Matching Items (3)
Description
Investment banking is an industry that has historically had a low representation of minorities. Diversity has become a common buzz word among human resource professionals and American firms have worked hard over the last decades to diversify their ranks. The positive effect that diversity of thought has on performance has fueled a high demand for increasingly diverse and inclusive work environments. Conversely, investment banking (typically considered a profession for upper-class, white males) has not made any strides in regard to attracting more diverse talent to Wall Street. Wall Street firms have been unsuccessful in attracting students of color and women to the industry. In this study, interest levels of Black students will be explored to understand if the shortage of Black bankers is due to supply rather than demand.
ContributorsMemberr, Loliya (Author) / McDaniel, Cara (Thesis director) / Bonadurer, Werner (Committee member) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The purpose of this study was to understand Black students within the Class of 2023 at Cleveland Heights High School (CHHS) motivation for pursuing a post-secondary education through the lens of Critical Race Theory (CRT), Community Cultural Wealth (CCW) and Counter-storytelling. CHHS is identified as a comprehensive high school where students have access to a rigorous, engaging curriculum that will prepare them for college and career. CHHS is located on the East side of Cleveland and has a predominately Black student population. Despite the district and CHHS efforts to cultivate a college going culture, the college enrollment rate is around 46 percent. This study utilized a qualitative Critical Race Methodology (CRM) as a guiding framework in order to negate the deficit thinking stereotype that U.S society has unjustly placed on Black students in their pursuit of higher education. CRM in education challenges biological and cultural deficit stories through counter-storytelling, oral traditions, historiographies, etc., (Solórzano & Yosso, 2002, p.37). Utilizing this framework allowed Black students to see their life experiences as a source of value and a beneficial asset. By understanding students’ motivations for pursuing a postsecondary education will in turn help build systems of support as they prepare to tackle perceived post-secondary barriers. Study participants are a part of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP). The students that participated in the study met the following criteria: participate in Gear Up, Black male or female, and first or second-generation college student. This study utilized an action research framework. In order to gain a better understanding of how college and career readiness workshops impacts students understanding and motivations to pursue a postsecondary education; students participated in a five-week long college and career readiness summer program. Students created personal narratives through the lens of counter-narrative storytelling. Counter-narratives are important means to document and share how race influences the educational experiences of people of color (Miller et al., 2020, p.273). The findings were analyzed using verbatim participant responses and four major themes emerged. The implications of this findings and recommendations for future research are provided in the final chapter.
ContributorsDaniel, Carmen C (Author) / Fischman, Gustavo (Thesis advisor) / Graves-Wolf, Leigh (Committee member) / Tefera, Adai (Committee member) / Arizona State University (Publisher)
Created2021
Description
Police brutality is a major opposing force to racial justice today. While police brutality in the United States is nothing new, the increase in accessibility to videos, images, headlines, and discussions that stem from police brutality has only risen due to the rise in social media usage and the speed at which information is shared. As the views rise, so does the likelihood that Black college students may experience an emotional and psychological response to the racial violence seen and develop symptoms of race-based traumatic stress. Black college-aged students who spend ample amounts of time on social media and engage with police brutality content are more likely to experience episodes of anger, exhaustion, guilt, irritability, avoidance, depression, and fear for their physical safety. These are symptoms of race-based traumatic stress (RBTS), an emotional and psychological reaction to a racial incident, which views racism as a potential traumatic stressor.The aim of this thesis was to use Dr. Robert Carter’s (2007) theory of race-based traumatic stress as a framework to explore the experiences Black college students have when engaging with police brutality content online and investigate the various mechanisms used to cope with the nonstop media coverage and viral nature of Black Death. The use of existing scholarship, including theories, other studies, and primary data gathered from focus groups, provides a fresh angle to the conversation of police brutality and the effects of widely sharing its content via various social media platforms. This study found that Black college-aged students experience’s online when engaging with police brutality content is overwhelmingly negative, the incident occurs suddenly, and the user has no control over the situation. In addition, participants experienced the core reactions of arousal (anxiety, anger, hypervigilance, and sleeplessness), avoidance (pushing the events out of mind and not using social media often), and intrusion (reoccurring thoughts about the incident). It is reasonable to conclude that witnessing police violence online can lead to the development of race-based traumatic stress, as all participants fit its criteria, as outlined by Carter (2007).
ContributorsDonaldson, Marcus R (Author) / Swadener, Beth B (Thesis advisor) / McGuire, Keon (Committee member) / Charron-Chenier, Raphael (Committee member) / Arizona State University (Publisher)
Created2021