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Description
For many adolescents, high school is a critical period of self-awareness, peer-influence, and identity construction. During this volatile period, young people explore how to express themselves in ways that range from conformity to non-conformity and transgression. This is particularly true when it comes to young people's understanding and expression of gender identity. For some youth, their personal form(s) of gender expression align neatly with social expectations; for others, it does not. When gender expression does not align with social expectations, students may be vulnerable to bullying or harassment by peers or adults. Often, youth who are policed and regulated by their classmates through bullying (or harassment, depending upon the relevant or implemented policy) are targeted based on their perceived identity, be that racial, ethnic, citizenship, or, most frequently, gender and sexuality. This project advances the need for research done from a critical youth studies perspective (both methodologically and ethically) and provides new insight into the types of language and practices used by youth to express, perform and "do" gender. Utilizing qualitative methodology, including participant observation, focus group and individual interviews, surveys, and the collection and content analysis of school ephemera, this research investigated how high school students navigate gender identity amidst other intersecting identities. This project examined how youth both "do" and "perform" gender in their everyday lives as high school students. Their gender identity is frequently understood amidst other intersecting identities, particularly sexual orientation, religion and race. These youth also pointed to several important influences in how they understand their own gender, and the gender identity of those around them, including media and peer groups. Because this research took place at two charter art schools, the findings also provided a framework for understanding how these two schools, and charter art schools more generally, provide alternative spaces for young people to experiment and play with their identity construction. Findings indicate that youth are forced to navigate and construct their gender identity amidst many conflicting and contradictory ideologies. Schools, media, and peer groups all heavily influence the way young people understand themselves.
ContributorsPrior, Sarah (Author) / Cavender, Gray (Thesis advisor) / Adelman, Madelaine (Thesis advisor) / Swadener, Beth Blue (Committee member) / Katsulis, Yasmina (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation considers how adolescent identity is constructed and represented in commercial musical theatre for youth (e.g. Broadway and Disney Theatrical Group) by examining two commercial productions with adolescents in lead roles--Spring Awakening and Disney's High School Musical. My theoretical framework is intersectionality which creates a foundation for my research within the field of childhood studies, gender studies, and performance studies to illuminate current US American trends in youth oriented art and research. My framework extends into a case study methodology exploring the world of childhood and youth sexuality through a close read of the popular Broadway musical adaptation, Spring Awakening. In addition, a second investigation chronicles the world of Disney's High School Musical through my own intersectional tool, the Disney Industrial Complex. I claim that adolescence, as a constructed identity, exists as a multi-faceted intersectional category composed of multiple and conflicting intersections such as gender, race, sex, ethnicity, and so on. These intersections develop over the course of the period known as "adolescence" and "youth." The goal of this dissertation is to serve as a reference for other theatre educators and their work with young people creating art.
ContributorsBliznik, Sean J (Author) / Etheridge-Woodson, Stephani (Thesis advisor) / Saldana, Johnny (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Customized online education is a means of educating a large amount of users in a way that will change their behavior at a low incremental cost to the one providing the information. This thesis will examine several aspects of online education, but primarily focus on the presentation of the materials. It will examine how this is done through a consulting project I worked on in conjunction with the New Venture Group for Parenting Arizona. Parenting Arizona is a non-profit organization based in Arizona that offers classes for parents who are seeking better ways to manage their family responsibilities. The purpose of the consulting project was to take the instructional materials used in in-person group classes and modify it to be effectively used for instruction in an online environment. Parenting Arizona foresaw a number of benefits from this modification and migration of instructional materials for the web; first among these was the ability of people in remote areas or in situations that did not allow them to attend an on-ground class to gain access to instructional material. In addition, the broader availability of the material that would come from its presence on the web would expand the influence of good parenting instructions to a greater audience both inside and outside the State of Arizona, aiding even more families.
ContributorsAnderson, Kyle (Author) / Brooks, Dan (Thesis director) / Forss, Brennan (Committee member) / Rosen, Julie (Committee member) / Barrett, The Honors College (Contributor)
Created2012-05
Description
Due to its difficult nature, organic chemistry is receiving much research attention across the nation to develop more efficient and effective means to teach it. As part of that, Dr. Ian Gould at ASU is developing an online organic chemistry educational website that provides help to students, adapts to their responses, and collects data about their performance. This thesis creative project addresses the design and implementation of an input parser for organic chemistry reagent questions, to appear on his website. After students used the form to submit questions throughout the Spring 2013 semester in Dr. Gould's organic chemistry class, the data gathered from their usage was analyzed, and feedback was collected. The feedback obtained from students was positive, and suggested that the input parser accomplished the educational goals that it sought to meet.
ContributorsBeerman, Eric Christopher (Author) / Gould, Ian (Thesis director) / Wilkerson, Kelly (Committee member) / Mosca, Vince (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-05
Description
Legal narratives obtained from forensic interviews of twenty sexually abused children were analyzed concerning gender differences in disclosure patterns and narrative elaboration. Quantitative analysis of the children's disclosure of sexual abuse revealed that boys made prompted disclosures to caretakers, primarily mothers. Girls more often made purposeful disclosures, and revealed the abuse to caretakers as well as other supportive individuals. Quantitative analysis of the children's forensic interviews revealed that girls provided more coherent, elaborate, structured, and contextually detailed narratives than boys did. Children's accounts of their disclosures were qualitatively analyzed. Results indicated that fear was the primary reason children delayed abuse disclosure. Qualitative analysis also found that the children's narratives revealed several common themes including themes of force and resistance. Implications for legal interventions on behalf of children and the effectiveness of abuse prevention programs were discussed.
ContributorsDutton, Wendy Allison, 1960- (Author) / Adelman, Madelaine (Thesis advisor) / Durfee, Alesha (Committee member) / Krysik, Judy (Committee member) / Roe-Sepowitz, Dominique (Committee member) / Arizona State University (Publisher)
Created2011
Description
The development of online program options in higher education has prompted the discussion of how well the modality fits the nature of social work education and the Council on Social Work Accreditation (CSWE) educational standards. To examine the relationship between online education and social work education, this research study focused on empathy. Conceptualized as the ability to share and understand the feelings of others, empathy is at the core of social work education and practice. The primary purpose of this research study was to examine whether the cultivation of interpersonal empathy and social empathy changes by in-person and online education. An ongoing debate centers on the effectiveness of online instructional delivery in the virtual environment, as compared to in-person instruction in a physical classroom. Therefore, it is valuable to examine if the level of empathy scores for students changes from the beginning to the end of a Master of Social Work (MSW) degree program at Arizona State University, according to the mode of instruction, online versus in-person. Among the sample of 185 participants in the pre-test survey and 86 participants in the post-test survey, empathy levels were examined by time (pre-test to post-test) and by mode of instructional delivery (online versus in-person). To better understand the constructs and the relationship among the variables, critical theory was applied. In addition, the pedagogical theories of andragogy, transformative learning, and the Community of Inquiry model were informative. Findings revealed that the empathy survey instrument had high reliability, the levels of empathy increased for MSW students over time, and students’ empathy levels did not differ by in-person versus online modes of instruction, with the exception of the social empathy component of contextual understanding. The study findings have implications for social work education and future research. These implications highlight the need to explore how to best cultivate empathy in social work education, while continuing to examine the association of the mode of delivery with educational outcomes important to the profession of social work.
ContributorsReyes, Melanie S (Author) / Segal, Elizabeth A. (Thesis advisor) / Anthony, Elizabeth (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2021