Matching Items (31)
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This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and

This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative methods, I explore some of the answers to these questions. Findings from this study offer ways to design deeper and more meaningful social work/social justice pedagogy that will better prepare social workers to be active, anti-racist practitioners and allies in all aspects of their work.
ContributorsHornung, Rebecca (Author) / Sandlin, Jennifer (Thesis advisor) / Lietz, Cynthia (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2012
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This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban metropolitan school district with over 70% student population that is identified as speakers of a language other than English (LOTE). The study analyzes teachers' understanding

This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban metropolitan school district with over 70% student population that is identified as speakers of a language other than English (LOTE). The study analyzes teachers' understanding of knowledge, skills and dispositions associated with teaching English Learners (ELs) after these teachers have completed a long term, coherent professional development program designed for urban secondary teachers of one school district. In seeking a determination, the study utilizes two guiding research questions. The first research question addresses what mainstream teachers say about their knowledge, skills and dispositions relative to teaching ELs. The second focuses on a more generalized understanding of what mainstream teachers say is important to understand about EL students. In order to interpret findings, the study utilizes two theoretical frameworks, Knowledge-for-Practice (Cochran-Smith & Lytle, 1999) and Cultural Relevant Teaching (Villegas & Lucas, 2002b). The primary data instrument is an e-survey, which includes open-ended and Likert questions. Data analysis includes an SPSS analysis for descriptive statistics, measures of internal reliability and Spearman correlation analysis, as well as constant comparison method (Glasser &Straus;, 1967; Straus & Corbin, 1994) of data from responses to open-ended questions. The findings suggest that teacher participants understand that supporting EL students' first Language facilitates connections to prior learning in their first language to school content. Respondents identify that scaffolding, heterogeneous grouping, and allowing of first language use among students are ways that foster learning of English while learning content. In terms of language perspectives on the use of English-only or English plus ELs' first language in classroom teaching, some respondents support English-only instruction for learning English and content while others identify the importance of first language support while learning English and content. Supporting ELs' cultural background is deemed important by respondents as a way of promoting EL student academic success. Respondents also identify supporting ELs' academic success through EL advocacy among fellow teachers as means to educate and guide teachers who are unfamiliar with teaching ELs.
ContributorsTrifiro, Anthony J (Author) / Arias, M. Beatriz (Thesis advisor) / Faltis, Christian J. (Committee member) / Garcia, Eugene (Committee member) / Arizona State University (Publisher)
Created2012
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ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful

ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
ContributorsSheffield, Martha Lynn (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
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Although music is regarded as a universal language, it is rare to find musicians of different ages, ability levels, and backgrounds interacting with each other in collaborative performances. There is a dearth of mixed-ability-level wind band and string orchestra repertoire, and the few pieces that exist fail to celebrate the

Although music is regarded as a universal language, it is rare to find musicians of different ages, ability levels, and backgrounds interacting with each other in collaborative performances. There is a dearth of mixed-ability-level wind band and string orchestra repertoire, and the few pieces that exist fail to celebrate the talents of the youngest and least-experienced performers. Composers writing music for school-age ensembles have also been excluded from the collaborative process, rarely communicating with the young musicians for whom they are writing.

This project introduced twenty-nine compositions into the wind band and string orchestra repertoire via a collaboration that engaged multiple constituencies. Students of wind and string instruments from Phoenix’s El Sistema-inspired Harmony Project and the Tijuana-based Niños de La Guadalupana Villa Del Campo worked together with students at Arizona State University and composers from Canada, Finland, and across the United States to learn and record concertos for novice-level soloists with intermediate-level accompaniment ensembles.

This project was influenced by the intergenerational ensembles common in Finnish music institutes. The author provides a document which includes a survey of the existing concerto repertoire for wind bands and previous intergenerational and multicultural studies in the field of music. The author then presents each of the mixed-ability concertos created and recorded in this project and offers biographical information on the composers. Finally, the author reflects upon qualitative surveys completed by the project’s participants.

