Matching Items (2)
Description
In this convergent mixed methods research project, I address the question of why large numbers of college students take women’s studies courses yet are reluctant to major in the field. Using availability bias and intersectionality as my theoretical framework I hypothesized that the reluctance to declare women and gender studies as a major stems from 1) the failure to see the applicability of the major to career goals and aspirations, 2) social stigma associated with feminism, 3) social location. As a part of my intervention I designed and tested two 10-minute video modules; one on job applicability featuring women studies alumni discussing their career paths and their decision to major in the field, and a second on deconstructing stereotypes about feminism. The control group was shown a generic video on cinematic representations. Students were randomly assigned to one of the three groups and administered a pretest and posttest survey designed to measure job applicability, social attitudes about feminism and social location. Interviews were conducted with 6 students. My goal was to better understand perceived practicality of the women’s studies degree, social attitudes about feminism and the
impact of these perceptions as they relate to a student's selection of the major.
My research questions include:
RQ 1) Among students taking a course in women’s studies, how and to what extent does participation in a module on job applicability influence a student's perceptions of the potential career applicability of the women’s studies degree?
RQ 2) Among students taking a course in women’s studies, how and to what extent does participation in the module regarding feminism impact a student's perceptions of the value of the women’s studies degree?
RQ 3) How does one’s social location interact with the findings of RQ’s 1 & 2?
My sample (n=115) was drawn from students enrolled in online and hybrid courses I taught in the WST program at Arizona State University, the largest such program in the country, drawing over 6,000 students annually. However, the number of majors at 84 students is not commensurate with the growth we are experiencing in terms of enrollment or the popularity of the courses. These research addresses these
My findings showed that the job applicability module increased student knowledge about the applicability of the women and gender studies major and that students had a better overall understanding of the degree in relation to career applicability, while the module about feminism did not have an effect on the choice of major. My findings suggest that students lack of previous career knowledge in terms of job paths available to WST graduates proved to be an obstacle for our program and intervening may allow for the increase of majors.
impact of these perceptions as they relate to a student's selection of the major.
My research questions include:
RQ 1) Among students taking a course in women’s studies, how and to what extent does participation in a module on job applicability influence a student's perceptions of the potential career applicability of the women’s studies degree?
RQ 2) Among students taking a course in women’s studies, how and to what extent does participation in the module regarding feminism impact a student's perceptions of the value of the women’s studies degree?
RQ 3) How does one’s social location interact with the findings of RQ’s 1 & 2?
My sample (n=115) was drawn from students enrolled in online and hybrid courses I taught in the WST program at Arizona State University, the largest such program in the country, drawing over 6,000 students annually. However, the number of majors at 84 students is not commensurate with the growth we are experiencing in terms of enrollment or the popularity of the courses. These research addresses these
My findings showed that the job applicability module increased student knowledge about the applicability of the women and gender studies major and that students had a better overall understanding of the degree in relation to career applicability, while the module about feminism did not have an effect on the choice of major. My findings suggest that students lack of previous career knowledge in terms of job paths available to WST graduates proved to be an obstacle for our program and intervening may allow for the increase of majors.
ContributorsVlahoulis, Michelle McGibbney (Author) / Dorn, Sherman (Thesis advisor) / Fonow, Mary (Committee member) / Jolna, Karon (Committee member) / Arizona State University (Publisher)
Created2018
Description
Paseo is a postmodern dance performance that reveals the migrational passage of bodies through space and time. Paseo included five dance participants, and the choreographer/pedagogue. Paseo members participated in rehearsal and performance events that completed the investigational study. The creative process focused on integrating somatic and improvisational movement practices to design an environment where dancers could build body-mind awareness and sensitivity to their surroundings, participate democratically, and build agency in their performative decision-making. Paseo investigated the performance as an informal site for learning and understanding of migration, identity, and community. Another objective of Paseo was to explore the performance as an informal site of learning and its transformative effects on lived experiences that occur from the act of doing, the act of becoming, and experiential sensations.
Paseo was part of the Arizona State University’s (ASU) School of Film, Dance, and Theatre Emerging Artists I series, one of two performances that shared the stage with fellow graduate cohort member, Grace Gallagher. Paseo took place at ASU’s Margaret Gisolo Theatre, located at the Physical Education Building East. Performance dates were the following; fix punctuation Friday, November 6th, Saturday, November 7th, and Sunday, November 8th. Paseo had a fourth presentation on Saturday, December 5th, 2015, at Margaret Gisolo Theatre as part of the post-conference performance and dialogue event, “By The People.” The conference was hosted by the Participatory Government Initiative on the ASU Campus from December 3rd-5th, 2015.
Paseo was part of the Arizona State University’s (ASU) School of Film, Dance, and Theatre Emerging Artists I series, one of two performances that shared the stage with fellow graduate cohort member, Grace Gallagher. Paseo took place at ASU’s Margaret Gisolo Theatre, located at the Physical Education Building East. Performance dates were the following; fix punctuation Friday, November 6th, Saturday, November 7th, and Sunday, November 8th. Paseo had a fourth presentation on Saturday, December 5th, 2015, at Margaret Gisolo Theatre as part of the post-conference performance and dialogue event, “By The People.” The conference was hosted by the Participatory Government Initiative on the ASU Campus from December 3rd-5th, 2015.
ContributorsOlarte, David (Author) / Vissicaro, Pegge (Thesis advisor) / Fonow, Mary (Committee member) / Landborn, Adair (Committee member) / Britt, Melissa (Committee member) / Arizona State University (Publisher)
Created2016