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Parental Expectations and Future Pathways to Success

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Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the…

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Towards a Game-Theoretic Analysis for the Study of Disability Microaggressions as a Communicative Phenomenon

Description
For fifty years, inquiry has attempted to capture how groups of people experience microaggression phenomena through multiple methodological and analytic applications grounded in psychology-influenced frameworks. Yet, despite theoretical advancements, the phenomenon has met criticisms trivializing its existence, falsifiability, and social significance. Unpacking possible interactive factors of a microaggressive moment invites…

For fifty years, inquiry has attempted to capture how groups of people experience microaggression phenomena through multiple methodological and analytic applications grounded in psychology-influenced frameworks. Yet, despite theoretical advancements, the phenomenon has met criticisms trivializing its existence, falsifiability, and social significance. Unpacking possible interactive factors of a microaggressive moment invites a revisitation of the known and unknown pragmatic conditions that may produce and influence its discomforting situational “content.” This study employs an intentional, game-theoretic methodology based on brief, publicly-recorded, everyday conversation segments. Conversation segments of social interactions provide a means to conduct a mathematically-solid, computationally-tractable analysis of explaining what is happening during encounters where disability microaggressions are likely the result of partial (non)cooperation between communicators. Such analysis extends the microaggression research program (MRP) by: (1) proposing theoretical consequences for conversational repair phenomena, algorithmic programming, and experimental designs in negotiation research; and (2) outlining practical approaches for preventing microaggressions with new communication pedagogy, anti-oppression/de-escalation training programs, and calculable, focus-oriented psychotherapy. It concludes with an invitation for scholars to “be” in ambiguity so that they may speculate possible trajectories for the study of microaggressions as a communicative phenomenon.
ContributorsReutlinger, Corey Jon (Author) / de la Garza, Sarah Amira (Thesis advisor) / Alberts, Janet (Committee member) / Lanchier, Nicolas (Committee member) / Cherney, James L. (Committee member) / Arizona State University (Publisher)
Created2021
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The Impact of Disability Characteristics on the Experiences of Undergraduate STEM Students

Description
Students with disabilities are underrepresented and underserved in college science, technology, engineering and math (STEM) degrees. Disabled individuals comprise 26% of the U.S. population but only about 9% of the students enrolled in STEM undergraduate programs. Individuals with disabilities who do pursue STEM degrees report unique challenges within their programs,…

Students with disabilities are underrepresented and underserved in college science, technology, engineering and math (STEM) degrees. Disabled individuals comprise 26% of the U.S. population but only about 9% of the students enrolled in STEM undergraduate programs. Individuals with disabilities who do pursue STEM degrees report unique challenges within their programs, including struggling to receive needed accommodations and experiencing discrimination from peers and instructors. However, there has been limited research on the extent to which disability characteristics affect their experiences in STEM. To address this gap in the literature, we surveyed over 700 undergraduates with disabilities enrolled in STEM majors across the U.S. and probed their sense of belonging in science, feelings of morale, perception of campus climate, experienced classroom stigma, responsiveness of disability resource offices, scientific self-efficacy, science identity, and science community values. Using linear regression, we will assess and present on outcomes related to students’ persistence in college, outcomes specific to students with disabilities, and outcomes specific to these students in STEM. The findings of this work can be used to inform recommendations to create more inclusive experiences in college STEM for students with disabilities.
ContributorsNorton, Jennifer (Author) / Cooper, Katelyn (Thesis director) / Baumann, Alicia (Committee member) / Barrett, The Honors College (Contributor) / Chemical Engineering Program (Contributor)
Created2022-05
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The Experiences That Motivated Disabled Students to Enroll in an Honors College

Description

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University,…

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.
ContributorsBowe, Emily (Author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
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Are High-Impact Practices Accessible for Students with Disabilities in STEM?

Description
People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19%…

People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19% of the undergraduate community (U.S. Census Bureau, 2021). However, SWDs have lower graduation and retention rates. This is particularly true for STEM majors, where SWDs make up about 9% of the STEM community in higher education. The AAC&U has defined a list of High-Impact Practices (HIPs), which are active learning practices and experiences that encourage deep learning by promoting student engagement, and could ultimately support student retention (AAC&U). To date, student-centered disability research has not explored the extent to which SWDs participate in HIPs. We hypothesized that SWDs are less likely than students without disabilities to be involved in HIPs and that students who identify as having severe disabilities would participate in HIPs at lower rates. In this study, we conducted a national survey to examine involvement in HIPs for students with disabilities in STEM. We found that disability status significantly affects the probability of participation in undergraduate research, but is not a significant factor for participation in most other HIPs. We also found that self-reported severity of disability did not significantly impact participation in HIPs, though we observed trends that students reporting higher severity generally reported lower participation in HIPs. Our open-ended responses did indicate that SWDs still faced barriers to participation in HIPs.
ContributorsPais, Danielle (Author) / Brownell, Sara (Thesis director) / Cooper, Katelyn (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2022-05