Most the new concertos are available to the public. This music can be useful in the development and implementation of similar collaborations of musicians of all ages and abilities.
ContributorsBrooks, Melanie Jane (Author) / Hill, Gary W. (Thesis advisor) / Caslor, Jason K (Thesis advisor) / Belgrave, Melita (Committee member) / Holbrook, Amy (Committee member) / Swoboda, Deanna (Committee member) / Arizona State University (Publisher)
Created2018
Description
Increasing counselor trainees’ self-efficacy for multicultural counseling competence (MCC) is an essential part of their professional development to serve racially and ethnically diverse clients effectively. The present study examined the impact of multicultural training and the effects of a brief mindfulness intervention, compared to a control condition, on counselor trainees’

Increasing counselor trainees’ self-efficacy for multicultural counseling competence (MCC) is an essential part of their professional development to serve racially and ethnically diverse clients effectively. The present study examined the impact of multicultural training and the effects of a brief mindfulness intervention, compared to a control condition, on counselor trainees’ self-reported ethnocultural empathy and MCC. Data obtained from a sample of masters (n = 63) and doctoral (n = 23) counselor trainees were analyzed through a series of linear multiple hierarchical regression analyses. Consistent with previous research, results revealed that multicultural training significantly predicted scores of self-reported multicultural counseling knowledge and empathic feeling. The mindfulness intervention significantly predicted self-reported multicultural counseling knowledge. There was a significant interaction between condition (i.e., mindfulness intervention or control) and previous multicultural training when examining ethnocultural empathy’s empathic feeling and expression subscale. Specifically, trainees with lower levels of multicultural training who received the mindfulness intervention scored higher on empathic feeling compared to those in the control condition, while at higher levels of multicultural training there were no differences across condition. Implications for future research and counselor training are discussed.
ContributorsSmith, Bethany E (Author) / Spanierman, Lisa B (Thesis advisor) / Tran, Alisia G. T. (Committee member) / Arredondo, Patricia (Committee member) / Arizona State University (Publisher)
Created2018
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ABSTRACT

The history of Indian education within public schools is deeply problematic. Power imbalances have led western education to enter Indigenous communities with their own agendas and without prior consultation with the people and communities. As a consequence, Indigenous scholars are moving to take control and reclaim ownership of the education

ABSTRACT

The history of Indian education within public schools is deeply problematic. Power imbalances have led western education to enter Indigenous communities with their own agendas and without prior consultation with the people and communities. As a consequence, Indigenous scholars are moving to take control and reclaim ownership of the education of our children that occurs in our communities and public schools. This dissertation focuses on attitudes toward culturally relevant instruction/curriculum by asking the question, what is the landscape and current climate of culturally responsive schooling for Pueblo and American Indian students within Bernalillo High School and Bernalillo Public Schools in Bernalillo, New Mexico? Through a qualitative study, teachers, administrators, consultants and faculty were interviewed to gain their perspectives on culturally relevant instruction/curriculum. Through analysis of these interviews and focus group, it was found that participants were aware of culturally relevant instruction/curriculum and utilize it in some sense with their students. This study also looks at the current landscape of American Indian and Pueblo education in the state of New Mexico. Indigenous education has always been a part of the learning process for Pueblo people. With the coming of western education Pueblo people were forced to attend boarding schools as well as public schools causing assimilation. This study calls on culturally relevant instruction/curriculum as a way to provide a successful education for Pueblo students. This study looks at the need for culturally responsive schooling paradigms and practices for Indigenous students. It also looks at culturally relevant pedagogy (CRP) as a way to help explore, shape and provide valuable theoretical tools for developing culturally relevant instruction/curriculum. The policy paper proposes that Bernalillo Public Schools (BPS) work with Pueblos to promote the delivery of the most appropriate education and services for Pueblo children.
ContributorsChavez, Curtis (Author) / Brayboy, Bryan (Thesis advisor) / Sumida-Huaman, Elizabeth (Thesis advisor) / Tsinnajinnie, Leola (Committee member) / Arizona State University (Publisher)
Created2018
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Abstract

