Matching Items (2)
Filtering by
- All Subjects: disability
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 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
Description
Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019