Matching Items (19)
151993-Thumbnail Image.png
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

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
152474-Thumbnail Image.png
Description
The immigration process changes personal narratives and professional trajectories and challenges identities and individual beliefs. Yet there is currently limited research on European women immigrants' transitions in the United States. This study examines personal and professional trajectories, in the United States, of Eastern European immigrant (EEI) women with prior educational

The immigration process changes personal narratives and professional trajectories and challenges identities and individual beliefs. Yet there is currently limited research on European women immigrants' transitions in the United States. This study examines personal and professional trajectories, in the United States, of Eastern European immigrant (EEI) women with prior educational attainment in their country of origin. This study examines the following issues: personal/social learning, developmental and professional experiences prior to and post migration, and social lives after the women's arrival in the United States. The study discusses the results of in-depth interviews with eight EEI women living in Arizona and California and recounts these women's life stories, gathered through open-ended questions that focused on areas of their personal and professional lives, such as childhood, marriage, immigration, education, family relations, socio-economic status, employment, child- rearing, and other significant life events. These areas impacted the women's creation of personal beliefs and their ability to develop new identities in the United States. The study examines EEI women's identity constructions within their life trajectory narratives.
ContributorsEllis, Kateryna A (Author) / Arzubiaga, Angela (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Kozleski, Elizabeth B. (Committee member) / Arizona State University (Publisher)
Created2014
149823-Thumbnail Image.png
Description
In this dissertation I present data gathered from an eleven-month qualitative research study with adolescents living and working on the streets of Lima, Peru. Through the pairing of photovoice with participant observations, this work incorporates distinctive methodological and theoretical viewpoints in order to complicate prevailing understandings of street life.

In this dissertation I present data gathered from an eleven-month qualitative research study with adolescents living and working on the streets of Lima, Peru. Through the pairing of photovoice with participant observations, this work incorporates distinctive methodological and theoretical viewpoints in order to complicate prevailing understandings of street life. In this dissertation, I examine the identities that children and adolescents on the street develop in context, and the ways in which photography can be a useful tool in understanding identity development among this population. Through a framework integrating theories of identity and identity performance with spatial theories, I outline how identity development among children and adolescents living on the street is directly connected to their relationships with the urban landscape and the outreach organizations that serve them. The organizations and institutions that surround children on the street shape who they are, how they are perceived by society, and how they view and understand themselves in context. It is through the interaction with aid organizations and the urban landscape that a street identity is learned and developed. Furthermore, as organizations, children and adolescents come together within the context of the city, a unique street space is created. I argue that identity and agency are directly tied to this space. I also present the street as a thirdspace of possibility, where children and adolescents are able to act out various aspects of the self that they would be unable to pursue otherwise. Weaved throughout this dissertation are non-traditional writing forms including narrative and critical personal narrative addressing my own experiences conducting this research, my impact on the research context, and how I understand the data gathered.
ContributorsJoanou, Jamie Patrice (Author) / Swadener, Beth B. (Thesis advisor) / Margolis, Eric (Committee member) / Arzubiaga, Angela (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
150000-Thumbnail Image.png
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

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
150523-Thumbnail Image.png
Description
The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, hel

The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement.
ContributorsSeeley, Bridget Granville (Author) / Valiente, Carlos (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Eggum, Natalie D (Committee member) / Arizona State University (Publisher)
Created2012
150899-Thumbnail Image.png
Description
This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the

This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance given to traditional beliefs such as being "bien educado" (proper demeanor) and showing "respeto" (respect) was found. However, the continuity on the teaching of cultural values was accompanied by changes in beliefs and practices. The traditional construct of a "chipil child" (a needy, whiny child) was connected to the idea that mothers somehow need to restrict how much affection, time and gifts they give to their children. This concern was in turn related to the higher access to consumption goods in the United States. It is argued that acculturation is lived differently by mothers, according to their educational attainment, use of expert advice and contact and knowledge with American mainstream culture.
ContributorsFuster, Delia Tamara (Author) / Arzubiaga, Angela (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2012
156415-Thumbnail Image.png
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

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
156973-Thumbnail Image.png
Description
The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time,

The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx families is warranted. This investigation extends parenting style literature within the field of developmental psychology by exploring inter-generational practices of Latinx families. Participants within this study include mothers of Mexican descent who have earned at least one Master's degree, a level of high academic achievement attained by only 10 percent of adults within the U.S. Each Latina mother, ranging in age from 36 to 63 years, participated in two or more semi-structured interviews. Protocols were based on McAdams's life story interview; McAdams's life story narrative analysis, based upon Erikson's lifespan theory of identity development, provided a model of analysis. In addition, transcripts of participant interviews, totaling more than twelve hours, were analyzed according to themes of parenting styles and family socialization practices. Familial ethnic socialization was embedded within routines and practices of mothers' families of orientation. Mothers employed a concerted cultivation parenting style within their families of procreation. In alignment with McAdams's framework, mothers narrated life stories in a redemptive manner. In other words, a negative life event was conveyed as having a positive outcome. Implications from my study inform scholars and can offer usable information for parent and teacher education by means of contextualized family activities and parental practices gleaned from participants' life story narratives.
ContributorsMulligan, Anne (Author) / Nakagawa, Kathryn (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2018
154646-Thumbnail Image.png
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students

Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016
154861-Thumbnail Image.png
Description
This study examines the identity development of young women in the context of an urban high school in the Southwest. All of the participants were academically successful and on-track to graduate from high school, ostensibly ready for “college, career and life.” Life story interviews were co-constructed with the

This study examines the identity development of young women in the context of an urban high school in the Southwest. All of the participants were academically successful and on-track to graduate from high school, ostensibly ready for “college, career and life.” Life story interviews were co-constructed with the teacher-researcher. These accounts were recorded, transcribed and coded for themes related to identity development. The narrative interviews were treated as historical accounts of identity development and, simultaneously, as performances of identity in the figured world of the urban high school. The interviews reflected the participants’ ability to create a coherent life story modulated to the context of the interview. Generally, they used the interviews as an opportunity to test ideas about their identity, or to perform an ideal self. Several key findings emerged. First, while content and focus of the interviews varied widely, there was a common formulation of success among the participants akin to the traditional “American Dream.” Second, the participants, although sharing key long term goals, had a diverse repertoire of strategies to achieve their goals. Last, schooling, both informal and formal, played different roles in supporting the women during this transition from childhood to adulthood. Results indicate that multiple pathways exist for students to find success in US high schools, and that the “college for all” narrative may limit educators’ ability to support students as they create their own narratives of successful lives.
ContributorsBogusch, Emily Bridget (Author) / Nakagawa, Kathy (Thesis advisor) / Swadener, Beth Blue (Committee member) / Arzubiaga, Angela (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2016