Thesis advisor) / Anderies, John M. (Committee member) / Carley, Kathleen M. (Committee member) / Arizona State University (Publisher)
Created2024
Description
ABSTRACT
It is unclear how often defense attorneys ask child complainants questions with implied meanings. The present study examined the frequency and content of implied questions asked to 6- to 17-year-old children and analyzed how often children rebutted these questions. This study focused on cross-examinations (N = 122) of child complainants in Child Sexual Assault (CSA) trials. Content analysis revealed prevalent themes of implicit questions that alluded to child complainants having ulterior motives, having been coached, being untruthful, missing disclosure opportunities, having poor memory, and other credibility issues. Implicit questions were posed in 63% of cases, with children rebutting only 11% of implied inquiries. No significant correlations were found between the age of the child testifying and the frequency of implicit questions or rebuttals. However, as children age they are more frequently asked questions related to truthfulness and credibility issues and are less frequently asked implicit inquiries about coaching. These findings present novel evidence that children are frequently asked difficult to answer implicit questions that imply the child has ulterior motives, and that attorneys change the focus of the content of their implicit questions by age.
ContributorsSobrilsky, Lea (Author) / Stolzenberg Roosevelt, Stacia (Thesis advisor) / Fine, Adam (Committee member) / O'Hara, Karey (Committee member) / Arizona State University (Publisher)
Created2024
Description
Southern United States English (SUSE) is North America’s most stigmatizedregionalized dialect, leading to generational decline and underrepresentation from
characters in primetime television. This study explores the representation of SUSE
features by 80 local news broadcasters in eight Southern affiliates, all outside major
metropolises. This sociophonetic study surveys the PIN-PEN merger and Stages I and II
of the Southern Vowel Shift (SVS) — /aɪ/ glide weakening and /e/-/ɛ/ proximity. The PIN-PEN merger was found to be widespread among broadcasters, with
49/80 (61%) having a PIN-PEN Pillai score less than 0.3, considered “merged”. /aɪ/ glide
weakening was subtly present, despite being a marked SUSE feature: /aɪ/ was
overwhelmingly diphthongal, but the median and Q3 variants (measured in Euclidean
distance from 20% to 80% duration) ended in the lower half of the vowel space, showing
a general lack of glide raising. Lastly, /e/-/ɛ/ proximity had marginal representation: Only
11/80 (14%) broadcasters had a non-sonorant /e/-/ɛ/ Pillai score less than 0.45, and the
median Pillai score was 0.664, establishing that an advanced SVS is not typical. The best predictors for the PIN-PEN merger were attending a Southern college,
being African American, and being male — all factors of socialization. Contrastingly, the
(mutually exclusive) best predictors of /aɪ/ glide weakening were more products of
stylization — occupational role and the subregion that hired the broadcaster (whether the
audience was a ‘Deep South’ market). For /e/-/ɛ/ proximity, the interaction of gender and
Southern college attendance was statistically significant, as only men with Southern
college backgrounds generally had this apparently stigmatized feature. Age was not found to be significant for any feature, subverting expectations that
younger speakers keep SUSE at ‘arm’s length’. TV market size was impactful for each
feature but repeatedly (narrowly) missed the p=0.05 threshold for statistical significance.
Sports anchors led in SUSE forms for each feature, showing SUSE as an asset;
investigative reporters, however, had the least SUSE /aɪ/ and /e/-/ɛ/ variants. Gender had
strong explanatory power for each feature, inferring that men tended to ‘lean in’ to
SUSE’s positive solidarity traits, but women tended to incorporate SUSE less often due
to its negative competency traits.
ContributorsDekker, Ryan Michael (Author) / Adams, Karen (Thesis advisor) / Prior, Matthew (Committee member) / Pruitt, Kathryn (Committee member) / Arizona State University (Publisher)
Created2024
Description
Tracing the rich component of virtue/goodness episteme and its accompanying power systems through leadership discourse, this theoretical inquiry seeks to discover the ontological essence of the leadership phenomenon. Utilizing Foucauldian, Husserlian and Derridean theoretical lenses, the power systems of the virtue/goodness episteme begins with an inspection of how this key leadership qualifier of materializes in leadership discourse from Classical Greek to present day. Virtue’s accompanying power systems are analyzed through a Foucauldian lens of pastoral power and power/knowledge. A discussion of meaning-making within a semiotic theoretical locus follows, which leads to a phenomenological reduction and deconstruction of the leadership phenomenon, revealing a three-component leadership object that is micro-social, interdependent, and non-classical in structure. A discussion of examples from modern leadership discourse that align with the properties of the leadership object potential for further study ensues.
