Disability and Equity in Education Commons^™

An Empowerment Evaluation Of Colorado Mountain College’S Mountain Scholars Program Via Latino Alumni Aspirational Goals And Outcomes, Laura Anne Bruch

Electronic Theses and Dissertations

This qualitative inquiry evaluated Colorado Mountain College’s (CMC) in-house Mountain Scholars Program (MSP) via semi-structured interviews with five of its Latino alumni. This study’s assets-based social justice/transformative philosophical framework included David Fetterman’s methodological empowerment evaluation and Tara Yosso’s conceptual community cultural wealth (CCW) theory. This dissertation in practice examined the gap in literature with regards to an in-house student support services program evaluation that partners with the community and focuses on Latinos’ aspirations and aspirational outcomes. I wanted to be a worthy witness to the student demographic group at CMC, as well as at most American postsecondary institutions, considered the …

Du Undergraduate Showcase: Research, Scholarship, And Creative Works: Abstracts, Emma Aggeler, Elena Arroway, Daisy T. Booker, Justin Bravo, Kyle Bucholtz, Megan Burnham, Nicole Choi, Spencer Cockerell, Rosie Contino, Jackson Garske, Kaitlyn Glover, Caroline Hamilton, Haley Hartmann, Madalyne Heiken, Colin Holter, Leah Huzjak, Alyssa Jeng, Cole Jernigan, Chad Kashiwa, Adelaide Kerenick, Emily King, Abigail Langeberg, Maddie Leake, Meredith Lemons, Alec Mackay, Greer Mckinley, Ori Miller, Guy Milliman, Katherine Miromonti, Audrey Mitchell, Lauren Moak, Megan Morrell, Gelella Nebiyu, Zdenek Otruba, Toni V. Panzera, Kassidy Patarino, Sneha Patil, Alexandra Penney, Kevin Persky, Caitlin Pham, Gabriela Recinos, Mary Ringgenberg, Chase Routt, Olivia Schneider, Roman Shrestha, Arlo Simmerman, Alec Smith, Tessa Smith, Nhi-Lac Thai, Kyle Thurmann, Casey Tindall, Amelia Trembath, Maria Trubetskaya, Zachary Vangelisti, Peter Vo, Abby Walker, David Winter, Grayden Wolfe, Leah York

DU Undergraduate Research Journal Archive

Abstracts from the DU Undergraduate Showcase.

Addressing Racial Disparities Through K-12 School-Based Culturally Relevant Interventions, Dina Malala

Electronic Theses and Dissertations

This meta-analysis systematically identified culturally relevant interventions for Black students in K-12 school settings to determine (a) the effect of culturally relevant reading interventions on reading comprehension and reading fluency (b) the effect of culturally relevant behavioral interventions on student behaviors (c) the extent to which culturally relevant interventions impact cultural identity and awareness (d) how cultural identity moderates academic and behavioral outcomes. Twelve studies were identified. Overall, there was a statistically significant combined effect across the twelve studies (g = 0.96, p < 0.05). There was a statistically significant effect of culturally relevant reading interventions on reading outcomes (g =1.174, p < 0.05), a statistically significant effect of culturally relevant behavior interventions on behavior outcomes (g = 0.889, p < 0.05), and a statistically significant effect of cultural identity interventions on cultural awareness and identity (g =0. 914, p < 0.05). The primary limitation of this meta-analysis are the mainstream and standardized dependent variables. Future intervention research is needed that utilizes both culturally relevant independent and dependent variables to better support this population.

Distinguishing A Western Women's College: A History Of The Curriculum At Colorado Women's College, 1909–1967, Jennifer Ann Thompson

Electronic Theses and Dissertations

Colorado Women's College (CWC), a private, Baptist college for women in Denver, Colorado, first welcomed students to its campus in 1909, making it one of only a handful of women's colleges in the American West, where coeducation predominated. This dissertation describes and interprets the curriculum offered at CWC in the period from 1909 to 1967. The analysis of the curriculum is divided into six eras, marked by moments of curricular change, including the College's transitions from four-year college to junior college, and back. This project distinguishes CWC as an understudied institution by placing it within the literature on the history …

Parents As Change Agents In Their Schools And Communities: The Founding Of Families For Early Autism Treatment (Feat), Bethany Kristin Mickahail

Electronic Theses and Dissertations

A qualitative research highlights how parent driven "communities of support" create lasting change in schools and communities, through the unique blend of the two methodologies, oral history and educational criticism and connoisseurship.

In recent years, schools and communities are unusually impacted by an escalating wave in the diagnosis and treatment of persons with Autism. In 2010, the Center for Disease Control's Report stated 1 in 110 U.S. children are diagnosed with Autism. Yet long before this official report, parents and professionals affected by Autism and other disabilities were busy during the last half of the 20th century, seeking out ways …

Practicing Universality: The Inter-Disciplinary Imperatives Of Human Rights, Andrew Fagan

Human Rights & Human Welfare

A review of:

Human Rights: Universality in Practice by Peter R. Baehr. Hampshire, UK: Palgrave, 2001. 178pp.