Matching Items (2)
Description
Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, heteronormativity, DREAMer); and describing themselves as resilient, they described surviving societal as well as familial rejection even when surviving seemed impossible to do so. Interacting and working within the intersection of gender, sexuality and immigration status, participants described identity negotiation and coming out as a form of resistance to institutionalized oppression, and resilience amidst simultaneous anti-immigrant, xenophobic and heterosexist power structures. Participants learned to live in multiple worlds at the same time, and embrace the multiplicity of their undocuqueer identity while seeking to bridge their communities through stories, activism and peer education. This study has implications for further understanding the way that queer politics and identity interact/ relate with various axes of inequality.
ContributorsCisneros, Jesus (Author) / Ott, Molly (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017