Matching Items (6)
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- Creators: School of Politics and Global Studies
- Creators: Cayetano, Catalina
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Resource Type: Text
Description
Through collection of survey data on the characteristics of college debaters, disparities in participation and success for women and racial and ethnic minorities are measured. This study then uses econometric tools to assess whether there is an in-group judging bias in college debate that systematically disadvantages female and minority participants. Debate is used as a testing ground for competing economic theories of taste-based and statistical discrimination, applied to a higher education context. The study finds persistent disparities in participation and success for female participants. Judges are more likely to vote for debaters who share their gender. There is also a significant disparity in the participation of racial and ethnic minority debaters and judges, as well as female judges.
ContributorsVered, Michelle Nicole (Author) / Silverman, Daniel (Thesis director) / Symonds, Adam (Committee member) / Dillon, Eleanor (Committee member) / Barrett, The Honors College (Contributor) / Economics Program in CLAS (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-12
Description
Abstract What began in 1971 as a "War on Drugs," led to the political position of being "tough on crime" and has ultimately given birth to the mass incarceration crisis that we see in 2017. The United States composes 5% of the world's population, yet holds 25% of the world's incarcerated. At least 95% of those incarcerated in the United States will be released at some time and each year, 690,000 people are released from our prisons. These "criminals" become our neighbors, our colleagues, and our friends. However, the unfortunate reality is that they will go back to prison sooner than we can embrace them. In order to end this cycle of recidivism, higher education in prison must be made more available and encouraged. Those who participate in education programs while incarcerated have a 43% less chance of recidivating than those inmates who do not participate. This thesis dissects that statistic, focusing on higher education and the impact it has on incarcerated students, how it affects society as a whole, and the many reasons why we should be actively advocating for it. Additionally, I wish to demonstrate that students, educators, and volunteers, as a collective, have the power to potentially change the punitive function of the prison system. That power has been within education all along. While statistics and existing research will play heavily in the coming pages, so will anecdotes, first-hand experiences, assessments of established programs, and problems that still need to be overcome. By no means are the following pages a means to an end, but rather a new beginning in the effort to change the interpretation of being "tough on crime." Keywords: higher education, prison, recidivism
ContributorsGood, Hannah Rose (Author) / Wells, Cornelia (Thesis director) / Herrera, Richard (Committee member) / School of Politics and Global Studies (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Building on research on family communication and forgiveness, this study seeks to understand how families communicate the value and practice of forgiveness. Through semi-structured interviews, the study asks participants to recall their formative conversations and experiences about forgiveness with their family members and to discuss how those conversations influenced their current perspectives on forgiveness. Interviews from five female undergraduate students yielded seven main themes from where individuals learn how to forgive: 1) Sibling conflicts, 2) Family conversations about friendship conflicts, 3) Conversations with Mom, 4) Living by example, 5) Take the high road, 6) “Life’s too short”, and 7) Messages rooted in faith and morality.
ContributorsPrivatsky, Madysen Mae (Author) / Edson, Belle (Thesis director) / Kloeber, Dayna (Committee member) / Hugh Downs School of Human Communication (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
ContributorsAkanbi, Favour (Author) / Cayetano, Catalina (Thesis director) / Becker, Cynthia (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-12
ContributorsAkanbi, Favour (Author) / Cayetano, Catalina (Thesis director) / Becker, Cynthia (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-12
Description
This thesis recalls a famous Greek comedy's critique of higher education and examines how it might apply to the modern university. In order to understand the application of such a critique, this thesis necessarily works to define the spirit of the university as it was formed in the cross-civilizational decedents of Plato's Academy. After the first universities, I examine the development of higher education in the United States. Ultimately I argue that the Aristophanic critique of Socrates and higher education is applicable in a very important way to the modern university. I offer two policy recommendations that might offer an important starting point for recalling the spirit of the university.
ContributorsMatter, Stephen (Author) / McNamara, Peter (Thesis director) / Zuckert, Michael (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Civic & Economic Thought and Leadership (Contributor)
Created2023-05