Education Commons^™

Embracing Identities And Affirming Agency: Exploring Effective Mentorship For Women Doctoral Students In Engineering Disciplines Using An Intersectional Lens, Jennifer Brown

All Dissertations

Positive mentoring experiences are crucial for retaining and advancing those who hold marginalized identities in STEM, as they foster a greater sense of belonging and self-efficacy that encourage these students to persist in their fields. Marginalized identities in STEM include, but are not limited to, women, BIPOC (Black, Indigenous, and People of Color), low-income, first-generation, neurodivergent, and members of the LGBTQ+ community. Oftentimes, these identities intersect, introduce additional nuance in interactions within engineering spaces, and affect the mentoring support that both mentees and their mentors require.

Prior research has shown the reciprocal value that is created when graduate students are …

The “Other” Nil And Sportcrit: Narrative Identity And Liminality Of Black Gendered Scholar-Athletes, Joseph L. Herman Ii

Journal of Athlete Development and Experience

The purpose of this conceptual manuscript is to advance a new integrated model: the Narrative Identity (NI), and Liminality Model (NILM). The NILM advances narrative as an intervention tool for Black gendered scholar-athletes (BGSAs) by integrating NI theory (Adler et al., 2017) with the Community Cultural Wealth (CCW) model (Yosso, 2005) for positive outcomes intra-intercollegiate career. The developmental characteristic of sense-making of one’s life via the life story model and life stage phases (McAdams, 1985, 2011) are paramount to BGSAs’ articulation and development during their liminal condition (Sutton, 2017) as athletes in their orientation to sport. More specifically, orienting the …

¡Puedes Hacerlo! A Qualitative Case Study Exploring The Experience Of Latina Community College Students With Aspirations To Transfer, Sandra Pizano

Graduate Research Theses & Dissertations

This dissertation examined the motivation and source of support for first-generation Latina community college students who aspire to transfer to a four-year institution. The study is informed by Yosso’s Community Cultural Wealth model, to explore how participants navigate their school environment and the vertical transfer process through an asset-based lens. The study aims to dismantle the deficit narrative that is many times told about communities of color. Eight students who self-identify as first-generation community college Latinas, plan on completing an associate degree within 1-2 semesters of the interviews, and have identified a transfer four-year institution were interviewed for this study. …