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- Creators: Garcia, David
Description
Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has a greater presence in communities with high levels of poverty and minority populations. Compounded over time, the effects of lead poisoning, even at low levels of exposure, impact a child's readiness and ability to learn. To investigate the relationship between the risk of lead poisoning, school level academic achievement, and community demographics, three sets of data were combined. The Lead Poisoning Risk Index (LPRI), used to quantify the risk in each census tract of being poisoned by lead, standardized state assessment data for third grade reading and eighth grade math, and census 2000 demographic data were combined to provide information for all Arizona schools and census tracts. When achievement was analyzed at the school level using descriptive, bivariate correlation, and multivariate regression analyses, lead's impact practically disappeared, exposing the powerful effect of poverty and race on achievement. At a school in Arizona, the higher the percentage of students who are poor or Hispanic, African American or Native American, these analyses' predictive models suggest there will be a greater percentage of students who fail the third grade AIMS reading and eighth grade AIMS math tests. If better achievement results are to be realized, work must be done to mitigate the effects of poverty on the lives of students. In order to improve schools, there needs to be an accounting for the context within which schools operate and a focus on improving the neighborhoods and the quality of life for the families of students.
ContributorsGehrman, Matthew Paul (Author) / Berliner, David C. (Thesis advisor) / Garcia, David (Committee member) / Danzig, Arnold (Committee member) / Arizona State University (Publisher)
Created2011
Description
Peer coaching is an emerging approach higher education institutions are using to increase student success outcomes for first-year students. This study examined how peer coaches use their community cultural wealth with the students they coach and how coaching encouraged first-generation students to access the community cultural wealth they bring with them to college. The theoretical framework guiding this study was Yosso’s theory of community cultural wealth. I used a qualitative approach and interviewed five peer coaches and conducted focus groups with 15 first-generation, first-year students who had received coaching. Findings indicate peer coaches used the six dimensions of community cultural wealth with students they coach, including aspirational, familial, linguistic, navigational, resistant, and social capital. Students also reported peer coaching helped them access their community cultural wealth, especially as compared to advising and faculty interactions. Three key differentiators emerged when comparing coaching to other forms of support: relatability, sense of belonging, and self-confidence.
ContributorsSymonds, Sylvia (Author) / Garcia, David (Thesis advisor) / Rund, James (Committee member) / Ott, Molly (Committee member) / Arizona State University (Publisher)
Created2020