Educationhttp://hdl.handle.net/10139/7742024-03-19T07:26:59Z2024-03-19T07:26:59ZExploring the Experiences of Queer Women of Color in Science, Technology, Engineering, and Mathematics Programs: A Narrative InquiryQuigley, Yasminhttp://hdl.handle.net/10211.3/2146602020-03-08T12:30:28Z2019-11-01T00:00:00ZExploring the Experiences of Queer Women of Color in Science, Technology, Engineering, and Mathematics Programs: A Narrative Inquiry
Quigley, Yasmin
Considerable global attention has been placed on science, technology, engineering, and mathematics (STEM) programs and professions crucial to solving global problems (Bianchini, 2013; Singer, 2011; Walker, 2015). Therefore, an increased importance has been placed on recruiting and retaining diverse students in STEM programs across higher education (Martinez, 2012; McGlynn, 2012; National Science Foundation, 2019; Racial and Ethnic Minority Students’ Success, 2011). Although there have been slight shifts among women and underrepresented racial minority (URM) students enrolling in, and graduating from STEM programs (Holman, Stuart-Fox, & Hauser, 2018; Strayhorn, Harper, & Newman, 2010), increasing the representation of women, underrepresented racial minority (URM) students, and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students in STEM requires a nuanced understanding of these student populations and their intersecting identities (Byars-Winston, 2013; Linley et al., 2016). Specifically, this study aims to cultivate the current notions of underrepresented, minoritized and marginalized students in STEM and broaden the understanding of multiply marginalized students living intersectional lives while attending and graduating from their respective STEM programs. This study draws on the stories of five co-researchers who self-identify as queer women of color (QWOC) currently enrolled in a STEM program or recent graduates of a university-level STEM program. This qualitative study utilizes a narrative research design to explore the following research questions: 1) What are the experiences of QWOC in STEM programs? 2) How do QWOC explain their success in STEM programs? This master’s thesis aims to advance our understanding of the experiences of QWOC in STEM.
2019-11-01T00:00:00ZEmpowering Families to Maintain Their Home Language: Effective Strategies to Support Young Dual Language LearningEscamilla, Jennifer T.http://hdl.handle.net/10211.3/2144032019-12-09T19:25:13Z2019-05-01T00:00:00ZEmpowering Families to Maintain Their Home Language: Effective Strategies to Support Young Dual Language Learning
Escamilla, Jennifer T.
This research study examined teachers’ communication practices with families of children who are dual language learners (DLL). Effective ways of communicating with families of DLL is essential to promoting participation in their child’s education and supporting engagement with their dual language learning. This research benefits early childhood education programs by examining how teachers can more effectively support DLL children and families. This study adds to the existing body of literature concerning strategies that support both early childhood educators and DLL young children and families. Administrators or staff in leadership positions with early childhood programs could benefit by incorporating essential communication strategies that support DLL children and families. Early childhood education programs may benefit from the results of this study by understanding the importance of culturally and linguistically responsive partnerships with DLL families. This qualitative case study included interviews with 10 teachers and seventy-four families from a state funded preschool program. All participants completed a survey. Five teachers and 10 families participated in an in-depth, semistructured interview. The research study’s findings explore challenges encountered and effective strategies for supporting young DLLs and their families in the following areas: a) barriers using technology; b) limited translation materials available in the home language; c) importance of collaboration between teachers and families. This study includes discussion, implications, and recommendations for early childhood education program staff and administrators to consider when supporting young DLL children and their families in preschool classroom settings.
Keywords: Dual Language Learners, family engagement, collaborative partnerships, Latinx
2019-05-01T00:00:00ZExploring the Experiences of Members of a Social Co-Educational Latino Fraternity: A Narrative Study of Sense of BelongingSánchez, Amanda M.http://hdl.handle.net/10211.3/2143542019-12-05T10:50:45Z2019-12-01T00:00:00ZExploring the Experiences of Members of a Social Co-Educational Latino Fraternity: A Narrative Study of Sense of Belonging
Sánchez, Amanda M.
Media is in our lives daily and what we see or hear tends to stick with us (Appel &
Weber, 2017). However, when anecdotal commentary cast generalizations across all members of a community it becomes problematic (Ortiz & Thompson, 2019). Greek life is no exception to criticism, stereotypes, and or other generalizations but there is more to these organizations than is portrayed in social media and other media outlets.
Media attention has put Greek life and its relevance into question leaving outsiders with an incomplete narrative. Selective media coverage leaves an impression that all Greek life organizations are uniform when they are more ambiguous. As an alumna of a co-ed fraternity and in an effort to shed light onto the imbroglio of Greek life, I undertook a narrative inquiry into the experiences and feelings of belongingness as expressed by members of a Social Coeducational Latino fraternity. This narrative project utilized a semi-structured, one-on-one interview protocol to address the following questions: How do students who belong to a Social Co-educational Latino fraternal organization describe their experiences as members of the organization? The second, how do students who belong to a Social Co-educational Latino fraternity describe their sense of belonging on a college campus? In balance with the demands of the life as a student, the literature on student engagement suggests that participation in extracurricular activities contributes to feelings of belongingness both among peers and within campus culture (Astin. 1999; Baker, 2008; McClure. 2006; Nunez, 2009; Strayhom, 2012).
In-depth interviews were conducted with five members of the same Social Coeducational Latino Greek organization from several colleges and universities in the Mid-West region of the United States. While each member found their way to the fraternity at different times and through various avenues, the interviews revealed the rich and unique experiences among participants. Listening to five diverse stories of Greek life membership and unique college experiences supported findings in the literature on student involvement and sense of belonging. This project concludes with recommendations for future programming, policies, and future research in higher education.
2019-12-01T00:00:00ZUndergraduate Student Perceptions On the Use of Cognitive StimulantsClaus, Mackinzeehttp://hdl.handle.net/10211.3/2141342019-11-08T03:06:42Z2019-11-01T00:00:00ZUndergraduate Student Perceptions On the Use of Cognitive Stimulants
Claus, Mackinzee
In the 1990s, the use of cognitive stimulants such as Adderall and Ritalin, increased significantly across college campuses in the United States (Cassidy et al., 2015). Many students have claimed that the used non-medical prescription ADHD-stimulants has become a college campus norm (Babcock & Byrne, 2000). Although there is research on college students use of non-medical cognitive stimulants not much has been done to examine this epidemic. This study investigates the lived experiences and perceptions about non-prescribed cognitive stimulants among college students. Exploring student perceptions on the use of non-prescribed cognitive stimulants invites leaders in higher education to reevaluate the demands placed on, and the strategies employed by students to fulfill their college requirements and meet their academic goals. To accomplish this, a modified phenomenological (Moustakas, 1994, as cited in Creswell, 2007) and narrative research design (Clandinin & Connelly, 2000) was used to inquire into the lived realities of participants. This qualitative study explores the following research questions: What are undergraduate students’ perceptions on the use of non-prescribed cognitive stimulants such as Adderall and Ritalin? And, according to undergraduate students, what are the circumstances that contribute to the use of non-prescribed cognitive stimulants such as Adderall or Ritalin?
2019-11-01T00:00:00Z