Matching Items (15)
Description
The transition from high school to college can cause an undue amount of attrition for fully qualified, college-intending first-generation students. Although the students may have overcome multiple obstacles to be accepted to a college and arrive at the transition over summer, it can feel overwhelming to complete the flood of tasks without access to a supportive network to guide and interpret the intricate steps. Many programs focus on college preparation and access to college but do not devote attention to the delicate transition from access to enrollment during the summer months. The term opportunity melt for students who confirm their enrollment and do not enroll in any institution of higher education in the fall semester. This study identified the influence of strategic peer mentor support during the summer months for Chico State students who applied, were admitted, and accepted their college admission. This action research intervention applies key concepts of academic capital theory and follows up on previous cycles of action research in the California State University system to identify barriers for those who intended to enroll but decided not to attend any Cal State or other institution of higher education in the Fall semester after high school graduation.
ContributorsRyan, Shawn (Author) / Dorn, Sherman (Thesis advisor) / Kim, Jeongeun (Committee member) / Weston, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2022
Description
Methodological Reparations is a 2-study multi-methods inquiry aimed at illuminating important nuances for engaging counter hegemonic empirical inquiries for Black, gender expansive and Black LGBTQI+ communities. If Black gender expansive youth are studied, they are often studied within the larger LGBTQI+ umbrella. Unfortunately, this makes them vulnerable to compulsory heterogenderism which often obscures their unique experiences transgressing racialized gender norms and with racialized gender oppression. This study makes methodological considerations called methodological reparations that begin to address the ways empirical research often negates, misunderstands, and obscures students’ identities as singular, stable over time and aligned with their sex assignment. It is important for researchers, data scientists and educators to challenge these hegemonic assumptions to ensure that Black gender expansive communities are visible and to ensure that education policies are data-driven, inclusive and effective. The United States Transgender Survey and the Gay and Lesbian Students Education Network have begun to conduct surveys that begin to address the complexity of gender within LGBTQI+ populations. Their surveys reveal horrific school climates that LGBTQI+ youth of color experience especially Black LGBTQI+ youth. The first study in this dissertation is a mixed methods study that focuses on Black gender expansive students’ experiences. The second study responds to the first study by providing an example of inclusive Black LGBTQI+ curriculum taught through a Black queer pedagogical approach. Since the presence of LGBTQI+ inclusive curriculum in schools has been linked to increased feelings of safety in schools in Black LGBTQI+ student populations, this study showcases James Baldwin’s final novel Just Above My Head, as a piece of blues literature that discusses racialized homophobia in a culturally relevant way. Baldwin’s work can be an important tool for Black LGBTQI+ students who do not have access to Black queer curriculum taught through a Black queer pedagogical approach.
ContributorsClement, Valencia (Author) / McGuire, Keon (Thesis advisor) / Bertrand, Melanie (Committee member) / Bailey, Marlon M (Committee member) / Kim, Jeongeun (Committee member) / Durand, E. Sybil (Committee member) / Arizona State University (Publisher)
Created2022
Description
Efforts to improve student learning in K-12 education in the US are not new; however, educational research has traditionally focused on individual components of schools (e.g., teacher professional development, leadership, social relationships, programs, curricula) targeting teachers to improve student learning. While these innovations provide hope for change, they are limited in their focus and application to other school settings in that school contexts are unique to the individuals making them up and the collaborative missions and goals they pursue. To foster capacity for teachers to implement instructional reforms (i.e., how teachers teach), research must be focused on a holistic interpretation of the school as an organization. This study developed and validated a survey to examine elementary teachers’ science and mathematics instructional practice use as well as their perceptions of instructional reform capacity within their school environment from an ecological organization perspective. Over 300 elementary teachers from a large urban district participated in the survey over the course of four weeks. Findings indicated elementary teachers utilized teacher-centered instructional practices more frequently than reform-oriented (i.e., student-centered) instructional practices. However, teachers reported more frequent use of instructional practices in their mathematics lessons compared to science lessons. Furthermore, data was used to investigate the underlying dimensions of instructional reform capacity and examine the relationship between those dimensions and instructional practice use both within and between subjects (i.e., science and mathematics). Results revealed dimensions underlying instructional reform capacity as well as correlations with instructional practice use are not the same for elementary science and mathematics. Dimensions of professional learning, structure, and policy were more strongly correlated with reform-oriented (i.e., student-centered) instructional practices. Implications from these findings suggest the necessity of a more holistic perspective of instructional reform capacity to better support instructional reforms across subject areas in schools, on both the local level and within research.
