Matching Items (3)
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- All Subjects: Adult Education
- All Subjects: Interpreter
- All Subjects: Interpreters for the deaf
- Genre: Masters Thesis
- Creators: Belgrave, Melita
- Creators: Cokely, Dennis
- Creators: Hensley, Jennifer Scarboro
- Resource Type: Text
A bilingual, bicultural interpreter and researcher navigates blurry boundaries and intersectionality
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of the research conducted and presented in this thesis is to explore mentoring programs for ASL/English Interpreters, with a focus on the question "Is a Peer Mentoring Program a successful approach to mentoring working and novice interpreter?" The method of qualitative data collection was done via questionnaires and interviews with past participants of a Peer Mentoring Program and questionnaires to identified persons who have experience creating and running mentoring programs. The results of the data collection show that a Peer Mentoring Program is a successful approach to mentoring working and novice interpreters. This research provides valued information in regard to the experience of persons in a Peer Mentoring Program as well as successful aspects of such a mentoring approach.
ContributorsBolduc, Dawn J (Author) / Margolis, Eric (Thesis advisor) / Appleton, Nicholas (Committee member) / Cokely, Dennis (Committee member) / Arizona State University (Publisher)
Created2012
Description
Despite a substantial increase of Masters of Music Therapy degree recipients between 2002 (Cohen et. al, 2002) and 2017 (American Music Therapy Association, 2017), these numbers are not paralleled among recipients of PhD degrees with music therapy emphases. Additionally, it is notable that the Master’s Level Entry (MLE) Subcommittee Report (2017) notes “lack of doctoral programs and/or doctoral level music therapy faculty needed to sustain graduate level music therapy education programs” (p.18) as a deterrent to the move to Master's-Level Entry within the music therapy milieu. This underscores the importance of doctorate-level music therapists to the profession. Could increasing the prevalence of doctorate-level music therapists help to promote advanced studies in music therapy, and in turn augment the status of music therapy education and training? The purpose of this project was to examine advanced-level music therapists’ perceived catalysts and barriers to pursuing a doctoral degree in music therapy. Incorporating the Social Cognitive Career Theory (Lent et. al, 1994) as the underlying framework, qualitative data was garnered via semi-structured interviews with advanced-practicing music therapists located in the southwestern United States. A thematic qualitative data analysis was conducted, whereby parent codes reflected key constructs of the theoretical lens and child codes were developed inductively. Interviewees highlighted advantages of pursuing a PhD including: professional status, educational growth, and opportunities to educate others. Likewise, they identified pertinent barriers pertaining to finances, narrow job market, and dominance of research foci over clinical skills. In light of these findings, a framework for a hypothetical, Southwest-based professional development seminar was developed and embedded into the SCCT context. The hypothetical program encompassed key objectives to educate participants about the key processes, benefits and drawbacks of pursuing the music therapy doctorate, and aimed to help participants develop penchants toward the pursuit of doctorate degrees. The nine modules featured discussions and interactive learning techniques, in addition to proffering individualized mentoring from music therapy doctorate recipients as a key mainstay of the program. Modules addressed the following topics: Introductions and testimonials; PhD application and funding processes; Clinical skills; Work/life/school balance; Faculty responsibilities (research, teaching and service); Mock interview/audition; and Mentorship presentations.
ContributorsAdams, Stephanie (Author) / Belgrave, Melita (Thesis advisor) / Pivovarova, Margarita (Committee member) / Powers, Jeanne (Committee member) / Arizona State University (Publisher)
Created2020