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- Creators: Arizona State University
Description
This mixed-method study of a community association discusses the potential for a comeback in associationalism. This comeback is posited to first occur within associations before it can occur across associations. This study discusses research on associations and critiques its failure to not go far enough to understand how to spur this comeback. In particular, this study suggests that future research needs to focus more on the psychological components of social capital and pay more attention to the more informal forms of association behavior.
The findings of this community case study provide a preliminary model of psychological social capital development and transference. The findings suggest that Herzberg's (1959) factors, attitudes, and effects complex still holds merit after considering psychological social capital effects, specifically cognitions and behaviors. Evidence from looking at associational and community involvement is presented that suggests that psychological social capital can be transferred between associations and their respective communities. A framework for intentionally stimulating psychological social capital transference is presented based on an association's leadership program. Thus, psychological social capital transference as a theory is presented for consideration in future research and application.
The findings of this community case study provide a preliminary model of psychological social capital development and transference. The findings suggest that Herzberg's (1959) factors, attitudes, and effects complex still holds merit after considering psychological social capital effects, specifically cognitions and behaviors. Evidence from looking at associational and community involvement is presented that suggests that psychological social capital can be transferred between associations and their respective communities. A framework for intentionally stimulating psychological social capital transference is presented based on an association's leadership program. Thus, psychological social capital transference as a theory is presented for consideration in future research and application.
ContributorsTalmage, Craig Allen (Author) / Knopf, Richard C. (Thesis advisor) / Hager, Mark A. (Committee member) / Pijawka, David (Committee member) / Phillips, Rhonda G (Committee member) / Arizona State University (Publisher)
Created2014
Description
Sea ice algae dominated by diatoms inhabit the brine channels of the Arctic sea ice and serve as the base of the Arctic marine food web in the spring. I studied sea ice diatoms in the bottom 10 cm of first year land-fast sea ice off the coast of Barrow, AK, in spring of 2011, 2012, and 2013. I investigated the variability in the biomass and the community composition of these sea-ice diatoms between bloom phases, as a function of overlying snow depth and over time. The dominant genera were the pennate diatoms Nitzschia, Navicula, Thalassiothrix, and Fragilariopsis with only a minor contribution by centric diatoms. While diatom biomass as estimated by organic carbon changed significantly between early, peak, and declining bloom phases (average of 1.6 mg C L-1, 5.7 mg C L-1, and 1.0 mg C L-1, respectively), the relative ratio of the dominant diatom groups did not change. However, after export, when the diatoms melt out of the ice into the underlying water, diatom biomass dropped by ~73% and the diatom community shifted to one dominated by centric diatoms. I also found that diatom biomass was ~77% lower under high snow cover (>20 cm) compared to low snow cover (<8 cm); however, the ratio of the diatom categories relative to particulate organic carbon (POC) was again unchanged. The diatom biomass was significantly different between the three sampling years (average of 2.4 mg C L-1 in 2011, 1.1 mg C L-1 in 2012, and 5.4 mg C L-1 in 2013, respectively) as was the contribution of all of the dominant genera to POC. I hypothesize the latter to be due to differences in the history of ice sheet formation each year. The temporal variability of these algal communities will influence their availability for pelagic or benthic consumers. Furthermore, in an Arctic that is changing rapidly with earlier sea ice and snowmelt, this time series study will constitute an important baseline for further studies on how the changing Arctic influences the algal community immured in sea ice.
ContributorsKinzler, Kyle (Author) / Neuer, Susanne (Thesis advisor) / Juhl, Andrew (Committee member) / Hartnett, Hilairy (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study is an initial step in exploring how urban design typologies can help inform community asset research to broaden the definition of physical assets. Asset based community development research identifies specific types of physical assets such as streets, structures, housing or vacant lots. This research argues that a comprehensive look at physical assets is needed, taking into consideration urban typologies such as paths, landmarks, views and districts as well as the spatial relationships that influence their significance. Community asset literature and conditions specific to the Sunnyslope community in Phoenix, Arizona suggest that differences in ethnicity such as spatial segregation, and socio-economic status exist. However, the literature does not address how these differences in ethnicity might influence residents' perceptions of physical assets. This study explores the questions - How do perceptions of physical assets vary among women of different ethnicities? What, if any, are the reasons behind these ethnic differences in perception? The research applied a survey instrument with open-ended and close-ended questions, and a map to mark frequently used routes. Assets identified by recoding open-ended responses were statistically analyzed for frequencies. The most frequently mentioned assets were analyzed by GIS for spatial relationships. Women of White and Latino ethnicities frequently chose individual buildings and locations as physical assets over paths, views, districts and landmarks. White women identified urban typologies as physical assets. In contrast, Latino women identified no significant urban typologies as assets. The inclusion of urban typologies confirmed and expanded upon physical assets previously identified by other asset-based studies on the community of Sunnyslope. Notable differences in ethnicity were found in the perception of physical assets of economic significance, assets for use and assets of visual appeal. Besides ethnicity, age and proximity to assets also influenced asset perception of White and Latino women. Community organizations need to take into consideration the ethnic differences in perception of physical assets, in the context of culture, spatial segregation and differing family structures. The inclusion of urban typologies helped highlight the differences in ethnicities for physical assets of visual appeal, and the use of leisure and recreation facilities.
