Matching Items (24)
Filtering by
- All Subjects: Education
- All Subjects: Gender
- Language: English
- Creators: School of Politics and Global Studies
- Member of: Theses and Dissertations
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Resource Type: Text
Description
ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in an attempt to describe specific experiences in a complex system. Students were selected using an Internet Connectedness Index survey. Using a Virtual Community of Practice framework, students were asked about their experiences in Edmodo. This study concludes that Edmodo and Facebook can be compared in three categories: accessibility, functionality, and environment. Unlike Facebook, which students access regularly, students access Edmodo only to fulfill the teacher's participation expectations for the specific grade they wish to receive. Additionally, students appreciated the convenience of using Edmodo to complete assignments. The functionality of Edmodo is quite similar in layout and appearance to Facebook, yet students were unaware of the media sharing capability, wished for private messaging options, and desired the ability to tag peers for direct comment using the @ sign, all options that are available in Facebook. Students felt the environment in Edmodo could best be characterized as intellectual and academic, which some mentioned might best be used with honors or AP students. A surprising benefit of Edmodo is the lack of social cues enable students to feel free of judgment when composing writing. Some felt this allowed students to know their classmates better and share their true personae free from judgment of classmates. As a result of the case studies of four students, this study seeks to illustrate how students interact in Edmodo versus Facebook to provide a robust image of the academic social network site for teachers seeking to implement educational technology in their classes.
ContributorsCurran-Sejkora, Elizabeth (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen (Committee member) / Rodrigo, Rochelle (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2013
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study hypothesizes that a sampling of prosecutors would be more likely to prosecute juveniles who identify as homosexual versus those who identify as heterosexual. To test this hypothesis, surveys were mailed to 1,000 prosecutors around the United States with a between subject design, meaning that each participant was only exposed to one condition in the vignette they read. There were a total of four vignettes, creating four conditions of different sexual orientations and gender in sexually appropriate relationships. The vignettes contain conditions in which either a male or female junior in high school was videotaped having oral sex with either a male or a female freshman in high school. Prosecutors were asked questions about whether they would prosecute the older student for statutory rape. Results indicated that our manipulations of sexual orientation and gender were not statistically significant on prosecutorial discretion or punishment severity/motives, however, these manipulations did alter the prosecutor's perceptions of the offender.
ContributorsCaraveo Parra, Diana Patricia (Author) / Fradella, Hank (Thesis director) / Salerno, Jessica (Committee member) / School of Politics and Global Studies (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper examines the relationship between feminism and social media and evaluates the ability of social media to function as an effective platform for the advancement of feminism's objectives. In the decades before social media became an integral part of culture, the popularity of feminism deteriorated and feminist voices were unsure that it could be revived or popularized again. However, in recent years, women have used social media as a mechanism to communicate and disseminate feminist ideas. The birth of what is called "hashtag feminism" has been a fundamental shift in the way feminism is done and advocated for in modern culture. In light of this dramatic shift in venue for feminist conversations, academic feminists are asking a series of pertinent questions: Is social media good for feminism and the achievement of feminist objectives? What, if anything, has feminism compromised in order to fit into 140 characters or fewer? This paper argues that social media has provided a platform for feminists to share their stories, which has aided in the building of feminist constituencies. This is the most important work of feminism, because it is making society more receptive to feminist principles and ideas, transforming our culture into one that can accept and fight for feminism's objectives. This paper will examine a series of case studies in which social media has hosted feminist conversations. It will analyze the impact of this social media as a venue for feminist narratives and evaluate the use of social media as a feminist platform in the movement to achieve feminism's objectives.
ContributorsGiel, Katelyn Anne (Author) / Woodall, Gina (Thesis director) / Lake, Milli (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This project created a teaching curriculum resource guide for using the popular series, The Hunger Games, in 6th-8th grade classrooms to introduce cultural issues such as child soldiers and international development to students. Studies have shown that literature can cultivate empathy and encourage youth to act. This combined with the expanding phenomenon of participatory culture and fandom activism as outlined by Henry Jenkins demonstrate the potential for youth to learn and act when given the opportunity and resources to do so. The curriculum is composed of three units: The first is a three-week reading of the books with various activities for students to really understand the narrative and source text. The second and third units address the issues of child soldiers and international development using The Hunger Games as a framework and a keystone to build connections so that these complex issues are accessible to youth. This project is a first step in the development of a curriculum that spans the full trilogy and covers a variety of current event topics.
ContributorsSimpson, Rebecca (Author) / Sivak, Henry (Thesis director) / Blasingame, James (Committee member) / Nelson, Margaret (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
While women constitute a majority of the U.S. population, they still make up only a minority of political officeholders. Some of the literature in political ambition argues that one of the reasons for the dearth of women in elective office is that women are less socialized than men to want to run for political office. The same literature suggests that such disparity can be traced back to high school. This exploratory paper examines the possibility that the disparity may be due, at least in part, to the different ways in which men and women are represented in civics textbooks. Specifically, because some works already suggest that women are less represented than men in civics textbooks, this work examines whether there are any differences between the way that regular and AP civics textbooks represent men and women. This was done using content analysis on AP and regular textbooks from three schools each from different districts in the state of Arizona. The findings from the content analyses were consistent with the first three hypotheses: that (1) the AP civics textbooks have a higher percentage of women than do the regular civics textbooks, (2) the AP civics textbooks devote a higher percentage of pages to women’s names than do the regular civic textbooks, and that (3) that both the AP and regular civics textbooks discuss women and men with a neutral tone. However, findings were not consistent with the fourth hypothesis, (4) that there will be more female role models among the top mentioned women in AP textbooks than there will be role models among the top mentioned women in regular textbooks. The manifest content analysis revealed that the percent of women mentioned in the AP textbooks sampled was 2.8 to 3 times higher than that of regular textbooks. That ratio increased to 4 to 4.5 times when the percent of pages mentioning women were taken into account. The latent content analysis, which assessed the tone of each sentence, revealed that men and women were generally treated neutrally when compared with one another in all of the textbooks studied—thus strengthening the substantive significance of the aforementioned ratios. Further analyses conducted for Hypothesis 4, however, revealed that in the regular and AP textbooks studied, female role models were mentioned both less often and less strongly than were male role models.
ContributorsWiezel, Adi (Author) / Fridkin, Kim (Thesis director) / Woodall, Gina (Committee member) / Walker, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
The media often portrays and the public often percieves white women and women of color politicians experience feminist obstacles, such as the masculine-feminine double bind and being dehumanized in the same way. Many of these representations of women of color politicians in society do not incorporate the impact of intersectionality and confining gender schemas; therefore, women of color politician’s experiences are often lumped together with that of their white women counterparts. This phenomenon ultimately contributes to the persistence of color-blind racism in the United States, which negatively effects the life outcomes of women of color politicians and women of color in general. In effort to help lessen the effects of color-blind racism locally and in government, some tools on how to reflect on one’s own biases are provided and avenues for change are proposed.
ContributorsCook, Caroline Matie (Author) / Sturgess, Jessica (Thesis director) / O'Flaherty, Katherine (Committee member) / Hugh Downs School of Human Communication (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05