Matching Items (10)
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- All Subjects: Education
- All Subjects: Women
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- Status: Published
Description
Although the number of women earning college degrees and entering the workforce is increasing, a gender gap persists at top leadership positions. Women are faced with numerous challenges throughout the talent pipeline, challenges that often drive women out of the workforce. This paper looks at the power of mentoring and how women, particularly young women, have the potential to overcome these challenges through a successful mentoring relationship. We use examples of successful mentoring programs at the corporate and university level to support the development of a mentoring program at the high school level. Our paper presents the research and development process behind the Young Women in Leadership (YWiL) Workshop, a half-day event that focused on bringing awareness to the importance of mentoring and leadership at the high school level while providing young women with the confidence and knowledge to begin to establish their own mentoring relationships.
ContributorsRust, Brenna (Co-author) / Myers, Sheridan (Co-author) / Desch, Tim (Thesis director) / Kalika, Dale (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Accountancy (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Gender discrimination and inequality in this day and age points to the existence of ambivalent sexist beliefs. That is, men and women hold outwardly negative or superficially positive sexist beliefs about the innate inferiority of women (Glick & Fiske, 1996; Glick & Fiske, 1997). In the past twenty years, outcomes and effects of women due to these beliefs have been researched extensively. Less common are suggestions or conclusions regarding the underlying existence of these beliefs, though many researchers have related their results to aspects within the Social Identity Theory (1979) and other alike theories involving the self and threats to self. The present study looks at smaller constructs, reporting a relationship between a model of women's identity, including predictors: 1) closeness to women, 2) public regard 3) gender identity centrality, to hostile, benevolent and ambivalent sexist beliefs. A group of N=115 women with ages ranging from 18 to 22 at Arizona State University were administered a survey asking questions about their sexist beliefs and their personal gender values. Results show a significant relationship between predictor variables to hostile sexist beliefs, but not benevolent sexist beliefs. These findings suggest that women's association with their gender-derived identity may parallel with endorsement of sexist beliefs when conceptions of the traditional woman is more salient.
ContributorsChavez, Adrienne Raschelle (Author) / Bradley, Robert (Thesis director) / McKenney, Sarah (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
As the United States' military presences in Afghanistan and Iraq are being minimized, an increasing number of veterans are transitioning from the military to pursue higher education opportunities. Due to the military's organizational characteristics, socialization procedures, and performance requirements, this population of students likely faces unique barriers to success in traditional models of higher education. The increase of this unique population necessitates research to evaluate their educationally related social and relational needs so that institutions of higher education will be better able to assist in achieving their academic goals. The student-teacher relationship is a key predictor in students' academic success (Yoon, J. S., 2002). Using survey research, this project examines veteran students' perceptions of their relationships with instructors, characteristics of the organization, communication apprehension with professors and peers, and perceived self-esteem. With the assistance of the Pat Tillman Veterans Center at Arizona State University, approximately 3800 veteran students, in both undergraduate and graduate programs, were invited to participate in the research. The study identified significant relationships between a veteran-student's length of time since separating from military service, their feelings of success as a student, self-esteem, and apprehension of communication with professors. There was also a significant relationships on length of military service, self-esteem, and apprehension of communication with professors.
ContributorsMcconnaughy, Ryan Michael (Author) / Adame, Bradley (Thesis director) / Franks, Tara (Committee member) / Bernard, Daniel (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of Social and Behavioral Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor)
Created2015-05
Description
During the First and Second World Wars, the totality of global war and the involvement of the United States necessitated the use of American women within military medical services as nurses. Military nursing served as a catalyst for professionalizing nursing as well as the entrance women into US military jobs. This thesis explores American women’s military nursing roles during WWI and WWII within the historical context of the precedence set for female nurses’ involvement in wartime medical service in both the American Civil War and the Spanish Civil War. In so doing, it seeks to answer specific research questions focused on nurse’s wartime experiences, the formality of their role, and public perceptions of female nurses. I will examine the change over time of these issues and reasons for their evolution.
ContributorsGlew, Haley Nicole (Author) / Stoff, Laurie (Thesis director) / Foote, Nicola (Committee member) / WPC Graduate Programs (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Information Systems (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Technology is everywhere. It touches every industry and nearly every aspect of our lives. It is paving the way to exciting innovations, solving long-standing problems, and helping us as humans learn at a faster rate than ever before. The Tech Industry is booming, generating an ever-increasing amount of jobs within the workforce. The number of women filling these new jobs, however, has remained static – if not declined. As a female student studying Computer Information Systems, this fact has concerned me for some time and propelled me to dig deeper and get to the root of the problem. It has been no secret that there is a lack of gender equality within the technology industry. Silicon Valley – the tech hub of the United States – has time and again been accused of creating an overwhelming sense of “bro culture”. The numbers are staggeringly obvious – women are entering into the industry at a lower rate than men, women are leaving the industry at a higher rate than men, and women are not being advanced within technology-based careers at the same rate as men. My objective with this creative project was to go beyond the numbers and to understand why this gender gap is still prevalent within the industry and, more importantly, what can be done to shrink the gap. As such, I decided to put faces to the numbers by creating a documentary in which I interviewed eight diverse female professionals with varying backgrounds that are in different stages within their careers in the technology industry. I was able to get real and raw opinions, ideas, and advice from these knowledgeable women to construct my responses to these complex issues. This paper has been structured to outline and analyze the ideas and concepts generated from my interviews of these women.