ContributorsThatte, Aparna (Author) / Ozel, Filiz (Thesis advisor) / Ahrentzen, Sherry (Thesis advisor) / Guhathakurta, Subhrajit (Committee member) / Arizona State University (Publisher)
Created2011
Description
This research addresses the ability for neighborhoods to assess resiliency as it applies to their respective local areas. Two demographically and economically contrasting neighborhoods in Glendale, Arizona were studied to understand what residents' value and how those values link to key principles of resiliency. Through this exploratory research, a community-focused process was created to use these values in order to link them to key principles of resiliency and potential measureable indicators. A literature review was conducted to first assess definitions and key principles of resiliency. Second, it explored cases of neighborhoods or communities that faced a pressure or disaster and responded resiliently based on these general principles. Each case study demonstrated that resiliency at the neighborhood level was important to its ability to survive its respective pressure and emerge stronger. The Heart of Glendale and Thunderbird Palms were the two neighborhoods chosen to test the ability to operationalize neighborhood resiliency in the form of indicators. First, an in-depth interview was conducted with a neighborhood expert to understand each area's strengths and weaknesses and get a context for the neighborhood and how it has developed. Second, a visioning session was conducted with each neighborhood consisting of seven participants to discuss its values and how they relate to key principles of resiliency. The values were analyzed and used to shape locally relevant indicators. The results of this study found that the process of identifying participants' values and linking them to key principles of resiliency is a viable methodology for measuring neighborhood resiliency. It also found that indicators and values differed between the Heart of Glendale, a more economically vulnerable yet ethnically diverse area, than Thunderbird Palms, a more racially homogenous, middle income neighborhood. The Heart of Glendale valued the development of social capital more than Thunderbird Palms which placed a higher value on the condition of the built environment as a vehicle for stimulating vibrancy and resiliency in the neighborhood. However, both neighborhoods highly valued public education and providing opportunities for children to be future leaders in their local communities.
ContributorsAcevedo, Shannon (Author) / Pijawka, K. David (Thesis advisor) / Phillips, Rhonda (Committee member) / Lara-Valencia, Francisco (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Mathematical and Theoretical Biology Institute (MTBI) is a summer research program for undergraduate students, largely from underrepresented minority groups. Founded in 1996, it serves as a 'life-long' mentorship program, providing continuous support for its students and alumni. This study investigates how MTBI supports student development in applied mathematical research. This includes identifying of motivational factors to pursue and develop capacity to complete higher education.
The theoretical lens of developmental psychologists Lev Vygotsky (1978, 1987) and Lois Holzman (2010) that sees learning and development as a social process is used. From this view student development in MTBI is attributed to the collaborative and creative way students co-create the process of becoming scientists. This results in building a continuing network of academic and professional relationships among peers and mentors, in which around three quarters of MTBI PhD graduates come from underrepresented groups.
The extent to which MTBI creates a Vygotskian learning environment is explored from the perspectives of participants who earned doctoral degrees. Previously hypothesized factors (Castillo-Garsow, Castillo-Chavez and Woodley, 2013) that affect participants’ educational and professional development are expanded on.
Factors identified by participants are a passion for the mathematical sciences; desire to grow; enriching collaborative and peer-like interactions; and discovering career options. The self-recognition that they had the ability to be successful, key element of the Vygotskian-Holzman theoretical framework, was a commonly identified theme for their educational development and professional growth.
