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Description
The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No Child Left Behind Act that deal with parent involvement. The research study concluded that parents have community cultural wealth that contributes to the success of the students of engaged parents and that cultural responsive leadership assists principals with engaging parents in their schools. The research concludes that a gap exists between how parents and principals perceive and construct parent engagement versus what is prescribed in No Child Left Behind Act.
ContributorsConley, Loraine (Author) / Brayboy, Bryan (Thesis advisor) / Mccarty, Teresa (Committee member) / Scott, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to answer the question, "What are the experiences of students who have completed the Achievement Academy program?" In collecting data to answer this question, a series of clarifying questions also emerged: "What are the cultural, academic, and personal costs and benefits associated with being a part of Achievement Academy?"; "How have students defined or redefined their cultural, social, academic, and personal identities because of Achievement Academy?"; and "In what ways have the students used their surroundings and experiences to overcome preconceived notions of either what they were capable of or general expectations of those around them?" While there have been studies undertaken to examine students' experiences in both public school and private school academic programs, there is currently no research on the unique academic program and partnership of Achievement Academy with both public and private schools. This study provides direct insight from a participant focus group and individual participant interviews of students that attended Achievement Academy. A phenomenology research methodology was used to collect the data and Critical Race Theory (CRT) was used as the lens through which the data from the focus group and interviews were analyzed. This analysis resulted in three distinct findings in the research data: peers, program environment, and the presence of a mentor or positive role model are the major influencing factors for their success both in Achievement Academy and afterwards. First, the Achievement Academy students' peers in the program had a strong positive influence on how they viewed and defined themselves. These interactions allowed some students an opportunity to re-evaluate and recreate their identities and allowed validation of identity for others. Second, the Achievement Academy program, and more specifically its stated mission and practices, also provided a strong positive influence on their success. Third, the presence of a mentor or role model was instrumental to their success. The program's emphasis on empowerment and enrichment also created opportunities for students to stretch themselves academically, socially, and culturally.
ContributorsCalleroz White, James (Author) / Brayboy, Bryan (Thesis advisor) / Neck, Christopher (Committee member) / Boyle, Charlotte (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation explores the notion of Pueblo community engagement at multiple levels, from the communities’ role in engaging its members, the individual’s responsibility in engaging with the community, both the community and individual’s engagement relationship with external forces, and the movement towards new engagement as it relates to youth and community. This research recognizes both the existing and the changing nature of engagement in our Pueblo communities. Because the core value of contribution is critical to being a participant in community, both participants and communities need to think of what needs to be done to strengthen Pueblo community engagement , for community and for youth. On the community side, this dissertation examines past community programs impact to the social structures of Pueblo communities and highlights a couple of new strategies to incorporate community voice in programming efforts. In addition, this dissertation explores youth contribution to community. The notions of community recognizing and being receptive to new ideas for youth engagement and of instilling their sense of community in youth is critical to the ‘new engagement’ paradigm. This dissertation proposes that one strategy is to incorporate youth in the governance structures of community through innovative programming with the ultimate goal of instilling in youth the feeling that they belong to their community.
ContributorsChosa, Carnell Terry (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan (Thesis advisor) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
In order to examine the concept of Pueblo Indian epistemology and its relevance to western science, one must first come to some understanding about Pueblo Indian worldviews and related philosophies. This requires an analysis of the fundamental principles, perspectives, and practices that frame Pueblo values. Describing a Pueblo Indian worldview and compartmentalizing its philosophies according to western definitions of axiology, ontology, epistemology, and pedagogy is problematic because Pueblo ideas and values are very fluid and in dynamic relationship with one another. This dissertation will frame a Pueblo Indian epistemology by providing examples of how it is used to guide knowledge production and understandings. Using the Community-Based Education program (CBE), at the Santa Fe Indian School in Santa Fe, New Mexico, I will demonstrate how this unique epistemology guides the CBE philosophy by creating meaningful hands-on learning opportunities for students. What sets this program apart from typical formal schooling classes in schools in the United States is that the local Pueblo communities define the curriculum for students. Their participation in curriculum design in the CBE process enables students to participate in seeking solutions to critical issues that threaten their Pueblos in the areas of environment and agriculture. This program also supports the larger agenda of promoting educational sovereignty at the Santa Fe Indian School by giving the Pueblo tribes more control over what and how their students learn about issues within their communities. Through the community-based agriculture and environmental science programs, students study current issues and trends within local Pueblo Indian communities. In two linked classes: Agriscience and Native American Agricultural Issues, students work with community farms and individual farmers to provide viable services such as soil testing, seed germination tests, and gathering research for upcoming agriculture projects. The policies of the governing body of Santa Fe Indian School mandate the use of CBE methods throughout all core classes. There are steps that need to be taken to ensure that the CBE model is applied and supported throughout the school.
ContributorsDorame, Anthony, 1944- (Author) / Sumida-Huaman, Elizabeth (Committee member) / Brayboy, Bryan (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
The study explored the academic journey of Latinas who participated in the Hispanic Mother-Daughter Program (HMDP) and completed a bachelor’s degree. The literature highlighted intersecting influencers that contributed to the Latinx academic journey. To account for this multidimensional nature, I utilized a conceptual framework with strengths in intersectionality and institutional impact: the psychosociocultural (PSC) approach and Latino Critical Race Theory (LatCrit). This framework set the foundation for a research design that accounted for potential nuances. Using a modified version of Seidman’s three-series and Atkinson’s life story interviews, I designed three interviews per participant with interview scripts that created space to tailor questions to unique participant responses but still captured context, details, and reflections. The outcome of the data was produced in three modalities: profiles, themes within each research questions, and overall key findings. I utilize the literature review and conceptual framework where appropriate to interpret the overall key findings. I ended this dissertation by providing implications and recommendations for researchers, policymakers, and practitioners.
ContributorsWilliams, Tiffany (Author) / Brayboy, Bryan (Thesis advisor) / Arzubiaga, Angela (Committee member) / Solyom, Jessica (Committee member) / Arizona State University (Publisher)
Created2022