Matching Items (8)
Filtering by
- All Subjects: Social Work
- All Subjects: Educational leadership
- Member of: ASU Electronic Theses and Dissertations
Description
This study aimed to fill the gap in research with regards to how individuals who define themselves as LGBT (lesbian, gay, bisexual, and transgendered) and devoutly religious (either currently or in the past) manage the interaction between these two conflicting identities. The researchers conducted 8 semi-structured qualitative interviews to examine how these individuals manage this conflict and what affects these individuals experience internally and externally. To analyze the interviews, researchers used an open coding method to determine the common themes amongst the participants. Results indicated that these participants traveled a similar path when attempting to manage the conflict between their religion and sexuality and similar internal and external affects were experienced amongst the participants.
ContributorsWheeler, Heather (Author) / Gerdes, Karen (Thesis advisor) / Klimek, Barbara (Committee member) / Segal, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
This research examined the perceptions of refugees towards social entrepreneurship in Arizona through focus group discussions with 77 members of the refugee communities that have been organized under nine groups. Business experience, problem solving experience, conception of social entrepreneurship, examples, opportunities, support, and needs emerged as the themes of the study. Available opportunities as well as barriers for refugee social entrepreneurship based on the views of refugees in Arizona were explained. The difference between commercial entrepreneurship and social entrepreneurship was highlighted and some examples of refugee social entrepreneurship described. Qualitative data analysis revealed that refugees in Arizona have entrepreneurial characteristics such as risk taking, hardworking, problem solving, and determination. They also have a good understanding of commercial entrepreneurship but very little understanding of social entrepreneurship. The findings underlined that social entrepreneurship can be used as a helpful strategy for self-sufficiency of refugees residing in Arizona. Given their life trajectories, refugees in Arizona have high potential to be social entrepreneurs with the right exposure and training. If supported adequately and planned appropriately, the refugee social entrepreneurship project can lead to self-sufficiency and faster integration of participating individuals to the mainstream society. The findings may spark interest among practitioners, policy makers, and scholars. It may redefine refugee social work practices as the passion of enterprising empowers refugees and helps them to discover self-confidence and rebrand their image. Policy makers may consider incorporating refugee social entrepreneurship in to the current self-sufficiency plan for refugee resettlement. Future research needs to investigate how refugee social entrepreneurs can be successful and focus on the measurement of their success.
ContributorsMerie, Kassaw (Author) / Androff, David (Thesis advisor) / Klimek, Barbara (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2015
Description
The current study sought to reevaluate Cass' Theory of sexual identity formation in terms of lesbian identity development over the past twenty years and how media acts as mediation in lesbian identity development. Ten semi-structured interviews were conducted with only nine useable transcripts analyzed for this thesis. This study is an explanatory investigation into linear stage theory, specifically Cass' theory, as well as the impact of media as a mediator during lesbian identity development. This study had three objectives 1) to gain an understanding of the theory and its components related to lesbian identity development 2) to understand the lesbian identity formation process and 3) to understand the impact and influence if any, media has had on lesbian self-reported identity development. Qualitative methods were used to obtain information and analyze the responses. Results indicate that the participants in this study believed that the coming out process was important. This study's results showed that several of the participants entered each stage of the theory, while others did not. Media had little influence on the identity development, and the participants had mixed reviews of medias portrayal of lesbians. Implications for practice and further research are discussed.
ContributorsHaseley, Hilary (Author) / Lacasse, Jeffrey R (Thesis advisor) / Segal, Elizabeth (Committee member) / Rounds, Tamara (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? This qualitative study documented and analyzed the schooling experiences and perceptions of resettled refugee middle school students, who are relatively new to the U.S. educational system. Purposive and convenience sampling were sources utilized in selecting participants for this study. Semi-structured interviews and focus groups were used to capture the stories of 10 resettled sub-Saharan African refugee students enrolled in 7th and 8th grade, who have lived in the U.S. not more than 10 years and not less than three years. Among the participants, half were male and half female. They came from six countries: Burundi, Democratic Republic of Congo, Liberia, Rwanda, Sierra Leone and Somalia. Findings of the study revealed six major themes: teachers' helpfulness, positive perceptions of school, friends as resources at school, disruptive students in the classroom, need for better teachers, and before and after school activities. Overall, the participants in the study expressed a positive perception of their teachers and their schools, yet presented a dichotomous view of their schooling experiences and perceptions.