Participants characterize the collaborative and creative aspects of MTBI. They reported that collaborative dynamics with peers were strengthened as they co-created a learning environment that facilitated and accelerated their understanding of the mathematics needed to address their research. The dynamics of collaboration allowed them to complete complex homework assignments, and helped them formulate and complete their projects. Participants identified the creative environments of their research projects as where creativity emerged in the dynamics of the program.
These data-driven findings characterize for the first time a summer program in the mathematical sciences as a Vygotskian-Holzman environment, that is, a `place’ where participants are seen as capable applied mathematicians, where the dynamics of collaboration and creativity are fundamental components.
The theoretical lens of developmental psychologists Lev Vygotsky (1978, 1987) and Lois Holzman (2010) that sees learning and development as a social process is used. From this view student development in MTBI is attributed to the collaborative and creative way students co-create the process of becoming scientists. This results in building a continuing network of academic and professional relationships among peers and mentors, in which around three quarters of MTBI PhD graduates come from underrepresented groups.
The extent to which MTBI creates a Vygotskian learning environment is explored from the perspectives of participants who earned doctoral degrees. Previously hypothesized factors (Castillo-Garsow, Castillo-Chavez and Woodley, 2013) that affect participants’ educational and professional development are expanded on.
Factors identified by participants are a passion for the mathematical sciences; desire to grow; enriching collaborative and peer-like interactions; and discovering career options. The self-recognition that they had the ability to be successful, key element of the Vygotskian-Holzman theoretical framework, was a commonly identified theme for their educational development and professional growth.
Participants characterize the collaborative and creative aspects of MTBI. They reported that collaborative dynamics with peers were strengthened as they co-created a learning environment that facilitated and accelerated their understanding of the mathematics needed to address their research. The dynamics of collaboration allowed them to complete complex homework assignments, and helped them formulate and complete their projects. Participants identified the creative environments of their research projects as where creativity emerged in the dynamics of the program.
These data-driven findings characterize for the first time a summer program in the mathematical sciences as a Vygotskian-Holzman environment, that is, a `place’ where participants are seen as capable applied mathematicians, where the dynamics of collaboration and creativity are fundamental components.
ContributorsEvangelista, Arlene Morales (Author) / Castillo-Chavez, Carlos (Thesis advisor) / Holmes, Raquell M. (Committee member) / Mubayi, Anuj (Committee member) / Arizona State University (Publisher)
Created2015
Description
Native American students often enter postsecondary education as means of serving a broader community. Studies among a broad base of tribes found that the desire to serve a larger community acts as a motivation to persist through college. However, institutions of higher education often center on individualistic empowerment rather than focusing on how to empower tribal communities.
Due to the lack of quality datasets that lend to quantitative research, our understanding of factors related to American Indian/Alaska Native (AI/AN) postsecondary persistence has primarily been based on qualitative studies The purpose of this study is to understand how the desire to serve a larger community influences current and former Cocopah and Quechan undergraduate students’ college persistence. The study adds to the Native American postsecondary persistence literature base, that up till now, has not quantitatively examined students’ desire to serve a larger community as a persistence factor while intentionally sampling two smaller tribes with tribal enrollments less than four thousand.
This dissertation presents a Native American persistence model and alternative method of sampling small Indigenous nations, establishes construct validity for an instrument measuring the proposed persistence model and provides evidence the proposed model predicts postsecondary persistence and academic performance. The design of the model derives from a review theories and scholarship on Native American persistence. Subsequently, construction of an instrument measuring the model emerged from the theories, literature, expert feedback, and pilot testing. Using data collected from an online survey of a sample of Cocopah and Quechan students (n=117), the study provides evidence of construct validity of the instrument through an exploratory factor analysis. Following the instrument validation, regression analyses indicates that AI/AN postsecondary persistence within both two-year and four-year institutions is positively associated with student desire to give back. The evidence further suggests that researchers, practitioners, and administrators should expand programs that center on nation-building to increase the persistence of Native American students while simultaneously meeting the needs of tribal nations.
Due to the lack of quality datasets that lend to quantitative research, our understanding of factors related to American Indian/Alaska Native (AI/AN) postsecondary persistence has primarily been based on qualitative studies The purpose of this study is to understand how the desire to serve a larger community influences current and former Cocopah and Quechan undergraduate students’ college persistence. The study adds to the Native American postsecondary persistence literature base, that up till now, has not quantitatively examined students’ desire to serve a larger community as a persistence factor while intentionally sampling two smaller tribes with tribal enrollments less than four thousand.
