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Articles 1 - 15 of 15
Full-Text Articles in Education
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Doctoral Dissertations
The idea that offering multiple means of representing course content will assist students of all abilities constitutes one pillar of Universal Design for Learning (UDL), a framework intended to address needs of students with disabilities while also holding relevance for all students. The efficacy of this UDL guideline lacks a verified empirical basis and therefore merits rigorous examination. My dissertation investigates the effect on learning outcomes of students using multiple modalities while learning course content (e.g., text, video, audio, interactive, or mixed content), targeting improving educational success for non-traditional online students. I investigate this effect for older undergraduates from a …
Making Meaning In The Margins: Identities, Belonging, And Social Justice Commitments In A Cross-Race Intergroup Dialogue For Queer And Trans College Students, Nina M. Tissi-Gassoway
Making Meaning In The Margins: Identities, Belonging, And Social Justice Commitments In A Cross-Race Intergroup Dialogue For Queer And Trans College Students, Nina M. Tissi-Gassoway
Doctoral Dissertations
This qualitative research study used constructivist grounded theory methods to explore the lived experiences of 11 queer and trans undergraduate college students of various racial and ethnic backgrounds in a cross-race intergroup dialogue (IGD) course. Using document analysis of course assignments and post-dialogue semi-structured interviews allowed for rich inquiry into how these queer and trans students made meaning of their intersecting identities, sense of belonging, cross-race relationships, and social justice commitments. This study contributes new knowledge about the meaning-making processes of queer and trans college students of various racial and ethnic backgrounds and the role that IGD plays in supporting …
(Social) Class Is In Session: Examining The Experiences Of Working-Class Students Through Social Class Identity, Class-Based Allyship, And Sense Of Belonging, Genia M. Bettencourt
(Social) Class Is In Session: Examining The Experiences Of Working-Class Students Through Social Class Identity, Class-Based Allyship, And Sense Of Belonging, Genia M. Bettencourt
Doctoral Dissertations
Working-class students experience numerous barriers in accessing and persisting within higher education. These barriers are often amplified at public research institutions that facilitate greater social class diversity, career opportunities, and degree completion, but cater to middle- and upper-class students. The result is a contrast for working-class students in which higher education can serve as a tool for social mobility while also reinforcing barriers that reproduce class inequality. In this dissertation, I used narrative inquiry to conduct 44 interviews with 24 working-class students regarding their social class meaning-making, perceptions of class-based allyship, and sense of belonging. All three concepts have been …
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 …
Success Of Twice-Exceptional College Students Screened By Act Versus Sat Scores And Major Declaration In Line With Academic Strength, Kelly Harrington Smyth
Success Of Twice-Exceptional College Students Screened By Act Versus Sat Scores And Major Declaration In Line With Academic Strength, Kelly Harrington Smyth
Doctoral Dissertations
Educational outcomes of college students (e.g., GPA, retention, graduation, and years to graduation) of undergraduate students screened and selected for 2e status (2e; giftedness with a learning disability) did not differ significantly (p > .05) based on two operationalizations (of 2e status): ACT or SAT scores. However, significantly more 2e students were screened from ACT scores relative to the number screened from SAT scores (p < .05). Further investigation into academic outcomes revealed that students screened as 2e by the ACT were significantly more likely to be retained after their first year of college when they declared a major in line with their academic strength (p < .05), relative to the number retained by the SAT. Finally, 2e students screened by the ACT were less likely to graduate within six years of initial enrollment at UT when they did not declare a major in line with their academic strength, though the difference was not statistically significant (p > .05). Implications are discussed, and particularly suggestions regarding how these data may improve advising practices.
