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Articles 1 - 15 of 15
Full-Text Articles in Education
Belonging At A Historically White Institution: Understanding The Men Of Color Experience, Riley Cain Sisk, Tara J. Hefner, Kelsie N. Potter, Nicholas A. Williams
Belonging At A Historically White Institution: Understanding The Men Of Color Experience, Riley Cain Sisk, Tara J. Hefner, Kelsie N. Potter, Nicholas A. Williams
Doctor of Education Capstones
Sense of belonging is a vital need that supports an individual’s journey of becoming. Studies have shown the positive impact sense of belonging can have on education outcomes, especially for underrepresented communities. Consulting with the Assessment Office in the Division of Student Affairs (The DSA Assessment Office) at Virginia Commonwealth University (VCU), the research team sought to understand how men of color make sense of belonging at historically white institutions (HWIs) such as VCU. This qualitative, instrumental case study utilized a subjectivist approach grounded in Strayhorn’s (2019) definition of ‘sense of belonging’ paired with Baxter Magolda’s (2014) theories of self-authorship. …
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristine M. Levan
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristine M. Levan
Journal of Prison Education and Reentry (2014-2023)
Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release– claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individual manage, assert, and negotiate identity in the course of interaction. The achievement of …
Athletic And Academic Identity, Motivation And Success: An Examination Of Diii Student-Athletes, Savanna M. Love
Athletic And Academic Identity, Motivation And Success: An Examination Of Diii Student-Athletes, Savanna M. Love
Theses and Dissertations
The purpose of this study was to examine athletic and academic identity and athletic and academic motivation in DIII student-athletes. An additional purpose of the study was to explore the extent to which identity and motivation variables could predict GPA. This study also qualitatively explored students’ perceptions of their success, identity and motivation. Using Expectancy-Value and Identity theories as a theoretical framework, participants (n = 358) were administered an online survey that included AAIS and SAMSAQ scales along with open-ended qualitative questions. Quantitative data were used to conduct confirmatory factor analyses, bivariate correlations, hierarchical multiple regression, and multivariate analyses of …
Women Of Our Worlds: Women Raising Voices Against Violence, Patty Bode
Women Of Our Worlds: Women Raising Voices Against Violence, Patty Bode
High School Resources
In a high school painting and drawing course, students investigated what contemporary women artists were making, saying, protesting, and changing in multiple art worlds. Group dialogue centered on generative themes in which students chose interconnected topics of combating domestic violence, affirming diverse body expressions and family relationships to launch a painting on canvas project. Students took leadership in activism to invite community workers into the art room resulting and in-school interventions such as, installing art exhibit in the school office, and projecting text and imagery in school cafeteria walls. Expanding into the community, students produced and installed info-art-posters in sites …
One In Eight: Deciding To Pursue A College-Going Possible Self In A High-Poverty High School, David B. Naff
One In Eight: Deciding To Pursue A College-Going Possible Self In A High-Poverty High School, David B. Naff
Theses and Dissertations
There is considerable research evidence suggesting that low-income, racial minority students value education and aspire for postsecondary educational attainment (Bloom, 2007; Destin & Oyserman, 2009; Wigfield & Eccles, 2002). However, their performance in school often does not align with those values and ambitions, as these students tend to underachieve in comparison with their higher-income, non-minority peers (Reardon, 2011), with particular gaps found in those attending schools of concentrated poverty (Rowan, 2011). This gap between educational ambition and attainment suggests that the experience of living and going to school in a high-poverty context could be related to the motivational processes driving …
Through And Beyond The Barbie: 3 Themed Lesson Sequences, Rabeya Jalil
Through And Beyond The Barbie: 3 Themed Lesson Sequences, Rabeya Jalil
Middle School Resources
This lesson sequence will facilitate students to collaborate, explore and experience themes that they can personally relate to on a deeper and meaningful level. The purpose of this unit is to foster a safe and creative environment for early adolescents of 11 – 14 years (7-8th grades) to explore their personal identities, their gender, their socio-cultural beliefs, their values, through critical thinking, self-reflecting, and art making. Through engaging in a conversation and exploratory dialogue to deconstruct the layers that form identity and culture, using both in the traditional and digital media (collage, printmaking, drawing, digital photography, video, Scratch programming software, …
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
Journal of Social Theory in Art Education
In this article, we present the effects of globalization on art forms in Peru and on teacher identity in India while exploring hybridization as an ongoing global paradigm in both contexts (Bhabha, 1994; Said, 1979). Peruvian art forms are continuously shifting as global cultures meld and become more technologically connected, which ultimately brings about questions of authenticity. The identities of Indian art educators are evolving, and shifting indicating an assemblage or structure containing many parts working together to perform a particular function. In realizing its function, the structure can be named or its form made visible (Deleuze & Guattari, 1987). …
One Of These Things Is Not Like The Other: Art Education And The Symbolic Interaction Of Bodies And Self-Images, James H. Rolling Jr.
One Of These Things Is Not Like The Other: Art Education And The Symbolic Interaction Of Bodies And Self-Images, James H. Rolling Jr.