ContributorsSallu, Adama (Author) / Swadener, Beth B (Thesis advisor) / Klimek, Barbara (Committee member) / Miller, Lynn (Committee member) / Arizona State University (Publisher)
Created2012
Description
Given the surge of immigrant and resettled refugee student enrollment in public schools, a strong understanding of the transition process for these students and their families and facilitating the creation of effective schooling contexts are major educational priorities. It is critical to determine how to best support and assist resettled refugee students in academic and other endeavors. This study seeks to better understand the perspectives of resettled refugee students who are recent high school graduates and their mentors in order to contribute practical insights into resettled refugee education and to give voice to these students. Informed by sociocultural theories as reflected in the works of Daniels, Cole and Wertsch, (2007) and others, twelve resettled refugees from Bhutan, Iraq and Burma (aka Myanmar) and ten mentors participated in individual interview sessions and focus group discussions. The study took place in Arizona. The participants' responses were audio-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: resettled refugee students struggled with adjusting to their new school system. They were marginalized and faced discrimination and suffered low teacher expectations. They were placed in English language classes that they felt were not beneficial to them; and almost all attended inner city urban schools in areas with a high poverty concentration characterized by gang and drug activities that further adversely affected their performances. Against the odds, with the help of their mentors, striving for a better life, commitment to family, and resilience, the study participants were able to not only complete their high school education on time but earned impressive grade point averages of between 3.5 to 4.2 that helped five of them win scholarships to four-year colleges.
ContributorsYarrow, Eman Ibrahim (Author) / Swadener, Beth B (Thesis advisor) / Klimek, Barbara (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2012
Description
The United States resettles more refugees each year than any country, yet little is known about the influence that the Refugee Resettlement Program has on our communities. Program evaluation in the United States is primarily concerned with outcomes and efficiency; while there has been an absence of collecting data to measure the impact that social programs have on communities. This study explores the impact of refugee resettlement on a metropolitan area by surveying professionals with experience working or volunteering with refugee populations. These professionals rate the extent to which they believe refugee resettlement influences social, economic, and environmental variables in the community, and explain the nature of the influence they believe the program has on the community. The data collected from these surveys will introduce the perceived impact of refugee resettlement from the perspective of those with professional experience in the area. By exploring the effects that the Refugee Resettlement Program has on Phoenix, this data can assist in the creation of community assessments for refugee resettlement and comparable social programs.
ContributorsMody, Elizabeth Hatch (Author) / Klimek, Barbara (Thesis advisor) / Morales, Joanne (Committee member) / Brown, Mary-Ellen (Committee member) / Arizona State University (Publisher)
Created2018
Description
In response to the need to accurately define group home types, this dissertation focused on providing a clear and distinct definition of the types of group home care, an articulated understanding of the role of group home staff, and an awareness of the impact individuals working in group homes have on the lives of the youth they serve and their influence on the group home environment. Using the qualitative research method Grounded Theory, ten in-depth interviews were conducted with staff who both currently work in group homes, and staff who have left the group home environment. The research question was “What is the influence of group home staff on the ecological environment of the group home?” Ecological framework was the overarching theory, and participants were asked questions regarding their relationships with youth and their impressions of staff impact within the group home. Data analysis influenced by Grounded Theory produced 5 themes: Walking into the unknown, in loco parentis with two sub- themes consanguinity and group home as a home, engagement with two sub- themes of staff/staff engagement and staff/youth engagement, staff impact on youth, with three sub-themes, managing transitions, loss and boundaries, and the final theme of supervisor support. The results indicate that staff do have an impact on the group home, both positive and negative. Also, the group home operates as an intricate ecological environment containing relationships and interactions that influence multiple internal systems. Currently there is a gap in the literature as it relates to clarity within definition of care settings. This dissertation provided a clear definition for the chosen research environment, non-locked, non-therapeutic group home. The results of this dissertation have implications for group home agencies and more broadly child welfare agencies and child welfare social workers in regard to hiring practices, training and supervision. This dissertation provides a springboard for a future research on the ecological group home environment and the people who work there and are responsible for the care of vulnerable children.
ContributorsHaseley, Hilary (Author) / Segal, Elizabeth (Thesis advisor) / Anthony, Elizabeth (Committee member) / Ayón, Cecilia (Committee member) / Arizona State University (Publisher)
Created2018
Description
The implementation of substance abuse treatment policy is ambiguous in the Russian Federation. Though policies are in place, financial responsibility and best practice procedures are largely overlooked by the Russian government. The purpose of this thesis is to conduct a policy analysis of the Russian Federation Federal Law, On Narcotic Drugs and Psychotropic Substances, adopted December 10, 1997. Amendments and additions to this law are integrated. Utilizing Gilbert and Terrell’s (2005) elements of an analytic social policy, including allocation, provision, delivery, and finance, the extent of substance abuse treatment provision is analyzed in the Russian context. Result indicate limited Russian government provision of detoxification for drug and alcohol users, with a nearly absent continuum required for true rehabilitation. The Russian government must provide harm reduction measurements to protect the population from HIV/AIDS. Involving the Russian Orthodox Church in advocacy for the implementation of harm reduction measures is recommended.
ContributorsRegan, Holly Duffy (Author) / Androff, David (Thesis advisor) / Ferguson-Colvin, Kristin (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2017