ContributorsGlassmeyer, Kristi (Author) / Judson, Eugene (Thesis advisor) / Hayes, Kathryn (Committee member) / Kim, Jeongeun (Committee member) / Arizona State University (Publisher)
Created2022
Description
This qualitative study examined how the scientific journal PLOS ONE assembled its editorial board, which is made up of more than 10,000 academic editors based in 131 countries. The study investigated how the board’s geographic diversity is enacted by the human and nonhuman actors of the assemblage. PLOS ONE is an open-access (OA) mega-journal launched in 2006 by the nonprofit organization Public Library of Science (PLOS). It publishes over 16,000 papers yearly, covering more than 200 scientific subjects of science and medicine. I drew on Actor-Network Theory (ANT), which proposes that processes, ideas, organizations, or objects are continuously generated within a network of relationships between human and nonhuman actors. I used the case study methodology and employed two qualitative research methods. First, I conducted semi-structured interviews with 26 academic editors from different fields, including biology and life sciences, chemistry, medicine and health sciences, physics, and social sciences. These editors are affiliated with research institutions across 14 countries. Additionally, I interviewed PLOS leaders, staff members, and a representative from an external contractor. Second, I employed documentary analysis of organizational documents and online secondary data. Findings showed that the human and nonhuman actors of the PLOS ONE editorial board reproduce biases in science based on authors’ and editors’ geographic origin, the journal’s size and the low diversity of PLOS staff members. I also identified that APCs (Article Processing Charges) act as mediators that trigger betrayals among the actors, which has consequences on the stability of the assemblage, especially in terms of trust between the publisher and the scientific community. Finally, this study also identified that publishing an OA mega-journal has contradictions and unexpected effects on the publishing landscape due to its large scale.
ContributorsLujano Vilchis, Ivonne (Author) / Fischman, Gustavo (Thesis advisor) / Kim, Jeongeun (Committee member) / Hailu, Meseret (Committee member) / Dussel, Inés (Committee member) / Arizona State University (Publisher)
Created2023
Description
This qualitative study sought to answer the question, “What are the benefits and challenges of being a rural English Language Arts educator in grades 6-12?” Data collected through a questionnaire completed by nine teachers from five different states yielded four categories of benefits and challenges: geographical, social, professional, and financial. The data indicated that finances cause both personal and professional challenges in rural areas, with a lack of funding for schools being particularly challenging. In addition, respondents reported high levels of community involvement as a benefit to being in a rural school district. While the data is limited due to the small group of participants, it and the literature have implications for teacher recruitment to and retention in rural areas. Aside from the results indicating that finances need to be addressed, there are also implications for teacher preparation programs, such as needing to provide rural field experiences for preservice teachers, and for creators of professional development, such as needing to provide more accessible professional development and more spaces dedicated solely to rural English Language Arts educators. One challenge this study presents for future research is to create strategies for recruiting study participants from rural areas, specifically focused on building trust between researchers and teachers in these spaces.
