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Full-Text Articles in Social and Behavioral Sciences

Leading In Liminality: Implications On Individual And Collective Identity, And Knowledge Creation For School Leaders, David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner Jan 2023

Leading In Liminality: Implications On Individual And Collective Identity, And Knowledge Creation For School Leaders, David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner

Journal of Catholic Education

In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously …


Moral Formation In A Culture Of Relativism: Correlates Of Universalism And Relativism In The Moral Outlooks Of Emerging Adults, Steven Crawford Hayward Jan 2023

Moral Formation In A Culture Of Relativism: Correlates Of Universalism And Relativism In The Moral Outlooks Of Emerging Adults, Steven Crawford Hayward

Journal of Catholic Education

This study explores some of the demographic, personal, and experiential factors of emerging adults that correlate to a spectrum of moral outlooks ranging from moral universalism to moral relativism. Data was gathered from 466 volunteer undergraduate students. Respondents’ demographic, experiential, and personal factors served as independent variables. The relativism index score form Forsyth’s Ethics Position Questionnaire (1980) served as the dependent variable. Results suggest several conclusions: First, adults in the life of youth are a significant factor in moral outlook, exerting influence in both universalistic and relativistic directions. Second, religious practice and involvement contribute to a universal moral outlook. Third, …


“Si No Yo, ¿Entonces Quién?”: Testimonios Of Latino/A Catholic School Teachers In Under-Resourced Urban Catholic Schools, Antonio Felix Jan 2022

“Si No Yo, ¿Entonces Quién?”: Testimonios Of Latino/A Catholic School Teachers In Under-Resourced Urban Catholic Schools, Antonio Felix

LMU/LLS Theses and Dissertations

There has been a significant increase in the number of Students of Color attending Catholic schools in the United States in the last forty years. However, only 17% of the professional staff in Catholic schools nationally are Teachers of Color (with about 9.6% identifying as Latino/a) (McDonald & Schultz, 2020). The racial gap between Students and Teachers of Color is a social justice issue (Berrios, 2016), and yet, research on why Teachers of Color are choosing to teach in Catholic urban schools and the motivating factors that sustain their work in hard-to-staff Catholic schools is limited.

This qualitative research study …


Transforming Campus Climate For Diversity: Accreditation Liaison Officer Perceptions And Beliefs Regarding The Impact Of Regional Accreditation On Institutional Change, David H. Sundby Jan 2021

Transforming Campus Climate For Diversity: Accreditation Liaison Officer Perceptions And Beliefs Regarding The Impact Of Regional Accreditation On Institutional Change, David H. Sundby

LMU/LLS Theses and Dissertations

Despite attention given to the increasing diversity in higher education, greater barriers to college access and degree attainment exist for many minoritized groups in comparison to dominant groups. Research illustrates that campus climate for diversity, a systemic concept, plays a critical role in the success of minoritized groups. Additionally, institutional accreditation is a critical process, and it may be a catalyst for systemic change. However, there is little research on the relationship between the regional accreditation process and institutional change, with even less research on the impact of accreditation on campus climate for diversity.

To address this gap in literature, …


Muchos Somos Más Fuertes: Testimonios Of Latina Parent Leaders In The Local Control And Accountability Plan Process, Sylvia J. Hodge Jan 2021

Muchos Somos Más Fuertes: Testimonios Of Latina Parent Leaders In The Local Control And Accountability Plan Process, Sylvia J. Hodge

LMU/LLS Theses and Dissertations

English Learners represent 18.6% of the entire California public school population or 1.1 million students; 81.4% speak Spanish (California Department of Education [CDE], 2021b). Historically, English Learners have experienced inequitable educational opportunities when compared to their English-only counterparts in California (Gándara & Contreras, 2010; Gándara et al., 2003; Perez Huber et al., 2015; Rumberger & Gándara, 2004), which has led to low educational achievement CDE, 2019a; Gándara & Mordechay, 2017; Olsen, 2010). To address underserved students’ inequitable educational opportunities throughout California, then-Governor Edmund G. Brown signed into law the Local Control Funding Formula (LCFF) in 2013. The LCFF provides equitable …


Unaccompanied Youth In Our Public Schools And Our Opportunity To Lead For Emancipatory Practices (Jóvenes No Acompañados En Nuestras Escuelas Públicas Y Nuestra Oportunidad Para Liderar Prácticas Emancipatorias), Leyda W. Garcia Jan 2021

Unaccompanied Youth In Our Public Schools And Our Opportunity To Lead For Emancipatory Practices (Jóvenes No Acompañados En Nuestras Escuelas Públicas Y Nuestra Oportunidad Para Liderar Prácticas Emancipatorias), Leyda W. Garcia

LMU/LLS Theses and Dissertations

Unaccompanied youth are migrant children who travel by themselves to the United States, mostly from Central America and Mexico. Since 2014, more than 200,000 unaccompanied youth have entered the United States, with approximately 28,000 residing in Los Angeles, California (U.S. Customs and Border Protection [CBP], CBP 2018, 2019, 2020, 2021a, 2021b). Hundreds of these young migrants have enrolled in public schools (Pierce, 2016). Schools seek adequate and effective ways to support these students’ complex needs and aspirations. Within the body of research about this sub-group of immigrants there is a significant absence of the voices of unaccompanied youth themselves, which …


Social Justice Leadership In Catholic Secondary Schools: A Critical Examination Of Social Justice Orientation And Praxis, Linda Nguyễn Jan 2021

Social Justice Leadership In Catholic Secondary Schools: A Critical Examination Of Social Justice Orientation And Praxis, Linda Nguyễn

