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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…

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
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Mentoring working and novice ASL/English Interpreters

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…

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
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Staying Certified in Public Health: Using a Theory of Planned Behavior Framework to Increase Maintenance of Certification

Description
Certification in the public health workforce is key to professionalizing public health. However, professionals who are certified in public health (CPH) are allowing certification to lapse by failing to report earned public health continuing education (PHCE) credits. As a result, the National Board of Public Health Examiners (NBPHE) is not…

Certification in the public health workforce is key to professionalizing public health. However, professionals who are certified in public health (CPH) are allowing certification to lapse by failing to report earned public health continuing education (PHCE) credits. As a result, the National Board of Public Health Examiners (NBPHE) is not able to track continuing education of the public health workforce or to ensure that their public health knowledge remains current and within standards of best practice. To address this problem and increase rates of maintenance of certification, a sequential quantitative, qualitative action research study was designed using the theory of planned behavior as the theoretical framework. Implementing an intervention that was designed following the principles of the endowed progress effect, recently certified CPH certificants were invited to participate in the intervention, which trained participants to report PHCE and then offered one PHCE credit for completing the training. After the intervention was implemented, the CPH certificants were asked to complete a theory of planned behavior questionnaire. The questionnaire participants were divided into two study groups and independent measures t-tests were conducted to determine if participants who had completed the intervention displayed greater intention to maintain certification and higher rates of PHCE reporting. Individuals displaying the highest intention were then interviewed and profiled to further contextualize the results of the questionnaire. The study group that participated in the intervention demonstrated higher intention to maintain CPH certification and reported a statistically significant higher number of PHCE credits.
ContributorsBurke, Emily (Author) / Gee, Elisabeth (Thesis advisor) / Lee, Joel (Committee member) / Yañez-Fox, Lisa (Committee member) / Arizona State University (Publisher)
Created2021