Education Commons^™

Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency. …

Proximity To Power: The Challenges And Strategies Of Interviewing Elites In Higher Education Research, Kevin Mcclure, Jon L. Mcnaughtan

The Qualitative Report

Presidents, provosts, deans, and other upper-level administrators in higher education fit common definitions of “elites” in the context of qualitative research. Scholarship on methods specific to the field of higher education has not identified or described the unique challenges of interviewing these and other elites. The purpose of this paper is to examine challenges and share strategies for elite interviewing, with specific application to qualitative research in the field of higher education. We provide three examples of empirical studies involving elite interviewing and, using literature from other fields, highlight challenges and strategies. By anticipating challenges and implementing these strategies, researchers …

Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson

Adult Education Research Conference

The purpose of this project is to explore how power manifests within mentoring relationships that purport to reduce power distances and move away from traditional hierarchical models of mentoring towards reciprocal methods of mentorship. The roundtable will be a discussion of how power presents and can be proactively addressed in mentoring relationships.

Implicit Bias Training For Woke Faculty, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt pens a satirical memo from higher education administrators to faculty regarding implicit bias training.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Public-School Systems Are Criminalizing Our Young People: Giving Voice To The Marganilized, Carrie Stoltzfus

Graduate Theses & Dissertations

A phenomenological qualitative study using Critical Race Theory and counter-storytelling was completed to investigate what K-12 public schools should be doing to keep young people out of the school-to-prison pipeline (STPP). This study took place in a large city in the Mid-Atlantic region of the United States. Interviews were completed with former students of the researcher who were previously incarcerated, educational professionals, and justice system professionals. Additionally, observations of the court systems and document reviews were completed in order to triangulate findings. Themes emerged around factors that lead to incarceration and the preferred practices to support young people to avoid …

In Our Own Words: Institutional Betrayals, Reshmi Dutt-Ballerstadt

Faculty Publications

When Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, asked a large group of underrepresented faculty members why they left their higher education institutions, they told her the real reasons for their departures — those that climate surveys don't capture.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Are You Supporting White Supremacy?, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, provides an opinion piece in the form of a checklist of 15 “troubles” she has identified to help others in academe recognize (un)conscious contributions to white supremacy.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Discourses Of Developmental English Education: Reframing Policy Debates, Aaron R. Tolbert

Electronic Theses and Dissertations

According to the National Educational Longitudinal Study, an estimated 28% of academically underprepared students who take developmental courses (preparatory, not credit-bearing) graduate within 8.5 years (Attewell, Lavin, Domina, & Levey, 2006), far below the national average graduation rate of near 60% of students for all postsecondary institutions (USDE, 2016). Given these statistics, some conclude that developmental education itself contributes to the low graduation rate of developmental students (Bailey, Jaggars, & Jenkins, 2015). Indeed, the causes of this attainment gap are the focus of vigorous debates by scholars from numerous disciplines, defining whether the problems exist within the organizational structure and …

Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden

National Youth Advocacy and Resilience Conference

Participants will learn about the four roles of relationship-based classroom and school management in working with students of all ages. Additionally, participants will have the opportunity to reflect on previous interactions with students (some that went well and some that didn't go so well), learn which role is their strength ("go-to" role), and identify the role with which they need peer support. This presentation is given lecture style with encouraged audience participation and includes plenty of laughter, practical applications, and"just-in-time" ideas to implement the very next day.

Caught In The Stormpower And Control In A Union/Management Training Program, Ramo J. Lord

Adult Education Research Conference

This study investigated how a workplace educator was used as a pawn between the company and the union while delivering a safety-training program. Among the findings were training was held in contempt by union and management while safety’s exchange value was exploited.

Mapping Intersects Of Power And Reciprocity In Adult Educationdeliberative Civic Engagement And Leadership Development In Community-Engaged Scholarship, Katherine L. Davis, Brandon W. Kliewer, Aliki Nicolaides

Adult Education Research Conference

The purpose of this work is to assist in identifying and naming dynamic relational forces that shape the effectiveness of community engagement. Understanding power from the perspective of reciprocity supports adaptive and transformational learning necessary to increase the effectiveness of community-engaged partnerships and scholarship.

The Cost Of Workplace Bullying In Irish Universities, Patrick Pearse Rockett

Walden Dissertations and Doctoral Studies

Employees who demean and degrade coworkers cost organizations billions of dollars every year. Workplace bullying is a business problem that affects up to 15% of employees, and little empirical research is available to establish the extent of bullying in academia. Bullies flourish in decentralized structures, and universities can be particularly susceptible to bullying behavior because of their decentralized structures of teaching and research that promote the growth of microclimates in segregated silos, from laboratories to small departments. The purpose of this multiple-case, census sample study was to explore the cost-reduction strategies that university human resource (HR) leaders use to manage …

Dialogue In The Relationships Between Principals And Teachers: A Qualitative Study, Tracie Shelley Prichard

Theses and Dissertations

This qualitative case study examines dialogue and discourse patterns between principals and teachers. It analyzes daily verbal interactions in order to identify shared meanings, hidden messages, and the dynamics of power. This study is also based on the belief that democracy in education is vital to maintaining a collaborative, people friendly approach to working together to improve learning for all students.