ContributorsFarias, Isabella Maria (Author) / Moser, Kathleen (Thesis director) / Scott, Kimberly (Committee member) / Department of Information Systems (Contributor) / WPC Graduate Programs (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This paper about the Garden Grub concerns the growing Agritech industry along with exposing middle school students to STEM education. Currently over half of America's students are not prepared to be successful in our technology driven world. These students did not have the opportunity to be exposed to many Science, Technology, Engineering, and Math related careers or majors before entering the working world and/or college. These students are unaware of the real-life applications these topics can have and will never have the chance to pursue these fields. Using the Garden Grub, students will be introduced to the world of Agritech and how traditional agriculture is changing in include more technology. The Garden Grub is designed to not only introduce students to STEM in general, but specifically the Agritech Industry. With the Garden Grub kit and instructions students will be able to construct a small device that will monitor the external temperature and the soil moisture of a plant they are growing. For future implementations of the Garden Grub, we will develop a structured lesson plan to teach the users more about the device they are building. This is so in the future users could continue their education in Agritech and STEM because they have more knowledge on the subjects From standalone testing the Garden Grub, the device was able to successfully monitor the lettuce to ensure that it grew successfully. The Garden Grub instructions and kit were tested in a fourth-grade classroom, where college volunteers worked with the students to begin to create their own device. While there was not enough time to successfully complete the product the fourth graders were more interested in STEM than when we first started. Even though they struggled in the beginning, students quickly learned basic concepts , such as +/- circuit power, transfer of data, and sensor connections. More recently we were able to go into a middle school and teach in a classroom with the students who were part of a coding elective course. Since our last outing we were able to update the user manual and prepare more ahead of time. This gave us more time to explain the concepts to the students, along with being able to successful build all of the devices. They began to think of ways that this device could be applicable to their lives along with how the Garden Grub could be improved in the future.
ContributorsWynia, Rachel Marie (Author) / Lin, Elva (Thesis director) / Eakin, Hallie (Committee member) / WPC Graduate Programs (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The goal of Dough is to create financial content that educates college students and young adults in areas of financial literacy. College students and young adults generally have debt from student loans, and typically don’t have much time to work as they focus on school and earn their degree. Financial literacy can make the lives of young adults much easier, however this is typically not a resource that is easily available to them. Our proposed solution to fight the lack of financial literacy is to create educational content including videos, articles, and a website that educates students and young adults on how to acquire good financial habits.
ContributorsRodríguez, Natalia (Author) / Clausen, Taylor (Co-author) / Mitchell, Zachary (Co-author) / Gibson, Cole (Co-author) / Byrne, Jared (Thesis director) / Satpathy, Asish (Committee member) / Barrett, The Honors College (Contributor) / School of Accountancy (Contributor) / WPC Graduate Programs (Contributor)
Created2022-05
Description
At a time when the national and world community is viewing collegiate business programs as complicit in many recent business scandals rooted in ethical violations and breaches of trust, improving ethics education is a high priority. Review of current research on techniques for effectively teaching ethics highlights the importance of incorporating conversational learning, decision models, and relevant, personalized case discussions into undergraduate ethics lessons. Focusing exclusively on ethics education in the first-year business seminar WPC 101, we evaluated the current ethics/academic integrity module and found it to be lacking many research-supported techniques. To develop an updated curriculum, we first used the EthicsGame Ethical Lens Inventory in a survey of 114 W. P. Carey students to explore whether a connection between students' majors and primary ethical lenses would demonstrate the effectiveness of designing different, tailored ethics curricula for students in each major. Regression analysis of the survey responses indicated that this research was inconclusive for every major except for Accountancy, which already has a specific (upper-division) ethics course. This initial research stage led to the creation of a universally applicable ethics curriculum based on the Baird Decision Model. Incorporating techniques from the literature review, the new WPC 101 Academic Honesty & Ethics curriculum includes a presentation on the Baird Decision Model, a small-group discussion of a relevant ethical dilemma, and a class role play. The curriculum additionally includes detailed Facilitator Guidelines for educators. The curriculum was piloted in WPC 101 classes during Spring 2016, and we present student and facilitator feedback as well as suggestions for further research and improvement. Use of this research-backed curriculum and further study into its impact on student decision making will allow W. P. Carey to continue advancing in pursuit of training students to be effective ethical leaders.
ContributorsMcClelland, Allison (Co-author) / Mayper, Rebecca (Co-author) / Samuelson, Melissa (Thesis director) / Parker, John (Committee member) / Department of Information Systems (Contributor) / Department of Management (Contributor) / School of Accountancy (Contributor) / WPC Graduate Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05