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Full-Text Articles in Education
“Nope. Don’T Like That.” In Search Of Justice And Commitment To Nonmaleficence In Dance/Movement Therapy, Johnee Border
“Nope. Don’T Like That.” In Search Of Justice And Commitment To Nonmaleficence In Dance/Movement Therapy, Johnee Border
Dance/Movement Therapy Theses
The American Dance Therapy Association (ADTA) and Dance/Movement Therapy Certification Board (DMTCB) have ensured those dance/movement therapists who have been educated, registered, and board-certified share a commitment to equity, justice, and nonmaleficence according to the ADTA and DMTCB’s Code of Ethics and Standards (The Code) (ADTA, 2015). “Nope. Don’t like that,” has been the actual, verbal, expression of the embodied experience of intersectional harm from a lack of assessed, decolonized dance/movement therapy practice and pedagogy. The ADTA, students, educators, and credentialed dance/movement therapists hold an established, ethical responsibility to justice and nonmaleficence, and as such, must demonstrate a commitment to …
Creando La Confianza: Narratives On Mentorship Of Latina Professors At The University Of New Mexico, Maria G. Vielma
Creando La Confianza: Narratives On Mentorship Of Latina Professors At The University Of New Mexico, Maria G. Vielma
Spanish and Portuguese ETDs
Numerous scholars have investigated the significant role that representation and mentorship play in the success of Latinas and other women of color during their journey through higher education, from degree completion to faculty hiring and advancement (Vasquez 1982, Zambrana et. al. 1997, Valdez 2001, Cavazos & Cavazos 2010, Shayne 2020, Contreras et. al. 2022). However, little research exists surrounding the lived experiences that have shaped mentorship carried out by university faculty, specifically, mentorship carried out by bilingual Latina faculty in higher education. Through a Latina Feminist Epistemology implementing Oral History Methodologies, this thesis aims to understand the cycle of mentorship …
Navigating Place And Gender: A Multicontextual Critical Narrative Inquiry Of Rural Trans* Student Experiences, Jessie Lynn O'Quinn
Navigating Place And Gender: A Multicontextual Critical Narrative Inquiry Of Rural Trans* Student Experiences, Jessie Lynn O'Quinn
Graduate Theses, Dissertations, and Problem Reports
The purpose of this critical narrative study was to understand how rural West Virginia trans* students navigate cultural norms of their rural home communities and higher education contexts. An essential part of this critical narrative was to provide rural trans* students with an avenue to share their unique experiences and give them a platform to share their voices. The resulting narratives suggested that the normative tensions rural trans* college students experience across contexts stemmed from negative regional experiences that reinforced traditional gender norms. Negative home contexts and experiences forced students to feel like they had to build walls and distance …
Still, We Rise: Experiences Of Black Women In Leadership Positions At Predominately White Institutions, Dionne Lipscomb
Still, We Rise: Experiences Of Black Women In Leadership Positions At Predominately White Institutions, Dionne Lipscomb
Masters Theses
Despite the educational progress that Black women in the United States have made, they continue to be underrepresented in positions of senior leadership in all sectors including higher education (American Council on Education, 2017, 2023, de Brey et al., 2019). Because of their double minoritized status they also face bigger challenges in their positions than their White female, White male, and Black male counterparts. This narrative qualitative study utilized theory of othering and intersectionality to highlight the experiences of five Black women as they ascend to leadership positions at four-year predominately White institutions. The research questions guiding this study are: …