Matching Items (4)
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- All Subjects: community development
- Creators: Larsen, Dale
Description
An educational toolkit was developed and created to normalize the dialogue of mental health at the community level. The intended audience for the toolkit is the faith community. Clergy, ministers, and other prominent leaders play integral roles in shaping the worldviews of parishioners, and thus have the capacity to promote mental health awareness in the communities they serve.
ContributorsTrujillo, Catherine Elizabeth (Author) / Larsen, Dale (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
Surrounded by a developmental boom in downtown Phoenix, Roosevelt Row fights to maintain the local art influence and historic character. An earthy community of street artists, coffee drinkers, band tees, nose rings, vinyl collectors and rolled denim, the people are facing dramatic urbanization. The hum of drills, hammers, cranes and alarms sound throughout the viscidity, echoing the construction of a new era downtown. In the interest of better understanding the developmental process, resident needs and community, this research project evaluates successful public spaces and similar downtown areas in the United States, synthesized their elements of prosperity in comparison to general attributes of quality public spaces, and implemented the concepts and ideas into Roosevelt Row. This provided the researcher with knowledge of quality public spaces, why public space is important, and how placemaking is routinely accomplished. This also equipped the researcher with the tools to participate in ethnography and collect observational data to learn about Roosevelt Row. The researcher then combined learned material with what she observed on the Row, to condense the artists' district developmental needs into nine proposals for bettering the Row in the immediate, near and long-term future. The study begs to answer the question: is Roosevelt Row a Place or a place? Observation, residential and visitor engagement with the space; locality, pleasurability, inclusiveness and safety of the public spaces; and relationship between residents and quality of space all contribute to the space's qualifications. While Roosevelt Row has the potential and assets to become a Place, especially if the nine proposals are implemented. However, at the time of research, the space is between place and Place.
ContributorsStobbe, Brooke Elizabeth (Author) / Larsen, Dale (Thesis director) / Knopf, Richard (Committee member) / College of Public Service and Community Solutions (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This dissertation explores youth community involvement in a geographically defined urban community in the United States. The research approach was qualitative, naturalistic, and ethnographic, and utilized grounded theory analysis. The study included fifty-six participants. In focus groups and interviews with youth and adults as well as with a group of youth and adults working on events in the community (hereby called the “Active Youth Group” or AYG), the characteristics of the community were discussed. Furthermore, the study inquired about the nature of youth adult-interactions. In this context, the categories “family” and “leadership” emerged. The study highlights the importance of family in the lives of residents of the community. Furthermore, the study contributes to the literature about youth adult-partnerships (Camino, 2000; Camino & Zeldin, 2002a; Jones, 2004; Lofquist, 1989) by exploring the dynamics between youth-led and adult-led community work. It discusses some of the factors that may influence whether the youth or the adults are in charge of various components of a youth development program.
ContributorsPštross, Mikuláš (Author) / Knopf, Richard C. (Thesis advisor) / de la Garza, Sarah Amira (Committee member) / Larsen, Dale (Committee member) / Mook, Laurie (Committee member) / Arizona State University (Publisher)
Created2016
Description
As African-American college attainment has consistently lagged in comparison to the European-American community, this quantitative study examined the relationship between the racial identity statuses and academic motivation styles of African-American college students. More specifically, the Multidimensional Inventory of Black Identity (MIBI) (racial centrality, private regard, & public regard) was utilized to discover the racial identity statuses, and the Academic Motivation Scale (AMS) (extrinsic & intrinsic academic motivation) was employed to determine the academic motivation styles of African-American college students. Approximately 211 African-Americans (81% women) were recruited via a Facebook group, which is a designed private space for African-American college professionals and students. The results revealed a propensity towards greater levels of Extrinsic Academic Motivation (EAM) while higher levels of Racial Centrality and Private Regard rendered positive relationships with EAM. Further, greater levels of Public Regard was shown to have a negative relationship with EAM, whereas greater levels of Public Regard was shown to have a positive relationship with Intrinsic Academic Motivation (IAM). These findings provide further implications for research concerning the American K-12 curriculum and American media sources regarding their impacts on the racial identity statuses and academic motivations of African-American college students and African-American K-12 students. Keywords: racial identity, MIBI, academic motivation, AMS, K-12, curriculum, American, media, African-American, socialization, community development
ContributorsAnderson, Vincent (Author) / Knopf, Richard (Thesis advisor) / Ferguson-Colvin, Kristin (Committee member) / Larsen, Dale (Committee member) / Robertson, Stacie (Committee member) / Arizona State University (Publisher)
Created2021