Other Social and Behavioral Sciences Commons^™

The Creative Entrepreneur Leading Innovation, Karina Loera Barcenas

Creativity and Change Leadership Graduate Student Master's Projects

The Creative Entrepreneur Leading Innovation is a course designed for undergraduate students. Students will learn the entrepreneurial mindset through the creative process triggering innovation and leading transformation to face and adapt in the current constant and fastest changing era. This course also has a skill development component through which students will be able to experience personal transformation towards positive change.

Funds Of Knowledge Of Arab Immigrant Families: An Examination Of The Perceptions Of High School Students, Parents, And Teachers, Hiba Kahil Elhajj

Wayne State University Dissertations

With the growing numbers of English learners in American schools, the Federal Government has mandated special services and programs to meet the needs of this population which increased research about the best strategies that would help close the gap between ELs and their peers. Nonetheless, the current education system still views ELs from a deficit lens which focuses on closing the gaps in students’ education instead of focusing on the assets that they have. Therefore, there is a specific need to bridge the home and school environments together so that teachers can build on the skills that students bring from …

An Exploration Of Transition Experiences Shaping Student Veteran Life Flow, Brian T. Gregg

Theses and Dissertations--Rehabilitation Sciences

Educational institutions offer transformative opportunities for veterans transitioning from military service. Veteran-specific cultural supports in educational environments offer participation in occupations and development of skills needed to complete educational goals. However, veterans experience complex life circumstances atypical from traditional student culture which influences use of available environmental supports. Currently, the student veteran population is growing following fifteen years of combat and with systematic downsizing of the military. Therefore, rehabilitation professionals and educators must understand the unique experiences which shape veteran life flow during the transition process.

This dissertation contains three studies investigating veteran experiences transitioning to postsecondary education. The first …

Experiences Of Neurotypical Siblings Of Children With An Autism Spectrum Disorder: A Qualitative Exploration, Stacie R. Keirsey

Antioch University Dissertations & Theses

In recent years, the diagnosis of autism spectrum disorder (ASD) has been on the rise, prompting a simultaneous increase in scientific study regarding cause, impact, and intervention (Hughes, 2009; Ravindran & Myers, 2012). Research has proposed advances in the treatment of the individuals diagnosed and focused efforts on scholastic, parental, and professional intervention and supports. However, the siblings of ASD children have largely been neglected in this scientific investigation. The purpose of this hermeneutic phenomenological study was to explore neurotypical siblings’ experiences in living with a child diagnosed with ASD. Seven adolescents were selected using criterion, convenience, and snowball sampling. …

Residential Mobility During Adolescence: Even "Upward" Moves Predict High School Dropout, Molly W. Metzger, Patrick J. Fowler, Bennett Kelberman

Center for Social Development Research

Racial and economic segregation have long endured as systemic challenges in U.S. metropolitan areas. To combat the inequalities of segregation, two broad policy approaches have emerged: (1) preservation stresses investment in low-income neighborhoods, and (2) mobility stresses moving households in low-income areas to more affluent areas. Our recent study reveals some possible unintended consequences of the latter approach, particularly for adolescents. We find that moving during adolescence is associated with decreased odds of graduating from high school, even when moving to significantly higher income neighborhoods.

Voices Of Youth, Parents, And Stakeholders: Findings From Case Studies In The Youthsave Project, Li Zou, Sarah Myers Tlapek, Margaret S. Sherraden, John W. Gabbert, Amy Ritterbusch, Ernest Appiah, Dorcas Opai-Tetteh, Githinji Njenga, Joseph Kieyah, Sharad K. Sharma, Jyoti Manandhar, Manik Maharjan

Center for Social Development Research

Voices of Youth, Parents, and Stakeholders: Findings From Case Studies in the YouthSave Project

Re-Imagining Our Curriculum: Critiquing Meaningful Reflection And Threshold Concepts In Practice Education: Knowing It All, Aoife Prendergast