ContributorsChatham-Vazquez, Rebecca Piazzoni (Author) / Blasingame, Jr., James (Thesis advisor) / Chin, Beverly Ann (Committee member) / Durand, E. Sybil (Committee member) / Arizona State University (Publisher)
Created2023
Description
This research presents findings from a classroom-based case study to determine how a global competence framework influences first-year composition (FYC) students’ understanding of global competency and cosmopolitanism. Sub-questions included examining how participants demonstrated skills as global and cultural communicators, how their perceptions changed about the audience, and how they believe their global competence and cosmopolitanism practices will transfer to their personal and professional lives. For educators seeking ways to prepare students for an increasingly interconnected global society, Appiah’s new cosmopolitanism theory (2006) proposes moving beyond multiculturalism to global engagement and exchange, creating opportunities for students to engage in literacy practices with a global lens as they build skills in empathy and understanding of other cultures (Hull & Stornaiuolo, 2014). In this five-week writing unit, undergraduate students enrolled in this one-semester composition course at a large U.S. university created multimodal, research-based compositions for a global audience about issues drawn from the United Nations 17 Sustainable Development Goals. Using the “U.S. Department of Education’s Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence, and Economic Competitiveness,” this study examined participants’ growth in three framework domains: collaboration and communication, diverse perspectives, and civic and global engagement. Qualitative data were collected and analyzed at the completion of the writing unit to assess participants’ growth in global competence: 1) participants’ unit assignments, 2) participants’ reflections, 3) researcher teaching notes and observations, 4) participants’ demographic surveys, and 5) participants’ pre- and post-unit questionnaires. Findings suggest students’ perceived increases in their ability to communicate with diverse audiences through speaking and listening activities completed in the unit. Students’ perceptions of their understanding of audience also increased. Further, students’ understanding of global competence and cosmopolitanism increased which may transfer to their personal and professional lives in the future.
ContributorsByBee, Kristina (Author) / Blasingame, James (Thesis advisor) / Durand, E. Sybil (Committee member) / Williams, Wendy R (Committee member) / Arizona State University (Publisher)
Created2024
Description
The proliferation of fake news on social media has become a concern for manycountries due to its adverse effects on various areas, such as the economy, politics, health,
and society. In light of the growing use of social media in Saudi Arabia, numerous media
outlets actively utilize social media platforms to collect and disseminate news and
information. As a result, Saudi journalists have faced various challenges, including the
spread of fake news. Therefore, this study explores how Saudi journalists define and
verify fake news published on social media and the challenges they face. Furthermore,
this study explores journalists’ role perceptions in society concerning spreading fake
news and how they can promote media literacy to the audience.
This study employed in-depth qualitative interviews with 14 journalists from
various Saudi printing and online newspapers. The thematic analysis of the interviews
showed that Saudi journalists define fake news in several ways, encompassing three
essential elements: source, content, and timing. In addition, the study found that
journalists primarily use traditional verification practices to verify fake news published
on social media, followed by new verification practices. The findings showed that Saudi
journalists face challenges at all levels of the hierarchy of influence model. Moreover, the
findings identify three different roles journalists perceive in society regarding fake news
published on social media: disseminators, populist mobilizers, and interpreters. Lastly,
the study found that journalists lack media literacy knowledge but are willing to
cooperate with other government institutions to promote and distribute media literacy
among the public.
ContributorsBasfar, Majed (Author) / Thornton, Leslie-Jean (Thesis advisor) / Silcock, B. William (Committee member) / Roschke, Kristy (Committee member) / Kim, Jeongeun (Committee member) / Arizona State University (Publisher)
Created2023
Description
This qualitative study explores the socialization processes of doctoral students in engineering and technology Ph.D. accredited programs at Chilean universities and how these experiences may impact their success outcomes, particularly advancement, time to degree, completion, and preparedness for postgraduation success. I employed semi-structured interviews to learn from 23 current doctoral students representing ten unique doctoral programs at eight higher education institutions (HEIs). Findings showed increasing student diversity among programs. In addition, students’ socialization showed to be affected by individual and institutional, and program-related factors, which resulted in distinctive student experiences. These processes were also shaped by the larger context of national policies related to programs such as funding, accreditation, and the job market. This study also identified trends in the relationships between students and program faculty, staff, and peers at different times of the doctoral training, which also created common and distinctive socialization dynamics. Findings illustrated how students' socialization experiences facilitated their advancement throughout the program toward completion, meeting expected degree completion times and enhancing their preparedness for postgraduation success. This dissertation includes implications for practice and future research opportunities.