This dissertation presents a Native American persistence model and alternative method of sampling small Indigenous nations, establishes construct validity for an instrument measuring the proposed persistence model and provides evidence the proposed model predicts postsecondary persistence and academic performance. The design of the model derives from a review theories and scholarship on Native American persistence. Subsequently, construction of an instrument measuring the model emerged from the theories, literature, expert feedback, and pilot testing. Using data collected from an online survey of a sample of Cocopah and Quechan students (n=117), the study provides evidence of construct validity of the instrument through an exploratory factor analysis. Following the instrument validation, regression analyses indicates that AI/AN postsecondary persistence within both two-year and four-year institutions is positively associated with student desire to give back. The evidence further suggests that researchers, practitioners, and administrators should expand programs that center on nation-building to increase the persistence of Native American students while simultaneously meeting the needs of tribal nations.
ContributorsLopez, Jameson D (Author) / Brayboy, Bryan M.J. (Thesis advisor) / Martin, Nathan D. (Thesis advisor) / Shotton, Heather J. (Committee member) / Arizona State University (Publisher)
Created2018
Description
As urban populations rapidly increase in an era of climate change and multiple social and environmental uncertainties, scientists and governments are cultivating knowledge and solutions for the sustainable growth and maintenance of cities. Although substantial literature focuses on urban water resource management related to both human and ecological sustainability, few studies assess the unique role of waterway restorations to bridge anthropocentric and ecological concerns in urban environments. To address this gap, my study addressed if well-established sustainability principles are evoked during the nascent discourse of recently proposed urban waterway developments along over fifty miles of Arizona’s Salt River. In this study, a deductive content analysis is used to illuminate the emergence of sustainability principles, the framing of the redevelopment, and to illuminate macro-environmental discourses. Three sustainability principles dominated the discourse: civility and democratic governance; livelihood sufficiency and opportunity; and social-ecological system integrity. These three principles connected to three macro-discourses: economic rationalism; democratic pragmatism; and ecological modernity. These results hold implications for policy and theory and inform urban development processes for improvements to sustainability. As continued densification, in-fill and rapid urbanization continues in the 21st century, more cities are looking to reconstruct urban riverways. Therefore, the emergent sustainability discourse regarding potential revitalizations along Arizona’s Salt River is a manifestation of how waterways are perceived, valued, and essential to urban environments for anthropocentric and ecological needs.
ContributorsHorvath, Veronica (Author) / White, Dave D (Thesis advisor) / Mirumachi, Naho (Committee member) / Childers, Dan (Committee member) / Chester, Mikhail (Committee member) / Arizona State University (Publisher)
Created2019
Description
As universities, nonprofits, community foundations, and governmental organizations proliferate the language of leadership development and social transformation, it is with an inadequate understanding of what agency is being provoked. With an emphasis on ‘career-focused’ tools and techniques in community development literature and pedagogy, there is too little understanding of the knowledge being drawn upon and created by community workers (CWs). Furthermore, this knowledge is often tacit, bodily, spiritual, and collective, making it even more alien to the empiricism-focused world of social science. Situated meaning-making must be recapitulated in the study of community development in order to better address the complexity and ambiguity of specific practices and the associated construction of identities.
This study suggests an alternative way to understand and analyze community development work. Building on fieldwork in the Kumaoni Himalaya of India, it is argued that community workers make sense of the world in large part through the co-construction of dialectic identity metaphors (DIMs). These DIMs help explain to the workers the way the world works, the way it does not work, and what to do about it. More than formal community development theory, I suggest community workers look to dominant DIMs to structure organizational vision and program creation. Furthermore, ideological fragments within local DIMs contribute to the reproduction of dominant ways of knowing and the creation of best practices. For this reason, in situ examination of DIM creation and maintenance is useful for understanding how and why CWs collectively construct their identities and the co-constitutive work.
This study suggests an alternative way to understand and analyze community development work. Building on fieldwork in the Kumaoni Himalaya of India, it is argued that community workers make sense of the world in large part through the co-construction of dialectic identity metaphors (DIMs). These DIMs help explain to the workers the way the world works, the way it does not work, and what to do about it. More than formal community development theory, I suggest community workers look to dominant DIMs to structure organizational vision and program creation. Furthermore, ideological fragments within local DIMs contribute to the reproduction of dominant ways of knowing and the creation of best practices. For this reason, in situ examination of DIM creation and maintenance is useful for understanding how and why CWs collectively construct their identities and the co-constitutive work.
