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Vocational Formation, Belonging And Christian Higher Education, Christopher W. Cobbler Sr.
Vocational Formation, Belonging And Christian Higher Education, Christopher W. Cobbler Sr.
Tapestry: Journal of Diversity, Equity, Inclusion, and Belonging in Education
Vocational formation and belonging are complimentary concepts. Vocational formation seeks human flourishing by attending to the healing of our social environments. Vocational formation is responding to God’s invitation to participate in the healing of creation from a particular social context, with others, for the sake of the world. Belonging, then, is the natural consequence of such an endeavor. This paper assumes the notion of institutional belonging in Christian higher education to be a kingdom characteristic that is best realized through the various postures of vocational formation. Radical hospitality, missional eschatology and communion with God are among the distinctive qualities of …
Multiple Perspectives Examining How A High School Junior Reserve Officer Training Corps (Jrotc) Program Affects Student Development: A Case Study, Kurt Duane Barry
Multiple Perspectives Examining How A High School Junior Reserve Officer Training Corps (Jrotc) Program Affects Student Development: A Case Study, Kurt Duane Barry
Doctoral Dissertations and Projects
The purpose of this case study was to examine how a high school’s Junior Reserve Officer Training Corps (JROTC) program affects student development of their personal responsibility and a sense of accomplishment by fusing the perspectives of the school administrators, JROTC instructors, and school guidance counselors for a more holistic view. The theories guiding this study are Abraham Maslow’s theory of motivation and Albert Bandura’s theory of self-efficacy, which relate to secondary student development for cadets in the JROTC program. The central research question focused on the benefits of a school’s JROTC program to the cadets enrolled. The research setting …
First-Generation Doctoral Students, Impostorism, And Belonging: A Transcendental Phenomenological Study, Karen Sullivan Pore
First-Generation Doctoral Students, Impostorism, And Belonging: A Transcendental Phenomenological Study, Karen Sullivan Pore
Doctoral Dissertations and Projects
The purpose of this study was to explore the experiences of first-generation doctoral students as they relate to their feelings of belonging, impostorism, and otherness. The study was guided by use of Tajfel social identity theory which provided insight to how an individual evaluates their identity within their environment and groups. The research design used was qualitative and the approach was transcendental phenomenological. The qualitative design allowed the first-generation doctoral students to share their experiences and behaviors during their doctoral journey. The participants were 10 self-identified as first-generation doctoral students who experienced impostor feelings during their doctoral journey. The data …
Connecting Culturally Relevant And Sustaining Education Competencies In Teacher Preparation Programs To The Experiences Of Mixed-Race Learners In K-12 Settings: A Mixed Methods Study, Marissa Wallace
Education Doctorate Dissertations
Mixed-race individuals are increasing in number within the United States population. There is limited research on mixed-race learners in K-12 school settings. This study delves into the unique educational experiences of this group of learners and provides implications for future teachers. With a focus on the Pennsylvania Culturally Relevant and Sustaining Education (CR-SE) competencies, the researcher incorporates the competencies into course work and field experiences for pre-service teachers taking a course focused on literacy instruction and intervention. Quantitative, pre- and post- surveys, and qualitative data, open-ended responses, observations, and end of semester reflections were collected from pre-service teachers. Qualitative data, …
A Mixed-Method Inquiry Into Rural School Principal Perspectives Regarding Inclusion Through Social Justice Leadership, Amy J. Konz
A Mixed-Method Inquiry Into Rural School Principal Perspectives Regarding Inclusion Through Social Justice Leadership, Amy J. Konz
PhD in Organizational Leadership
The purpose of this exploratory mixed-methods phenomenological study was to understand the perceptions of school building leaders (SBLs), also referred to as principals, regarding their facilitation of social justice leadership (SJL) and culturally responsive school leadership (CRSL) practices to support student inclusion and belongingness within the K-12 educational setting in NYS. This research study fills the knowledge gap related to student belongingness through the principal's perspective and illuminates how SBLs support inclusion. First, nine high-need rural school principals participated in semi-structured interviews, and second, 101 SBLs from across NYS completed a survey using the Social Justice Behavior Scale (SJBS). Findings …
Unmasking Challenges Of African American Women At Predominantly White Institutions (Pwis) Unveiling Phenomenological Realities And Prioritizing Well-Being, Alicia C. Perry
University of the Pacific Theses and Dissertations
This dissertation addresses African American women's intricate challenges at predominantly white institutions (PWIs), exploring the outcomes of navigating a sense of belonging which eventually affects one's well-being within this professional context. The study employs a qualitative approach to delve into the experiences of those who work or have worked in the environment. By capturing the personal narratives of African American women in various roles at PWIs, the research aims to understand the intersectionality of race and gender dynamics impacting their professional lives. The literature review contextualizes the study by discussing the challenges identified in existing research, including the marginalization experiences …
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. …
Belonging For All Identities: Investigating Responsive Strategies For Inclusion, Voice, And Equity In Secondary Schools, Gregory W. Allison
Belonging For All Identities: Investigating Responsive Strategies For Inclusion, Voice, And Equity In Secondary Schools, Gregory W. Allison
WWU Graduate School Collection
We are witnessing a shift in how some students both identify themselves and are welcomed into our schools and communities. The experiences of students who identify as gender and sexuality diverse can vary distinctly depending upon geography, individual, peer, and community factors. Most impactful in these experiences are the structures, culture, and support systems that individual schools and districts can intentionally put into place to promote inclusion, safety, and voice for this population of students. While we observe increasing concerns regarding mental health issues such as depression and anxiety, we also notice an increased level of empowerment and connection in …
Examining Onboarding Practices In School Settings: A Self-Determination Theory Perspective, Gabriel Medina
Examining Onboarding Practices In School Settings: A Self-Determination Theory Perspective, Gabriel Medina
Dissertations of Practice
This dissertation examines the onboarding practices implemented in several schools within a district and their impacts on teacher retention and the culture and climate of the schools. The theoretical lens of self-determination theory was used to determine areas of strength and growth of onboarding with respect to the three basic human psychological needs of autonomy, belonging, and competence. Drawing on this theory, the research aimed to reveal how onboarding practices support or hinder fulfillment of these basic psychological needs in a school setting. By examining how teachers perceive their onboarding experiences, the study sheds light on the relationship between the …