Matching Items (5)
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- All Subjects: Film Studies
- All Subjects: Honors
- All Subjects: Educational sociology
- Creators: Miller, April
- Creators: Golden, Amy
- Resource Type: Text
Description
This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space. Drawing from these perspectives, the 9-week Creative Compassion course utilized poetry and rap as a way to enact culturally sustaining pedagogy and also as a vehicle for students to practice mindfulness. Findings from quantitative data from pre- and post- surveys of a treatment and control population, as well as qualitative data (open-ended survey questions, focus groups, and student artifacts) from the treatment population are presented here. This study revealed the following: practices informed by culturally sustaining pedagogy positively impacted students’ mindfulness, these same practices allowed for the creation of a third space within the classroom, and improving student self-compassion should be an increased priority. Additional implications for research and practice are also presented.
ContributorsBillbe, Sasha (Author) / McArthur Harris, Lauren (Thesis advisor) / Golden, Amy (Committee member) / Watrous, Lisa (Committee member) / Arizona State University (Publisher)
Created2019
Description
This thesis is a two-part theatre and literature project on The Importance of Being Earnest by Oscar Wilde. The research component will consist of gathering information from the origins of this play in writing and in production to further understand my knowledge of the time it was written in and how it has been interpreted over the years. The theatrical elements will come as I direct and produce my own production of the play, and compare my research of Wilde's play and past productions to my own directorial decisions in attempt to make a successful student performed play.
ContributorsMarnick, Courtney Melissa (Author) / Miller, April (Thesis director) / Brown, Dori (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
ABSTRACT
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
ContributorsRomasanta, Lindsay Rae (Author) / Liou, Daniel D. (Thesis advisor) / Margolis, Eric (Committee member) / Golden, Amy (Committee member) / Arizona State University (Publisher)
Created2016
Description
This thesis traces the queer legacy of the Frankenstein myth from James Whale’s filmic adaptations, Frankenstein and Bride of Frankenstein, to Mexico’s first adaptation of the myth, El Monstruo Resucitado (1953). Chano Urueta’s El Monstruo Resucitado adapted the Frankenstein legend not from Mary Shelley’s source text but from Whale’s films, which themselves are infused with the queer sensibilities of a homosexual director. This new Mexican Frankenstein myth created a Monster that both reflects the culture of the Hollywood context from which it is adapted and responds to its own unique Mexican backdrop. Discussed only superficially in monster studies scholarship, El Monstruo Resucitado has rarely been examined for its contributions to Mexican horror cinema or queer horror studies as a whole. This thesis explores El Monstruo Resucitado's utility as a queer parable by working through José Esteban Muñoz’s theory of Disidentifications, positioning the film as a cultural object valuable to queer identity formation for minoritarian audiences in Mexico. By doing so, this thesis aims to broaden the conversation surrounding the role of the monster in culture and highlight Mexican monster horror like El Monstruo Resucitado as significant to the global tradition of the monster movie.
ContributorsPlata, Maxwell (Author) / Van Engen, Dagmar (Thesis director) / Miller, April (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2022-05
Description
An analysis of the relationship between haunted house films and economic anxieties of different cultures and time periods.
ContributorsRobertson, Travis (Author) / Miller, April (Thesis director) / Mack, Robert (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Comm (Contributor) / The Sidney Poitier New American Film School (Contributor)
Created2022-05