Although much has been written on the importance of school culture and collaborating effectively, little has been written about the role dialogue plays in shaping school culture. While we know many successful leadership paradigms, including distributed leadership and collaboration, …

Invisible Ink: An Analysis Of Meaning Contained In Gender, Race, Performance, And Power Discourses, Susan A. Griggs

Electronic Theses and Dissertations

The number of females in senior level leadership positions in higher education is substantially fewer than males. Yet female students in these same institutions represent over half the population (National Center for Educational Statistics, 2010). The leadership gender gap is a phenomenon that has undergone numerous studies in search of reasons and solutions. Yet the gap remains. One cause of the underrepresentation of women in higher education leadership is ideological views regarding gender and leadership that result in stereotypes regarding who qualifies for leadership, what leadership behaviors are deemed best, who exhibits those behaviors, and what happens when those stereotypes …

Agnes Nestor: Labor Leader, Politician, And Social Reformer--A Portrait Of A Leader, Timothy Michael Grivois-Shah

Dissertations

School leadership is about effecting change in education and promoting excellence in teaching and learning. School leaders, however, practice leadership in multiple arenas with diverse stakeholders. Students, local community members, faculty, staff, and each layer of government represent unique and often conflicting interests. Understanding how a leader such as Agnes Nestor resolved conflicts of interests has the potential for helping school leaders access various sources of power to effect change in their milieu.

This study explores the life of Agnes Nestor, a labor leader, politician, and social reformer. Nestor's public life included organizing women workers in Chicago in the early …

Rethinking Empowerment: Theories Of Power And The Potential For Emancipatory Praxis, Thomas Archibald, Arthur L. Wilson

Adult Education Research Conference

In this paper, we make the case that “empowerment” is still a concept which requires closer scrutiny, for both practical and theoretical reasons. Building on critiques of empowerment and on calls to more consciously address the power relations inherent in adult education, we lay the groundwork for a practical theory of action whereby education practitioners and researchers can work towards salvaging empowerment’s emancipatory potential.

To See And Be Seen: Exploring Layers Of Instructional Leadership And Supervision In The Enactment Of A District-Wide Teacher Evaluation Reform, Jenifer E. Neale

USF Tampa Graduate Theses and Dissertations

This dissertation analyzes instructional leadership and evaluation protocols from a large, diverse district in the Southeastern United States in order to investigate layers of accountability and tensions created when principals are asked to fill the dual roles of both instructional leader and supervisor in a newly implemented teacher evaluation system reform. For this dissertation I investigate the role of the principal as a colleague and mentor and compare this with the role of the principal as supervisor and evaluator in hierarchical systems. I include the role of the peer evaluator, a new position, in my analysis. Critical discourse analysis is …

Micropolitics And The Principalship: A Qualitative Examination Of How Principals Develop This Critical Attribute Of School Leadership, John Stimmel

Seton Hall University Dissertations and Theses (ETDs)

Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.

The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.

Are Transformation And Power Shifts All Or Nothing Events?, Jacqlyn S. Triscari

Adult Education Research Conference

This paper represents a qualitative case study conducted in one organization. It examines the role of power and shifts of power in an organization during an organizational transformation, a very specific form of change in which the center core or the worldview of the organization is altered.

Leadership Orientation Style And Use Of Power: A Study Of New Jersey Male Superintendents, Sandra Deluca

Seton Hall University Dissertations and Theses (ETDs)

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Exploring Theories Of Socio-Cultural Learning And Power As Frameworks For Better Understanding Program Planning Within Community-Based Organizations, Susan J. Bracken

Adult Education Research Conference

This essay presents a discussion of the sociocultural dimensions to learning and power in Community-based organizational program planning.

Queer Race Pedagogy In Adult Higher Education: Dealing With Power Dynamics And Positionality Of Gay Students Of Color, Mitsunori Misawa

Adult Education Research Conference

This paper presents a theoretical concept of the intersection of race and sexual orientation and to describe Queer Race Pedagogy (QRP) in adult higher education. This paper provides an overview of racism and heterosexism in adult higher education and the two theories that are utilized to develop QRP.

The Limits Of University Autonomy: Power And Politics At The Universidad Nacional Autónoma De México, Imanol Ordorika

Imanol Ordorika

The nature and extent of institutional autonomy at the Universidad Nacional Autónoma de México (UNAM) has been a matter of contention between academics, policy makers and university members for many years. Opinions about governmental influence over the university in Mexico range from absolute autonomy to absolute control. Few of them, however, are founded on research on university-government relations. Most studies of univer- sity autonomy in Mexico are based on classical definitions and pluralist political perspectives that limit a thorough understanding of this relation between the University and the government in the context of an authoritarian State. This article provides an …