LMU/LLS Theses and Dissertations

This study sought to understand the impact of a leader’s social justice orientation on their praxis of social justice. The study also sought to discover the successes and challenges associated with enacting social justice. Nine Catholic secondary school leaders in the California Archdiocese participated in the study. Semi-structured interviews and document analysis were used to understand how social justice orientation affects social justice praxis. The data analysis indicates that the social justice outcomes of a school site are greatly impacted by the school leader’s justice-orientation. Findings revealed that justice-orientation is dependent on two factors: the self-efficacy of the leader and …


In Their Own Voices: The First-Year College Experiences Of Upward Bound Alumni At Four-Year Postsecondary Institutions, Norma Romero Jan 2020

In Their Own Voices: The First-Year College Experiences Of Upward Bound Alumni At Four-Year Postsecondary Institutions, Norma Romero

LMU/LLS Theses and Dissertations

Upward Bound (UB) projects provide educational support services to high school students in order to address inequalities in college access for low-income (LI) and first-generation students (FGS). However, access alone does not eradicate systemic barriers to positive collegiate experiences and degree attainment. As a federally funded program, UB regularly collects mandated outcome data; however, little is known about the specific academic, social, and emotional supports these programs provide. Especially lacking are in-depth qualitative studies that follow students into college and focus on students’ own stories. To address this gap in research, this study used in-depth interviews to capture the stories …


Impact, Implementation, And Insights Of Peace Education: A Case Study Of The M.A. In Peace Studies And Conflict Transformation Program At The University Of Rwanda, Sarah M. Doerrer Jan 2019

Impact, Implementation, And Insights Of Peace Education: A Case Study Of The M.A. In Peace Studies And Conflict Transformation Program At The University Of Rwanda, Sarah M. Doerrer

LMU/LLS Theses and Dissertations

Higher education is arguably critical for healing and stabilization in postconflict contexts, by developing leaders who value peace and have the skill sets to achieve it in various sectors. A rapidly growing body of literature concludes that peace education in particular has great potential to transform postconflict communities, both in higher education and at other levels of schooling. Yet there exists little rigorous analysis of the decisions faced by educational leaders responsible for implementing such programs, particularly those in postconflict settings where the needs are uniquely challenging.

This qualitative investigation documented the M.A. in Peace Studies and Conflict Transformation program, …


A Critical Interrogation Of The Mind, Brain, And Education Movement: Toward A Social Justice Paradigm, Bibinaz Pirayesh Jan 2018

A Critical Interrogation Of The Mind, Brain, And Education Movement: Toward A Social Justice Paradigm, Bibinaz Pirayesh

LMU/LLS Theses and Dissertations

Much attention has been given to “bridging the gap” between research and practice since neuroscience research first made claim to its potential impact in classrooms. With the inception of Mind, Brain, and Education (MBE) as a new interdisciplinary field, an unprecedented opportunity to explore the educational implications of new research coming out of neuroscience has presented itself. And yet, the gap between research and practice persists while new problems arise as education looks to brain science for answers with ongoing social and academic difficulties faced by students. A critical bicultural methodology, grounded in a decolonizing interpretive approach, is utilized to …


Unburying The Mirror: An Autoethnography Of A Latino Teacher Who Left The Classroom, Arturo Rafael Acevedo-Febles Mar 2016

Unburying The Mirror: An Autoethnography Of A Latino Teacher Who Left The Classroom, Arturo Rafael Acevedo-Febles

LMU/LLS Theses and Dissertations

Despite the expressed need for bicultural teachers, research on teacher attrition has demonstrated that a growing number of bicultural educators are leaving the classroom. Bicultural male teachers, in particular, experience high rates of teacher attrition. Schools, unfortunately, are contexts in which Latino male teachers are constantly experiencing dilemmas related specifically to both their gendered and racialized positionality as males of color.

Grounded in Antonia Darder’s critical bicultural framework, this autoethnographic study explored the complex factors that drive Latino male teachers out of the classroom, through an in-depth and grounded examination of a Latino male teacher who left the classroom. The …


Children Are The Messengers: A Case Study Of Academic Success Through The Voices Of High-Achieving Low-Income Elementary Students, Stephen Howard Mccray Oct 2015

Children Are The Messengers: A Case Study Of Academic Success Through The Voices Of High-Achieving Low-Income Elementary Students, Stephen Howard Mccray

LMU/LLS Theses and Dissertations

For low-income minority and marginalized communities, American democracy’s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students’ voices—particularly those at the elementary school level—are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students’ views of their academic success and how that success was achieved. Participants were six fifthgrade students, their parents, and teacher, in a school-wide Title I urban public school. Data were collected …


Breaking The “At Risk” Code: Deconstructing The Myth And The Label, Kara Christine Allen Jul 2014

Breaking The “At Risk” Code: Deconstructing The Myth And The Label, Kara Christine Allen

LMU/LLS Theses and Dissertations

The term “at risk” is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of “at risk” by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to …


Catholic School Leaders’ Perceptions Of Governance Models In Los Angeles Parochial Schools, Kristopher Leo Knowles Jul 2014

Catholic School Leaders’ Perceptions Of Governance Models In Los Angeles Parochial Schools, Kristopher Leo Knowles

LMU/LLS Theses and Dissertations

The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey …


Implementing Calendar Reform In A Suburban Catholic Elementary School: A Case Study, Catherine Cichocki Muzzy Apr 2014

Implementing Calendar Reform In A Suburban Catholic Elementary School: A Case Study, Catherine Cichocki Muzzy

LMU/LLS Theses and Dissertations

Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools.

This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these …


Disability And Power: A Charter School Case Study Investigating Grade-Level Retention Of Students With Learning Disabilities, Esther Lorraine Perez Apr 2014

Disability And Power: A Charter School Case Study Investigating Grade-Level Retention Of Students With Learning Disabilities, Esther Lorraine Perez

LMU/LLS Theses and Dissertations

Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and …