On a daily basis I am bombarded with images in every walk of life. I encounter images crossing my path constantly through media such as the internet, television, magazines, radio, social media, even in the grocery store line on screens intended to capture our attention. As I drive

Abstract

On a daily basis I am bombarded with images in every walk of life. I encounter images crossing my path constantly through media such as the internet, television, magazines, radio, social media, even in the grocery store line on screens intended to capture our attention. As I drive down the roadways, I am invaded by images that at times can be distracting with their dazzling displays, attempting to get our attention and get us to consume their product or service or understand a historical meaning. In this dissertation I intend on looking at murals and two social studies textbooks to focus types of media; then construct an argument about how these media impact social studies curricula in the communities in which they are located taking into consideration race, social class, language, location, and culture. The intent is to critically analyze traditional curricula and curricula found in public pedagogy in communities located on the borderlands. I also asked local high school-aged students, teachers, artists, and activists from both sides of the border analyze the images through photo elicitation and traditional interviews. Students were interviewed with a focus on interpreted meanings of images presented. Teachers and artists were interviewed to discover their intended meanings as displayed through their production and circulation of intended meanings via lessons and the images they select or create. Activists were interviewed to discover local history, images, and history of the educational space where the artwork and schools are located. I used these data to create an argument as to how these forms of media impacts school curricula in the areas on both sides of the United States/Mexico border. The study was conducted in border cities El Paso, Texas and Juarez, Chihuahua. The ultimate goal was to look at how academics and curricula developers can use this information to decolonize curricula in the field of curricula studies. Moreover, this information can be used to create decolonized ideologies in curricula that can be used at the school sites to promote diversity and social justice for students in their schooling experience.
ContributorsGonzales, Darlene M (Author) / Margolis, Eric (Thesis advisor) / Ovando, Carlos (Committee member) / Malewski, Erik (Committee member) / Arizona State University (Publisher)
Created2018
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This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of

This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds.
ContributorsMasrya, Mawadah (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016
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This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety

This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety Zone Theory (SZT) is the concept that historically the U.S. federal government (and to an extent society as a result of this governmental framing) has designated certain elements of minority cultures as “safe” and other elements as “divisive.” SZT was originally applied to examine federal Indian education policy in the U.S. In this study, I expand that application to other minority and immigrant cultures within the United States. This research is significant because despite the minority population growth in the United States public school curricula typically only make reference to such groups and their histories a minimal side note (Loewen, 2007; U.S. Census, 2013; Zinn, 2003). For example, in 2010 the Arizona state legislature declared Ethnic Studies illegal on the grounds that it allegedly promotes “anti-American sentiments" (A.R.S. §15–112).

Using Seidman’s (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the “life story” of this field. Again following Seidman’s (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children’s introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life.
ContributorsAnderson, Joy (Author) / Mccarty, Teresa L (Thesis advisor) / Swadener, Elizabeth B (Thesis advisor) / Scott, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2016
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Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural

Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study 2 involved semi-structured teacher interviews, naturalistic observations of teacher-child classroom interactions, audio-recorded book reading activities, and observations of the classroom environment (e.g., classroom toys, posters). Findings from both studies indicate that educators feel more comfortable and skilled at addressing gender than race in their classrooms. Findings also indicate that there are discrepancies between educators’ beliefs and classroom practices with regard to race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for teacher professional development, are addressed.
ContributorsFarago, Flora (Author) / Swadener, Beth Blue (Thesis advisor) / Martin, Carol L. (Committee member) / Shivers, Eva Marie (Committee member) / Nakagawa, Kathyrn (Committee member) / Arizona State University (Publisher)
Created2016