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Description
Since the genesis of the long experimental project known as the United States of America, the country has invested in the creation, implementation and maintenance of exclusionary policies and practices which have effectually denied whole and equitable access to educational spaces for Black children. These conventions have presented in a myriad of ways from: ignorance compulsory laws, segregation, disparate rates of school suspensions and expulsions, school closures, school funding inequities, denial of access to rigorous classes, burdensome school admissions policies and the disproportionate funneling of Black children into disabled and low-track class designations. Throughout this constant contortion of approaches to educational exclusion, Black mothers have had to guide, cover and encourage their children as they navigate these barriers and dodge the pitfalls of educational removal. This critical ethnographic oral history seeks to investigate the ways that a grassroots community organizing group led by a cadre of Black othermothers, known as the Aurora Coalition of Black Mothers, strategize to challenge the educational structures that support pushout and the continued exclusion of Black children from schools. Employing the frames of Critical Race Theory, BlackCrit and Black Feminist Thought, this study seeks to interrogate the following overarching concerns: 1) How does the mothers’ standpoint affect their response to school system inequities. 2)What is the influence of their efforts towards school equity? What is revealed is the mothers’ ability to employ a strategic wisdom that acknowledges the limits of systems change, perseveres against the intractability of White supremacy and works towards a freer Black education future for their children.
ContributorsDemps, Dawn M. (Author) / McGuire, Keon (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Bertrand, Melanie (Committee member) / Sampson, Carrie (Committee member) / Stovall, David (Committee member) / Arizona State University (Publisher)
Created2021
ContributorsMorgan, Marshall (Author, Co-author) / Shrestha, Milan (Thesis director) / Boyce-Jacino, Katherine (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2021-12
ContributorsMorgan, Marshall (Author, Co-author) / Shrestha, Milan (Thesis director) / Boyce-Jacino, Katherine (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2021-12
Description
This dissertation explores changes in fertility and family formation in South Korea, a setting in which rapid demographic changes have taken place since the early twentieth century. Despite active debate and discussion among experts and policymakers, knowledge is still limited in regards to the country’s significant demographic changes. I take advantage of Korean census samples data from 1966 to 2010, which span birth cohorts from pre- and early-transitional stages to post-transitional stages, which comprise the entry stage of the second demographic transition. From a cohort perspective, I use diverse demographic methods to analyze three different aspects of fertility and family formation—fertility differentials, marriage delay, and fertility concentration.
The findings illustrate how fertility and marriage patterns have changed over generations and range from a politically tumultuous period, which includes World War II, liberation, and the Korean War, to an advanced economic period. By and large, the three studies suggest that until 1960, fertility and family formation converged as per social norms and leadership guidelines. Then, marriage and childbearing behaviors began to diversify and variation by social groups increased for cohorts born during and after the 1960s. The phrase “convergence towards diversity” captures the reversal of demographic trends within the country. Taken together, this dissertation advances our understanding of how fertility and family formation have changed in South Korea, which has been on an intense demographic journey from pre-transitional fertility through very low fertility, and currently headed toward another destination.
The findings illustrate how fertility and marriage patterns have changed over generations and range from a politically tumultuous period, which includes World War II, liberation, and the Korean War, to an advanced economic period. By and large, the three studies suggest that until 1960, fertility and family formation converged as per social norms and leadership guidelines. Then, marriage and childbearing behaviors began to diversify and variation by social groups increased for cohorts born during and after the 1960s. The phrase “convergence towards diversity” captures the reversal of demographic trends within the country. Taken together, this dissertation advances our understanding of how fertility and family formation have changed in South Korea, which has been on an intense demographic journey from pre-transitional fertility through very low fertility, and currently headed toward another destination.