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Doctoral Dissertations
Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011; Reardon & Owens, 2014), many college students …
The Development And Validation Of The Self-Efficacy In Statistical Practices Scale, Niranji Anuradha Pathirage Dopa Pathirage
The Development And Validation Of The Self-Efficacy In Statistical Practices Scale, Niranji Anuradha Pathirage Dopa Pathirage
Doctoral Dissertations
The purpose of the current study was to develop a scale intended to measure undergraduate students’ self-efficacy in statistical practices. In order to apply statistical concepts and methods that students learn in the classroom to real world situations, it is important for college students to have not only statistical knowledge and skills, but also self-efficacy in using those concepts and methods. Even though there is growing attention on the importance of assessing students’ statistics self-efficacy, currently available measures have numerous limitations. Therefore, the Self-Efficacy in Statistical Practices Scale (SESPS) was developed, and the internal consistency reliability and convergent validity of …
Fostering Transformative Points Of Connection: An Examination Of The Role Of Personal Storytelling In Two Undergraduate Social Diversity Courses, Molly Keehn
Doctoral Dissertations
People in the United States are becoming increasingly isolated and separated, and this disconnection has been amplified by the use of new technologies in which face-to-face interactions and connection are becoming an anomaly (Putnam, 2000; Turkle, 2011). These changes are paralleled by marked racial and ethnic demographic shifts and increasing racial and economic re-segregation nationwide (Passel & Cohn, 2008). A critical challenge facing higher education is fostering educational opportunities for college students to interact, connect with, and learn from diverse peers about issues of social identity, difference, and inequality, while imagining possibilities for socially-just action (Gurin, 1999; Tatum, 2007). This …
“Give Light And People Will Find A Way”: Black Women College Student Leadership Experiences With Oppression At Predominantly White Institutions, Andrea D. Domingue
“Give Light And People Will Find A Way”: Black Women College Student Leadership Experiences With Oppression At Predominantly White Institutions, Andrea D. Domingue
Doctoral Dissertations
ABSTRACT “Give Light and People Will Find a Way”: Black Women College Student Leadership Experiences with Oppression at Predominantly White Institutions MAY 2014 ANDREA D. DOMINGUE, B.A., THE UNIVERSITY OF TEXAS AT AUSTIN M. A., NEW YORK UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Emerita Maurianne Adams Black women college students have a collective history of marginalization and discrimination within systems of higher education (Brazzell, 1996; Turner, 2008). Unlike their White women and Black men counterparts, these women have unique social location in their racial and gender identity where they experience multiple types of oppression from dominant groups …
Thinking And Reading Among College Undergraduates: An Examination Of The Relationship Between Critical Thinking Skills And Voluntary Reading, Kimberly Tanner Hawkins
Thinking And Reading Among College Undergraduates: An Examination Of The Relationship Between Critical Thinking Skills And Voluntary Reading, Kimberly Tanner Hawkins
Doctoral Dissertations
Many scholars have weighed in on what it means to think critically. Although there has not been agreement on a clear definition for the term “critical thinking,” scholars have agreed on some common skills involved in critical thinking. These skills—inductive reasoning, deductive reasoning, analysis, evaluation, and inference are the same ones involved in the ability to read and read well. While many studies have involved critical thinking in college students, none has examined critical thinking and its relationship to reading. Thus, the purpose of this study was to determine the relationship between voluntary reading, academic achievement (as measured by GPA), …
Social Networking Texts Among College Students : Identity And Imagination Online, Paul J. Raccanello
Social Networking Texts Among College Students : Identity And Imagination Online, Paul J. Raccanello
Doctoral Dissertations
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Gay Male Identity In The Context Of College: Implications For Development, Support, And Campus Climate, James M. Devita
Gay Male Identity In The Context Of College: Implications For Development, Support, And Campus Climate, James M. Devita
Doctoral Dissertations
This dissertation includes three articles that explore the relationship between gay identity and the college environment. The college environment has been shown to affect students’ attitudes, beliefs, and personal development in various ways, including aspects of individuals’ identity and attitudes towards social and political issues in society. D’Augelli’s (1994) lesbian-gay-bisexual (LGB) identity development framework provides both a priori knowledge of issues associated with gay identity and a lens through which findings are analyzed in each of the articles included in this dissertation. The first article examines the relationship between first-year college students’ personal characteristics and their attitudes towards same-sex relationships. …
Student Perceptions Of The Higher Education Transfer Process From Two-Year To Four-Year Institutions : A Qualitative Study Viewed Through The Lenses Of Student Departure, Social Network, And Complexity Theories, Kevin Matthew Kelly
Doctoral Dissertations
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Student Satisfaction And Empowerment Through Complaining In Institutions Of Higher Learning, Farbod Karimi
Student Satisfaction And Empowerment Through Complaining In Institutions Of Higher Learning, Farbod Karimi
Doctoral Dissertations
unavailable
Tellin' It Like It Is: Disempowerment And Marginalization Of First-Generation, Low-Income College Students: A Participatory Research, Charlene P. Lobo
Tellin' It Like It Is: Disempowerment And Marginalization Of First-Generation, Low-Income College Students: A Participatory Research, Charlene P. Lobo
Doctoral Dissertations
This study examined the origins and outcomes of disempowerment and marginalization in five first-generation, low-income college students who were participants in Student Support Services, a federally funded TRIO program at a large urban commuter state university. Using dialogic introspection and participatory research, the participants reflected on their experiences in the areas of disempowerment, marginalization, educational equity, oppression and the needs and concerns of first-generation low-income students. Generative themes fell into three areas: creating conditions for learning; silencing the voice; and resistance, persistence and hope. Themes that created negative experiences for the students included disparities between academic and personal cultures, lack …