Stream 2: Curriculum

Humanities education, particularly in the areas of early childhood education and applied social studies must engage with professional practice education. There is urgency for the need for practitioners and educationalists to communicate, and for practitioners to be aware of developments in educational theory. The idea of ‘threshold concepts’ is currently widely discussed by educationalists. Threshold concepts are described as areas of knowledge without which the learner cannot progress, and which, when grasped, lead to a transformation in the learner’s perspective and understanding. Much is known about the purpose of placement educators, but how their role is implemented is subject to …

Community Partner Perspectives Of Dukeengage: 2011–2013, Sarita Barton, Amanda Moore Mcbride, Jaclyn Demarse Purtell

Center for Social Development Research

Community Partner Perspectives of Dukeengage: 2011–2013

Heterogeneous Effects Of Child Development Accounts On Savings For Children's Education, Jin Huang, Youngmi Kim, Michael Sherraden, Margaret Clancy

Center for Social Development Research

In this study, we use data from SEED for Oklahoma Kids (N = 2,77), a statewide policy experiment testing Child Development Accounts (CDAs), to examine effects on individual savings for children’s postsecondary education. Built on the account structure of the Oklahoma 529 College Savings Plan, the experiment automatically opened state-owned 529 accounts for children in the treatment group with a $1,000 initial deposit, and encouraged their caregivers to open and save in participant-owned 529 accounts. Using quantile regressions and statistical match, the study focuses on the effects of CDAs on the shape of the savings distribution among participants who hold …

Motivating Students Through Classroom-Based Service Learning: Toward Adoption And Impact, Anne S. Robertson, Amanda Moore Mcbride, Saras Chung, Allison Williams

Center for Social Development Research

Motivating Students Through Classroom-Based Service Learning: Toward Adoption and Impact

Automatic Deposits For All At Birth: Maine's Harold Alfond College Challenge, Margaret M. Clancy, Michael Sherraden

Center for Social Development Research

The first statewide Child Development Account (CDA) in the United States announced a major change in strategy to automatically enroll all newborns. Evidence from CDA research has contributed to the decision by the College Challenge to remove its original opt-in requirement—in which parents must enroll their newborns in the state’s 529 college savings plan to receive a $500 grant—in favor of universal enrollment—in which every child is enrolled automatically at birth with a $500 grant.

Student Debt And Declining Retirement Savings, William Elliott, Michal Grinstein-Weiss, Ilsung Nam

Center for Social Development Research

In this study, the authors use the Survey of Consumer Finances (SCF) to determine whether student loan debt is associated with retirement savings. They find that the median 2009 retirement savings amount for households with no outstanding student loan debt ($55,000) is nearly twice as high as it is for households with outstanding student loan debt ($25,000). Further, multivariate statistics indicate that a household with a four-year college graduate, outstanding student loan debt, and median retirement savings ($80,983) in 2007 incurred a loss of 52% of those retirement savings in 2009 contrasted with household with a similar household with no …

Is Student Debt Compromising Homeownership As A Wealth-Building Tool?, William Elliott, Michal Grinstein-Weiss, Ilsung Nam

Center for Social Development Research

In this study, the authors use 2007–2009 Survey of Consumer Finance longitudinal data to examine if having student loans affected home equity during the Great Recession. We find that median 2009 home equity ($90,000) for households with no outstanding student loan debt is twice as high as that of households with outstanding student loan debt ($45,000). Further, multivariate statistics reveal that a household with a college graduate, median 2007 home equity, and student loan debt had $54,334 (40%) less home equity in 2009 than a household with a college graduate, median home equity, and no college debt. The main policy …

Child Development Accounts And College Success: Accounts, Assets, Expectations, And Achievements, Sondra G. Beverly, William Elliott, Michael Sherraden

Center for Social Development Research

Child Development Accounts (CDAs) can contribute to financial preparation for college and the development of a college-bound identity in multiple ways and so increase the likelihood of college success. The pathways from CDAs to college success proposed in this paper are grounded in theory and evidence, but more research on the impact of CDAs is needed.