ContributorsYoo, Sam Hyun (Author) / Sarah, Hayford (Thesis advisor) / Agadjanian, Victor (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2015
Description
Black male students experience a number of issues related to identity during the persistence process, which have potential to deter them from graduating. Some of these issues include feeling isolated and lack of access to resources due to their ethnic and/or racial identities. Recent statistics indicate that though there is an increase in college enrollment for Black students, the graduation rate is disproportionate to their enrollment. Using critical race theory, co-cultural theory, and communication theory of identity, this study investigated the role of identity in the persistence of Black male students’ graduation rates. Specifically, the central question was ‘What role, if any, do identity processes play in Black male students' decisions to continue or depart from a Predominantly White Institution?’ In order to answer this question, fifteen first-generation Black male college students were interviewed in order to understand the specific experiences that impacted them in relation to graduation. The study sample included a subset of Black male athletes who were found to have distinct differences in college experiences based solely on their athlete status. The overall results indicate that Black male students have expectations of the persistence process and that their personal identity also plays a significant role in the persistence process. In order to maintain their identities and continue with coursework, Black males enacted persistence strategies that were consistent with an overall goal of graduating. Research findings suggest that Black males must maintain a strong personal identity in order to maintain their personal commitment to graduation and college institutions can support them in this endeavor. Research outcomes also suggest that Black males should have a plan of persistence upon entering college, which is constantly reinforced as a graduation motivator.
ContributorsRobinson, Jennifer Christine (Author) / Martin, Judith (Thesis advisor) / Alberts, Jess (Committee member) / Jimenez-Castellanos, Oscar (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of 5 and 12 years old (n=206) in three academic placement types - self-contained, cluster and content replacement. Social emotional skills were assessed by teacher report using the Devereux Student Strengths Assessment. Regardless of placements, the gifted students in this study were rated as having higher social emotional competencies than the standardization group of the DESSA. Gifted students in the cluster and self-contained settings demonstrated significantly higher scores in the area of Self-Awareness, which measures students' capacity to understand their personal strengths and weaknesses. When analyzed by gender, no significant differences were discovered between males; however, girls demonstrated significantly higher scores in the areas of Optimism and Self-Awareness in the self-contained and cluster settings. The results of the study have import for the development of gifted programs, especially for gifted girls.
ContributorsBacal, Emily (Author) / Caterino, Linda (Thesis advisor) / Brulles, Dina (Committee member) / DiGangi, Samuel (Committee member) / Arizona State University (Publisher)
Created2015
Description
Construction Management research has not been successful in changing the practices of the construction industry. The method of receiving grants and the peer review paper system that academics rely on to achieve promotion, does not align to academic researchers becoming experts who can bring change to industry practices. Poor construction industry performance has been documented for the past 25 years in the international construction management field. However, after 25 years of billions of dollars of research investment, the solution remains elusive. Research has shown that very few researchers have a hypothesis, run cycles of research tests in the industry, and result in changing industry practices.
The most impactful research identified in this thesis, has led to conclusions that pre-planning is critical, hiring contractors who have expertise will result in better performance, and risk is mitigated when the supply chain partners work together and expertise is utilized at the beginning of projects.
The problems with construction non-performance have persisted. Legal contract issues have become more important. Traditional research approaches have not identified the severity and the source of construction non-performance. The problem seems to be as complex as ever. The construction industry practices and the academic research community remain in silos. This research proposes that the problem may be in the traditional construction management research structure and methodology. The research
has identified a unique non-traditional research program that has documented over 1700 industry tests, which has resulted in a decrease in client management by up to 79%, contractors adding value by up to 38%, increased customer satisfaction by up to 140%, reduced change order rates as low as -0.6%, and decreased cost of services by up to 31%.
The purpose of this thesis is to document the performance of the non-traditional research program around the above identified results. The documentation of such an effort will shed more light on what is required for a sustainable, industry impacting, and academic expert based research program.
The most impactful research identified in this thesis, has led to conclusions that pre-planning is critical, hiring contractors who have expertise will result in better performance, and risk is mitigated when the supply chain partners work together and expertise is utilized at the beginning of projects.
The problems with construction non-performance have persisted. Legal contract issues have become more important. Traditional research approaches have not identified the severity and the source of construction non-performance. The problem seems to be as complex as ever. The construction industry practices and the academic research community remain in silos. This research proposes that the problem may be in the traditional construction management research structure and methodology. The research
has identified a unique non-traditional research program that has documented over 1700 industry tests, which has resulted in a decrease in client management by up to 79%, contractors adding value by up to 38%, increased customer satisfaction by up to 140%, reduced change order rates as low as -0.6%, and decreased cost of services by up to 31%.
The purpose of this thesis is to document the performance of the non-traditional research program around the above identified results. The documentation of such an effort will shed more light on what is required for a sustainable, industry impacting, and academic expert based research program.