ContributorsParra Gaete, Ivet (Author) / Fischman, Gustavo (Thesis advisor) / Kim, Jeongeun (Thesis advisor) / Celis, Sergio (Committee member) / Arizona State University (Publisher)
Created2023
Description
Given the profound influence that schools have on students’ genders and the existing scholarly research in the field of education studies which draws clear implications between practices of schooling and sanctioning and promoting particular gender subjectivities, often in alignment with traditional norms, I conduct a critical ethnography to examine the practices of gender in one eighth grade English language arts (ELA) classroom at an arts-missioned charter school. I do this to explore how ELA instruction at an arts charter school may provide opportunities for students to do gender differently. To guide this dissertation theoretically, I rely on the process philosophy of Erin Manning (2016, 2013, 2007) to examine the processual interactions among of student movement, choreography, materiality, research-creation, language, and art. Thus, methods for this study include field notes, student assignments, interviews and focus groups, student created art, maps, and architectural plans. In the analysis, I attempt to allow the data to live on their own, and I hope to give them voice to speak to the reader in a way that they spoke to me. Some of them speak through ethnodrama; some of them speak through autoethnography, visual art and cartography, and yet others through various transcriptions. Through these modes of analysis, I am thinking-doing-writing. The analysis also includes my thinking with fields – the fields of gender studies, qualitative inquiry, educational research, English education, and critical theory. In an attempt to take to the fields, I weave all of these through each other, through Manning and other theorists and through my ongoing perceptions of event-happenings and what it means to do qualitative research in education. Accordingly, this dissertation engages with the various fields to reconsider how school practices might conceive the ways in which they produce gender, and how students perceive gender within the school space. In this way, the dissertation provides ways of thinking that may unearth what was previously cast aside or uncover possibilities for what was previously unthought.
ContributorsSweet, Joseph David (Author) / Carlson, David Lee (Thesis advisor) / Blasingame, James (Committee member) / Durand, E. Sybil (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2019
Description
The cost of education is increasing, and the use of mandatory fees to offset costs is increasingly becoming more prevalent. Mandatory fees in higher education are not a new occurrence and have been associated with higher education institutions since their inception. However, the use and number of mandatory fees have grown, especially within the last decade, to include more fees that support core initiatives that were once covered by higher education institutions. Despite the vast amount of research concerning costs associated with attendance at higher education institutions, there is less research on how undergraduate students understand these costs, and how understanding of educational expenses may influence students’ behavior. Moreover, there is a dearth of research that explores students' engagement in services and programs supported by mandatory fees at higher education institutions.
This investigation fills the gaps, as it studies undergraduate students’ understandings of and attitudes toward mandatory fees while addressing their engagement in fee-supported services and programs. The data collection process utilizes a survey given to undergraduate students at a large research institution in the southwest United States. The survey uses multiple formats (i.e., Likert-scale, open-ended questions, multiple choice), to measure students’ understandings of costs and information about mandatory fees, frequency of use of services, and students’ prior knowledge about higher education institutions before enrollment.
Students’ perceptions of costs differ by individual and family, and the costs associated with fees can be a surprise for many students entering institutions of higher education. While fees are utilized to help retain and graduate all students, increasing fees change the total price for students. There are relatively few studies that measure the extent to which students engage in services or programs funded by the mandatory fees. While price is at the forefront for many federal and state policymakers, the need to make college more affordable for everyone without losing quality services and programs, must be addressed.
ContributorsIkegwuonu, Emeka (Author) / Dorn, Sherman J (Thesis advisor) / Glasper, Rufus (Committee member) / Kim, Jeongeun (Committee member) / Arizona State University (Publisher)
Created2020