The Impact Of Family Assets And Debt On College Graduation, Min Zhan, Deidre Lanesskog

Center for Social Development Research

The Impact of Family Assets and Debt on College Graduation

Seed For Oklahoma Kids: Experimental Test Of A Policy Innovation In A Full Population, Lisa Reyes Mason, Yunju Nam, Margaret Clancy, Michael Sherraden

Center for Social Development Research

The Center for Social Development at Washington University in St. Louis has implemented an ambitious policy demonstration: SEED for Oklahoma Kids (SEED OK). This initiative uses multiple research methods, including a scientific experiment in a full population, to test a policy innovation. The innovation is providing a Child Development Account (CDA) to all children at birth. In SEED OK, randomly selected newborn children in Oklahoma received a college savings account “seeded” with a $1,000 initial deposit, plus additional components of the SEED OK intervention. This case study describes the multiyear process of designing and implementing SEED OK and sheds light …

Visual Demonstration Of Academic Performance And Parental Involvement In Ghana, David Ansong, Gena A. N. Chowa

Center for Social Development Research

Visual Demonstration of Academic Performance and Parental Involvement in Ghana

Using Balanced Learning Course Design To Reduce Resistance To Diversity Curricula, Misty L. Wall

Social Work Faculty Publications and Presentations

Diversity content is often met with covert and overt resistance in the classroom. Utilisation of a balanced learning model may address classroom resistance. Balanced learning models require ‘backwards’ course planning, equal attention to course content and class process, and a strategic use of cyclical course design to include introduction of new materiel, experience, followed by personal reflection. Using a balanced learning model moves classroom instruction beyond active learning strategies in the classroom, but can present unique challenges for instructors. While not without challenges, utilising a balanced learning model proves useful during course design and delivery of a graduate course on …

Small-Dollar Children's Savings Accounts, Income, And College Outcomes, William Elliott, Hyun-A Song, Ilsung Nam

Center for Social Development Research

In this paper, we examine the relationship between children’s small-dollar savings accounts and college enrollment and graduation by asking three important research questions: (a) are children with savings of their own more likely to attend or graduate from college, (b) does dosage (having no account; having basic savings only; or having savings designated for school of less than $1, $1 to $499, or $500 or more) matter, and (c) is designating savings for school more predictive than having basic savings alone? We use propensity score weighted data from the Panel Study of Income Dynamics (PSID) and its supplements to create …

Reducing Student Loan Debt Through Parents’ College Savings, William Elliott, Ilsung Nam

Center for Social Development Research

One policy rationale for promoting Child Development Accounts (CDAs) is that they may help reduce college debt, but no research provides evidence of this. Research does suggest that high-dollar student loans ($10,000 or more) can reduce the probability that lower income students in particular persist in and graduate from college. In this study, we find evidence to suggest that parents’ college savings may reduce the probability that students accrue high-dollar student loan debt across all income levels with the exception of high-income students. Based on this and evidence from separate research on small-dollar children’s savings accounts, we suggest that it …

Parental Involvement And Academic Performance In Ghana, Gina Chowa, David Ansong, Issac Osei-Akoto

Center for Social Development Research

Parental Involvement and Academic Performance in Ghana

Learning To Vote: Informing Political Participation Among College Students, Suzanne Pritzker, Melanie J. Springer, Amanda Moore Mcbride

Center for Social Development Research

To inform universities’ capacity to encourage student political participation, we examine associations between four civic influences—civic instruction, deliberative course-based discussion, community service, and service learning—and youth participation during the 2008 presidential election. These four influences were selected because they are commonly integrated into higher education environments. Using an original survey, we employ a broad definition of political behavior to explore ways college students express themselves politically and to examine potential influences on their participation. We hypothesize that students exposed to civic influences are more likely to vote and engage in other participatory activities than those who lack such exposure. Findings …

Long-Term Follow-Up Of Individual Development Accounts: Evidence From The Add Experiment, Michal Grinstein-Weiss, Michael Sherraden, William M. Rohe, William Gale, Mark Schreiner, Clinton Key

Center for Social Development Research

Long-Term Follow-Up of Individual Development Accounts: Evidence From the ADD Experiment

Hearing Voices. A Response To “Case Study Of A Participatory Health-Promotion Intervention In School”, Christopher J. Harrist Ph.D.