Journal of Social Theory in Art Education
This article begins with the premise that self-imagery is constituted as a shape-shifting aggregate of symbolic systems that incorporates the human body itself as one of its representations. At intermittent points of the body's embodiment of visual culture and tacit social experience, alternative representations accrete into varying symbolic systems, the multiple shapes a self-image may take over a lifetime. Given that social identity is derived from the interaction of various symbolic systems, how do some bodies and self-images come to be taken as that of identities incompatible with most others? In this exploration of the self-image and identity, the author …
The Future Of Aesthetics In/And Visual Culture Art Education In 21st Century Art Education, Shannon Reibel
The Future Of Aesthetics In/And Visual Culture Art Education In 21st Century Art Education, Shannon Reibel
Theses and Dissertations
This grounded theory project researches and analyzes publications from 1990-2008 assessing the debate over aesthetics in/and VCAE in 21st century art education. Through a series of visual models, a working theory and its supporting evidence assess this contested subject. Within the context of Modern and Postmodern paradigm conflict, art educators’ debate over aesthetics in/and VCAE fundamentally deals with differing conceptions of identity and freedom. Although commonly sharing the goal of fostering the formation of student identity through the provision and exercise of freedom, art educators’ differing perspectives on identity and freedom result in differing prescriptions for 21st century art education. …
E(Raced) Bodies In And Out Of Sight/Cite/Site, Wanda B. Knight
E(Raced) Bodies In And Out Of Sight/Cite/Site, Wanda B. Knight
Journal of Social Theory in Art Education
In the social sphere there are numerous unmarked and unexamined categories. Heterosexuality, maleness, and middle classness are some of the apparent ones. However, Whiteness is perhaps the foremost unmarked and thus unexamined category in art education. And like other unmarked categories, White is assumed to be the human norm. Moreover, when Whiteness goes unexamined, racial privilege associated with Whiteness goes unacknowledged. In this article, I use the metaphor of sight or vision to examine race through a framework of bodies. My focus is, specifically, on the preparation of the authoritative White body of the art teacher to teach in classrooms …
Development Of The Postsecondary Student Survey Of Disability-Related Stigma (Ssdrs), John K. Trammell
Development Of The Postsecondary Student Survey Of Disability-Related Stigma (Ssdrs), John K. Trammell
Theses and Dissertations
Qualitative interviews of college students with disabilities indicated that students were reporting significant discrimination and disability stigma effects. Until recently, however, no formal instruments had been developed specifically to measure disability stigma in college students. The purpose of this study was to develop the Postsecondary Student Survey of Disability-Related Stigma (SSDRS), a Likert-type scale that measured amount of perceived stigma in college students with disabilities. The SSDRS was patterned after similar instruments developed to measure race-related stigma and other forms of perceived social discrimination, and was designed to be administered through disability support service offices. The SSDRS consisted of five …
Stranger Within, Anniina Suominen
Stranger Within, Anniina Suominen
Journal of Social Theory in Art Education
I base my teaching philosophy on the continuous self-directed learning of an individual. My goal is to help my students to learn to problematize their perception, their ways of thinking, their understanding of themselves, and their satisfaction with achieved learning goals. I support my students in their journeys of becoming critical searchers and inquirers of knowledge, visuality, and perceived reality. Although it is apparent they have learned to question authority and pre-given role and behavior models, I watch them searching for shortcuts for the answers within the complex structure of too many potential solutions.
Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd
Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd
Journal of Social Theory in Art Education
What is not said, is often more powerful than what is spoken about diversity, difference, and identity in U.S. classrooms. Examples are everywhere: Although no students of color may be enrolled in a course at a prominent research university, members of the class do not believe there is such a thing as institutional racism. A handful of women are discussed in course textbooks, all authored by men, but no one thinks it odd that only men have written accounts of women's achievements that appear on the syllabus. Gay, lesbian, bisexual, and transgendered people do not speak for themselves, either, in …
Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski
Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski
Journal of Social Theory in Art Education
The title's spin-off from Gauguin's self-reflective statement: D'où vernons-nouse? Que sommes-raus? Où allons-nous? painted towards the closing of the 19th century when colonialist expansion and Imperialism were at their heights, seems to be an appropriate allusion as this year's 21st Social Caucus journal inaugurates the beginning of a new millennium. The irony of the title should be apparent, as should the fortuitousness of the volume's number. The epic proportions of the questions (and the painting) compressed into the bit size of an editorial seems laughable. Yet the questions are worth deliberating in the context of the essays that have been …
Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden
Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden
Journal of Social Theory in Art Education
Exclusionary practices along with inaccurate and incomplete information have historically been used in the classroom by the dominant White culture as a means to disempower minority youth and widen the chasm between opposite ends of the power structure. Although reproducing the existing power structure may not be a conscious motive of art teachers in the 21st century, many of their actions replicate conditions necessary for domination by the Euro-White culture. Admirably, art educators have a history of being on the cutting edge of innovative ideas and inclusionary practices. The movement to include art from many cultures in art curriculums is …