ContributorsHelming, Kelly J (Author) / Kirsch, Robert (Thesis advisor) / Aurora, S. R. (Committee member) / Hirshorn, Jessica (Committee member) / Arizona State University (Publisher)
Created2024
Description
This thesis gives a phonological representation of the Mandarin Chinese Neutral tone (T0) within disyllabic sequences using Optimality Theory, morphology, and semantic structure. This thesis states that T0 in Mandarin is caused by a phenomenon called Loss of Coda Licensing, which states that codas of non-head syllables that have a low semantic influence on the disyllabic sequence lose their ability to associate with a tone, causing the syllable to become a T0 syllable. To experience Loss of Coda Licensing, non-head syllables are evaluated for their semantic influence and subsequently placed into two categories: high influence and low influence. Low-influence syllables are then placed into one of five categories, with each category containing a phonological constraint that affects the syllable's coda to license a tone. This thesis utilizes Optimality Theory to posit a phonological representation that shows, like Mandarin's four lexical tones, that T0 is also a tone, even if it is shorter in length than the lexical tones. This thesis's phonological representation shows that a T0's Tone differs from that of a lexical tone because T0's Tone depends on the preceding lexical syllable's coda tone. The implications of this thesis are that tonal realization within disyllabic sequences depends on semantic contributions, that T0 syllables contain a coda that cannot license a tone, and that non-head syllables can be categorized within Chinese.
ContributorsMackie, Justin (Author) / Oh, Young (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Pruitt, Kathryn (Committee member) / Arizona State University (Publisher)
Created2024
Description
This research consists of an eye-tracking study examining the efficacy of eye gaze indexing (EGIX) in manipulating viewer eye gaze and enhancing second language (L2) fingerspelling comprehension in American Sign Language (ASL) through a controlled laboratory experiment. The study consisted of two groups and two conditions, EGIX+/EGIX- to test the effect of EGIX on participant eye gaze (EG) behaviors and fingerspelling comprehension using eye-tracking software and a comprehension quiz. The results indicate that participant EG was the same regardless of whether the signer used EGIX.The results also indicated that participant comprehension scores were the same regardless of whether the model used EGIX. Several statistical analyses of comprehension and EG metrics found that as hand fixation duration, mouth fixation duration, number of hand fixations, and number of mouth revisits increased, comprehension performance decreased. On the other hand, the Area of Interest metrics did not affect performance or only revealed weak trends.
The decreases in comprehension may highlight that the students who struggled with comprehension looked more and longer at the mouth and hand as coping strategies to try to glean additional information from mouth grammar or that they were struggling to identify each letter handshape, rather than a causal relationship with EGIX.
Word length effect on comprehension was statistically significant, though varied by word length. Importantly, constraints from name origin may have played a role in the distribution of the comprehension decrease since words of Greek origins cause greater statistically significant reductions in performance.
The qualitative results show that students have a keen awareness of where they look while viewing signed videos. Noticing and perceived helpfulness did not show statistically significant impacts on performance universally. However, some students who reported noticing and reported the EGIX+ as helpful increased their score by 10% or higher on the mean comprehension of EGIX+ words.
The pedagogical takeaway is that the benefits of using EGIX to help novice to intermediate signers with fingerspelling comprehension are inconclusive. EGIX+ may provide substantial benefits for some individuals, but the effects are not generalizable.
ContributorsCheloha, Hannah Jo (Author) / Smith, Bryan (Thesis advisor) / Emmorey, Karen (Committee member) / Adams, Karen (Committee member) / Arizona State University (Publisher)
Created2024
Description
This thesis aimed to investigate the impact of adult attention deficit/hyperactivity disorder (ADHD) on the perception and identification of lexical tones. Eleven participants were asked to listen to and identify four different pitch contours: high to low, high to mid, low to high, and low to mid. Seven of the participants did not have ADHD and four had been formally diagnosed before their participation. Results showed that the ADHD group performed better than the non-ADHD group overall, and that the ADHD group improved in the second half whereas the non-ADHD group did not.
ContributorsBoutelle, April (Author) / Pruitt, Kathryn (Thesis advisor) / Adams, Karen (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2024