Matching Items (4)
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- All Subjects: Sociocultural Theory
- All Subjects: Parents--Arizona--Attitudes.
- Creators: Arzubiaga, Angela
- Member of: Theses and Dissertations
- Status: Published
Description
The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered.
ContributorsManning, Linda (Author) / Nakagawa, Kathryn (Thesis advisor) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which specifically depicted the ceremony, eight focus groups and one interview consisting of women who have migrated from Ethiopia to Arizona, responded to the typicality of the photographs, as well as what they liked or did not like about the photographs. Focus groups were digitally recorded then transcribed for analysis. A combination of coding, extrapolation of rich texts, and identifying themes and patterns were used to analyze transcripts of the focus groups and interview. The findings suggest that this context is rich with shared meanings pertaining to: material artifacts, gender socialization, creation of a space for free expression, social expectations for communal contributions, and a female rite of passage.
ContributorsPlatt, Jennifer Brinkerhoff, 1971- (Author) / Arzubiaga, Angela (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2011
Description
Mexico City has an ongoing air pollution issue that negatively affects its citizens and surroundings with current structural disconnections preventing the city from improving its overall air quality. Thematic methodological analysis reveals current obstacles and barriers, as well as variables contributing to this persistent problem. A historical background reveals current programs and policies implemented to improve Mexico’s City air quality. Mexico City’s current systems, infrastructure, and policies are inadequate and ineffective. There is a lack of appropriate regulation on other modes of transportation, and the current government system fails to identify how the class disparity in the city and lack of adequate education are contributing to this ongoing problem. Education and adequate public awareness can potentially aid the fight against air pollution in the Metropolitan City.
ContributorsGarcia, Lucero (Author) / Duarte, Marisa E. (Thesis advisor) / Arzubiaga, Angela (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
Definitions of quality child care are subjective, depending on who is defining quality, and constructions of quality remain a contested issue in the early childhood field. There are multiple ways of defining quality child care, most of which are from the perspectives of researchers, policymakers, and professionals. Few studies of child care quality take into consideration parents’ perspectives of what quality child care means to them and what they deem as important for the wellbeing of their children (Ceglowski & Davis, 2004, Duncan et al., 2004, Harrist et al., 2007, & Liu et al., 2004). This study compared parent perspectives to criteria for assessing child care used in Quality First, a statewide quality improvement and rating system for providers of center-based or home-based early care and education, to better understand the gaps drawing from ecological theory (refs – add these) and discuss the consequences of these different perspectives.
This study utilized a comparative qualitative analysis of ways in which parents and state agencies view determinants of child care quality. The data for this study were collected from interview responses to open-ended questions on a larger mixed-method study with parents of children under the age of 6 from the Central Arizona area. The quality indicators used by Quality First included the Infant/Toddler Environment Rating Scale (ITERS-R), Early Childhood Environment Rating Scale (ECERS-R), Family Child Care Environment Rating Scale (FCCERS-R), and the Classroom Assessment Scoring System (CLASS), which were analyzed and compared to parent descriptions of quality factors in child care.
The findings of this study contribute to the discussion of ways in which parents’ perspectives are similar and different to that of quality rating scales, in this case those used by Quality First, and how the gap may be contributing to unintended consequences. In the study, I noticed that parents were more inclined toward affect qualities as quality indicators whereas the Quality First had more structural qualities as quality indicators. This led to the addressing of the need to bridge this gap to have a more comprehensive understanding of quality child care to meet different needs as identified by parents and professionals.
This study utilized a comparative qualitative analysis of ways in which parents and state agencies view determinants of child care quality. The data for this study were collected from interview responses to open-ended questions on a larger mixed-method study with parents of children under the age of 6 from the Central Arizona area. The quality indicators used by Quality First included the Infant/Toddler Environment Rating Scale (ITERS-R), Early Childhood Environment Rating Scale (ECERS-R), Family Child Care Environment Rating Scale (FCCERS-R), and the Classroom Assessment Scoring System (CLASS), which were analyzed and compared to parent descriptions of quality factors in child care.
The findings of this study contribute to the discussion of ways in which parents’ perspectives are similar and different to that of quality rating scales, in this case those used by Quality First, and how the gap may be contributing to unintended consequences. In the study, I noticed that parents were more inclined toward affect qualities as quality indicators whereas the Quality First had more structural qualities as quality indicators. This led to the addressing of the need to bridge this gap to have a more comprehensive understanding of quality child care to meet different needs as identified by parents and professionals.
ContributorsCharania, Sharmeen (Author) / Swadener, Beth B (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2014