ContributorsRivera, Alfredo O (Author) / Kashiwagi, Dean T. (Thesis advisor) / Sullivan, Kenneth (Committee member) / Kashiwagi, Jacob S (Committee member) / Arizona State University (Publisher)
Created2014
Description
Although many data visualization diagrams can be made accessible for individuals who are blind or visually impaired, they often do not present the information in a way that intuitively allows readers to easily discern patterns in the data. In particular, accessible node graphs tend to use speech to describe the transitions between nodes. While the speech is easy to understand, readers can be overwhelmed by too much speech and may not be able to discern any structural patterns which occur in the graphs. Considering these limitations, this research seeks to find ways to better present transitions in node graphs.
This study aims to gain knowledge on how sequence patterns in node graphs can be perceived through speech and nonspeech audio. Users listened to short audio clips describing a sequence of transitions occurring in a node graph. User study results were evaluated based on accuracy and user feedback. Five common techniques were identified through the study, and the results will be used to help design a node graph tool to improve accessibility of node graph creation and exploration for individuals that are blind or visually impaired.
This study aims to gain knowledge on how sequence patterns in node graphs can be perceived through speech and nonspeech audio. Users listened to short audio clips describing a sequence of transitions occurring in a node graph. User study results were evaluated based on accuracy and user feedback. Five common techniques were identified through the study, and the results will be used to help design a node graph tool to improve accessibility of node graph creation and exploration for individuals that are blind or visually impaired.
ContributorsDarmawaskita, Nicole (Author) / McDaniel, Troy (Thesis director) / Duarte, Bryan (Committee member) / Computer Science and Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
This thesis investigates the policy surrounding English Language Learners (ELL) on both a federal and state level, with an emphasis on the state of Arizona. Arizona ELL policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Office of Civil Rights 2012). Despite this previous research there were limited comprehensive overviews of the data that had been collected as well as recommendations that could be created utilizing the data. This thesis addresses that void of information through 1) A comprehensive literature review of the framework of policies used on the federal and state level, and 2) recommendations provided that are based on the findings of the literature included in the review. Study findings present that there is limited literature to support the English-Only policies currently enforced in the state of Arizona and that students would be better served to utilize other language acquisition approaches that view their primary language as a resource rather than a problem. Additionally, the literature suggests that there needs to be greater oversight in what language is being used to define certain groups so that all students receive proper resources and that there needs to be more communication about federal and state guidelines currently in place. It was recommended that extended research be conducted given recent policy shifts in the state of Arizona that occurred while the thesis was written, that future policy should account for greater inclusivity as well as continuous support, and that the state of Arizona reframe most of its current policies to be more fully aligned with research-based strategies.
ContributorsDalzell, Faith Elizabeth (Author) / Markos, Amy (Thesis director) / Silva, Alexandria (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
In a society that is becoming more technologically driven, it is important to have people to design, test, and build new things in order for society to progress. This is oftentimes the role of an engineer. However, engineering school is not easy, and engineering students don’t always make it all the way through school to get an engineering job. This thesis is an in-depth analysis of an engineering student’s path - from choosing engineering as a major to ultimately transitioning into a full-time engineering job. It will do this by covering (1) what engineering is and what career opportunities exist within the discipline, (2) common pitfalls that students may encounter while going through engineering school, (3) how to get an engineering job in industry, and (4) how to appropriately transition into an industry job using the skills from engineering school. While talking about what engineering is and what career opportunities exist, this thesis will discuss engineering as a profession, the ABET accreditation board, and careers in industry vs academia. As part of common pitfalls that engineering students face, this thesis will discuss tenure track, theory vs reality, cooperative learning, and misconceptions about engineering. In order to talk about how to get an industry job, this thesis will discuss the impact of grades, relevant experience, communication, personal branding, and industry options. Finally, while talking about effectively transitioning into industry, this thesis will discuss understanding the skills gained from engineering school, the different roles in industry, and how to appropriately apply those skills. Ultimately this thesis aims to be a resource for students interested in engineering so that they can understand how to successfully make it through school and move into the work force effectively.
ContributorsJordan, Arminta Claire (Author) / Takahashi, Timothy (Thesis director) / Zhu, Haolin (Committee member) / Mechanical and Aerospace Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05