ContributorsPeterson, Charles Bjørn (Author) / Knopf, Richard C. (Thesis advisor) / Callahan, Sharon (Committee member) / Buzinde, Christine (Committee member) / Rodriguez, Ariel (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this research is to connect community development and local economic development to determine the impacts of the local economy on economic wealth and quality of life. This will be explored through a community development lens examining how the community, and its location and capitals (specifically economic, social and human capitals), impact the dependent capital variables. Laughlin’s (2012) research design of social capital and its impact on economic wealth used United States county samples, which reflect many local economies. This dissertation builds on Laughlin’s model and explores local economies at a Zip Code Tabulation Area (ZCTA) level. It also incorporates elements of Chaskin’s (2001) model, which explores community capacity as social and human capital, Benhabib and Spiegel’s (1994) human capital model, Levine and Renelt’s (1992) economic capital model, Krugman’s location and economic geography (1998), Emory and Flora’s community capital framework (2006), and concepts of quality of life and economic wealth by Schumacher (1964) and Jacobs, (1970). Economic wealth and higher quality of life can represent community development outcomes; there must be a balance within community systems and an exploration of these capitals (Emory and Flora, 2006).
This research expands beyond exploring impacts of social capital on economic wealth to include multiple community capitals. Furthermore, it tests economic measurements and their impact on a local economic level as opposed to a regional/state level, thus providing a deeper understanding of local economies and their impact on communities.
This dissertation provides a new baseline for understanding the relationship between community and economic development, its specific connections and the overall impacts of local economic activity. This will allow a richer exploration into economic activity and perspectives about how economic policy may impact communities. Research and literature has shown the immense advantages of strong local economies in contrast to regional/state economies and globalization; this will provide the necessary research bridge to connect with community development. The outcome of this research explains the impacts of economic, social and human capital on economic wealth and quality, specifically within local economies.
This research expands beyond exploring impacts of social capital on economic wealth to include multiple community capitals. Furthermore, it tests economic measurements and their impact on a local economic level as opposed to a regional/state level, thus providing a deeper understanding of local economies and their impact on communities.
This dissertation provides a new baseline for understanding the relationship between community and economic development, its specific connections and the overall impacts of local economic activity. This will allow a richer exploration into economic activity and perspectives about how economic policy may impact communities. Research and literature has shown the immense advantages of strong local economies in contrast to regional/state economies and globalization; this will provide the necessary research bridge to connect with community development. The outcome of this research explains the impacts of economic, social and human capital on economic wealth and quality, specifically within local economies.
ContributorsTrevan, Eric S (Author) / Phillips, Rhonda (Committee member) / Knopf, Richard (Committee member) / Lacher, Geoff (Committee member) / Buzinde, Christine (Committee member) / Arizona State University (Publisher)
Created2016
Description
This thesis investigates how homeless men and women who use one of only six human services campuses (hscs) in the nation negotiate the stigmatization they may feel as homeless people living in Phoenix, Arizona. An hsc centralizes services to one area of the city to decrease the run around of scattered-site service delivery. It also creates a legitimized space for the homeless in the city. A place for the homeless can be a rarity in cities like Phoenix that have a history of implementing revanchist policies and neo-liberal land use planning, most notably found in its downtown revitalization efforts. During Phoenix's development as a major metropolitan area, the homeless population emerged and lived a life on the margins until the 2005 creation of the Human Services Campus. This research unearths the experiences of homeless men and women who use the HSC today. I used qualitative methods, including document review, 14 in-depth interviews with homeless men and women, 7 interviews with service providers, informal conversations with additional homeless clients, and 14 months of field observations at the HSC to collect the data presented in this thesis. The results of this research illustrate reasons why the homeless clients interviewed were sensitive to the stigmatization of their social status, and how they managed their stigmatization through relationships with homeless peers and staff on the HSC. The presence of an action plan to exit homelessness was critical to the nature of these relationships for clients, because it influenced how clients perceived their own stigmatization as a homeless person.
ContributorsDe La Rosa Aceves, Aurelia Marie (Author) / Bolin, Bob (Thesis advisor) / Menjivar, Cecilia (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011