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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Class, Family Involvement, And Asian American Four And Two-Year College Students’ Experiences Of Advantage And Disadvantage, Blair Harrington
Class, Family Involvement, And Asian American Four And Two-Year College Students’ Experiences Of Advantage And Disadvantage, Blair Harrington
Doctoral Dissertations
While the significance of familial support in college receives substantial and growing attention, Asian American college students’ experiences of such support remain unclear. In a series of three articles that draw on a total of 140 intensive semi-structured interviews, this dissertation explores the effect class has on students’ experiences of three different types of familial support: 1) students’ receipt of parental support, 2) students’ provision of parental support, and 3) students’ receipt of sibling support. The first article “The Power of Class and Not Institution Type: Asian American Four and Two-Year College Students’ Receipt of Parental Support” employs a …
Family Dimensions Of Unequal College Experiences: Students’ Talk Of Self And College In Relation To Family Resources And Relationships, Michael Carl Ide
Family Dimensions Of Unequal College Experiences: Students’ Talk Of Self And College In Relation To Family Resources And Relationships, Michael Carl Ide
Doctoral Dissertations
The “college experience” is normatively presented as enacting independence, often while financially relying on parents. This view normalizes white, middle-class models of college and family. The three interrelated papers comprising this dissertation investigate race, class, and gender differences and inequalities at college through the lens of students’ talk of family. These inductive, qualitative studies draw on semi-structured intensive interviews with undergraduates to explore divergent ways they make sense of college, family, and their self-development. Analyses highlight the multifaceted, and sometimes contradictory meanings participants attach to themes commonly presented as simple and objective (i.e. “paying for college,” “independence,” and “adulthood”). Findings …
Dropping The Invisibility Cloak: An Interpretative Phenomenological Analysis Of Sense Of Belonging And Place Identity Among Rural, First Generation, Low Income College Students From Appalachian Kentucky, Brenda Abbott
Doctoral Dissertations
In a country that once was 95% rural in the late 1700s, only 19.3% of the population of the United States now live in rural areas (U.S. Census Bureau, 2010). The shift in population from rural to urban areas is not simply demographic; it imbues a shift in who and what matters. Only 13.6% of adults over 25 in Appalachian Kentucky have earned bachelor's degrees, 18.9% below the national average (Appalachian Regional Commission, 2016). This phenomenological study seeks to understand how rural, first generation, low income college students from Appalachian Kentucky experience a sense of belonging in their first year …
"No One Is Gonna Tell Us We Can't Do This": The Development Of Agency In Student-Initiated Community Engagement, Shuli A. Archer
"No One Is Gonna Tell Us We Can't Do This": The Development Of Agency In Student-Initiated Community Engagement, Shuli A. Archer
Doctoral Dissertations
By its simplest definition, service-learning and community engagement (SLCE) connect work in the community and reflection on that work with credit-bearing academic courses. SLCE has been critiqued for, among other things, an incomplete consideration of power dynamics, and scholars and practitioners have recently expressed a desire to reinforce service-learning as primarily promoting agency, or the capacity to make change in society. Student-initiated community engagement programs offer a unique perspective and context to study agency. These programs, much like student-initiated retention projects, provide spaces where students take the lead in curriculum development, community partner relationship development, and program administration. Using Emirbayer …
Unequally Adrift: How Social Class And Institutional Context Shape College Academic Experiences, Mary Scherer
Unequally Adrift: How Social Class And Institutional Context Shape College Academic Experiences, Mary Scherer
Doctoral Dissertations
This dissertation focuses on how class background and institutional context shape students’ experiences of faculty mentorship, academic success strategies, and the relationship of college values and academic decision-making. In this comparative study, I draw from 68 interviews with working- and upper-middle-class students at a regional and flagship university to identify how institutional variation matters across moderately-selective public universities, the kind where the majority of four-year college students matriculate. Mentorship, often informal, is a resource most easily accessed by students with preexisting cultural capital—specifically, the knowledge that mentoring relationships are available and advantageous, and the skills for cross-status interaction with professors. …
"What Does Sexual Harassment Education Have To Do With Sport Management Courses?": An Analysis Of Sexual Harassment And Sexual Assault Education In Sport Management Curriculum, Elizabeth Ann Taylor
"What Does Sexual Harassment Education Have To Do With Sport Management Courses?": An Analysis Of Sexual Harassment And Sexual Assault Education In Sport Management Curriculum, Elizabeth Ann Taylor
Doctoral Dissertations
Sexual harassment and sexual assault have gained a great deal of media attention throughout the past several years. Over 200 colleges and universities across the US have been under federal investigation for Title IX violations. Between 20% and 25% of women attending higher education institutions will be the victim of completed or attempted sexual assault during their college careers (Fisher et al., 2000). Sport has been described as space possessing a permissive rape culture due to its overtly masculine culture (Kidd, 1990). Further demonstrating this belief, research has shown that male athletes were overrepresented in reports of perpetrators of sexual …
Developing And Implementing A Lgbt Family Studies Course: A Pre-Post Evaluation, Kathryn Alexandra Conrad
Developing And Implementing A Lgbt Family Studies Course: A Pre-Post Evaluation, Kathryn Alexandra Conrad
Doctoral Dissertations
This study explores the pre- and post-course knowledge and attitudes regarding lesbian, gay, bisexual, and transgender (LGBT) individuals and families. An upper-level, Child and Family Studies undergraduate course, Modern Families, was constructed and piloted during the Spring 2016 semester to provide students with empirically-based information on contemporary families with a heavy emphasis on LGBT individuals and families. Participants (N = 19), who were enrolled in the course, participated in a series of open- and close-ended surveys at the beginning (Time 1 [T1]) and end (Time 2 [T2]) of the semester that assessed their knowledge and attitudes towards diverse …