Democracy & Education

Venka Simovska’s article “Case Study of a Participatory Health-Promotion Intervention in School” provides important insights regarding the active involvement of youths in service programs. This response essay extends Simovska’s discussions and frames them within three key areas: positive youth development, youth voice, and meaningful participation. The paper agrees with Simovska’s assertions that more process-centered research is needed to identify and explain what happens within a program that yields positive development. While many youth workers verbally declare that the focus of their programs is the youths they serve, many fail to carry out this claim with their actions. Youth practitioners must …

Experience Corps: Pathway To New Engagement, Nancy Morrow-Howell, Stacey Mccrary, Yung Soo Lee, Amanda Mcbride

Center for Social Development Research

Experience Corps: Pathway to New Engagement

Educators' Attitudes Toward Outdoor Classrooms And The Cognitive Benefits In Children, Carlie Speedlin

Department of Environmental Studies: Undergraduate Student Theses

A case study was organized at a K-5 elementary school in Lincoln, Nebraksa. This school is Saratoga Elementary School and is a United States Title I Distinguished School1 under No Child Left Behind. It has a population of 266 students, with 47% being minority, 1% gifted, and 28% special education (LPS School Profile Brochure). 80% of the student population is eligible for free/reduced meals, implying that it’s a school with a lower socioeconomic status. At this school a garden space was constructed and an after school garden club was implemented for this case study. The club had been running since …

Do Parental Assets Matter For Children's Educational Attainment?: Evidence From Mediation Tests, Youngmi Kim, Michael Sherraden

Center for Social Development Research

This study investigates (1) the effects of parental assets on children’s educational attainment from high school completion to college degree attainment, and (2) mediating roles played by parental involvement, child’s educational expectations, and child’s self-esteem. The study sample (N=632) is drawn from the Child and Young Adult data supplement to the National Longitudinal Study of Youth 1979. Results indicate that parental assets are associated with children’s later educational attainment. Financial assets and home-ownership are significantly associated with high school completion and college attendance. In addition, family income becomes non-significant when specific measures of assets and liabilities are taken into account. …

Assets And Liabilities, Race/Ethnicity, And Children's College Education, Min Zhan, Michael Sherraden

Center for Social Development Research

This study examines the extent to which household assets and liabilities are related to disparities in children’s college attendance and college graduation among White, Black, and Hispanic families. Results indicate that, after household assets are considered, a substantial portion of the Black-White gap in college attendance and college graduation disappears, and a small portion of the Hispanic-White gap in college graduation also disappears. Separate analyses of children from each racial/ethnic group further indicate that family income and financial assets are related to White children’s college attendance and graduation, but nonfinancial assets and unsecured debt are associated with college attendance and …

Parental Income, Assets, And Borrowing Constraints And Children's Post-Secondary Education, Jin Huang, Baorong Guo, Youngmi Kim, Michael Sherraden

Center for Social Development Research

This study is a test of two theoretical models linking parental economic resources to children’s post-secondary education, namely, short-term borrowing constraints and long-term family background. a series of structural equation models (SEM) are tested using data from a sample of young adults (N=650) in the Panel Study of Income Dynamics (PSID). To further understand the role of parental resources in children’s education, analyses are conducted for both income and assets, with assets measured by liquid assets and net worth. Findings indicate that both income and assets have consistent long-term associations with children’s college entry. When measures of household wealth are …

Parental Assets And Children's Educational Outcomes, Vernon Loke, Paul Sacco

Center for Social Development Research

Several countries, including Canada, Singapore and the United Kingdom, have enacted asset-based policies for children in recent years. The premise underlying these policies is that increases in assets lead to improvement in various child outcomes over time. But little existing research examines this premise from a dynamic perspective. Using data from the NLSY79 mother and child datasets, two parallel process latent growth curve models are estimated to examine the effects of parental asset accumulation on changes in children’s math and reading achievement over six years during middle childhood. Results indicate that the initial level of assets is positively associated with …