Retaining Out-of-State Freshmen at ASU

Correa, Kevin ProQuest Dissertations & Theses Arizona State Univ 2017 해외박사(DDOD)

College completion has become a national priority in the United States. Before students can graduate from a college or university, however, they must survive their first year in higher education. The retention of out-of-state freshmen is a major piece of the larger college student retention puzzle due to recent national enrollment trends and the financial implications of out-of-state student enrollment. With public universities nationwide receiving less financial support from state governments, many of these institutions have used a strategy of aggressively recruiting and increasingly enrolling out-of-state students because the higher tuition these students pay can help offset the loss of state funding. Despite the importance of out-of-state students to the national higher education landscape, little research has been conducted on out-of-state student retention. This study examined the relation between a resource website and the engagement, sense of belonging, homesickness, and retention of out-of-state freshmen at Arizona State University (ASU). Mixed methods of inquiry were utilized; data sources included a pre- and post-intervention student survey, student interviews, student essay artifacts, website utilization records, and university retention reports. This study demonstrated that freshmen coming to ASU from another state experienced four main challenges related to being an out-of-state student. Those challenges were homesickness, adjusting to living in Arizona, managing finances, and making friends at ASU. Out-of-state students therefore needed extra support for their transition. The study found that an out-of-state student resource website had a positive association with co-curricular engagement and homesickness frequency reduction. Moreover, the site provided useful information on the challenges experienced by out-of-state freshmen. Discussion includes possible explanations for the findings and implications for practice and research.

A Comparative Analysis of the Health Status of Hispanic Children: The Cases of Washington State and Arizona

Hill, Vanessa Nelson ProQuest Dissertations & Theses Arizona State Univ 2016 해외박사(DDOD)

For the last quarter century, Washington State has been ranked in the top third of the United States in health status while Arizona has been consistently around the bottom third. This gap can be partly explained by data related to traditional determinants of health like education, income, insurance rates and income. Moreover, Washington State invests three times more resources in the public health sector than Arizona. Surprisingly, however, Hispanic children in Washington State have poorer health status than Hispanic children in Arizona. This dissertation explores possible explanations for this unexpected situation, using as a conceptual framework the cultural competency continuum developed by Cross. The study consisted of analysis of health-related data from Washington State and Arizona, and interviews with state health administrators, local health departments, community-based organizations and university administrators in both states. This research makes a modest contribution to the role that cultural competence plays in the development and implementation of health policy and programs, and the potential impact of this approach on health status. The dissertation ends with recommendations for health policy-makers and program planners, particularly in states with a significant proportion of minority groups.

From Exclusion to State Violence: The Transformation of Noncitizen Detention in the United States and Its Implications in Arizona, 1891-present

Dingatantrige Perera, Judith Irangika ProQuest Dissertations & Theses Arizona State Univ 2018 해외박사(DDOD)

This dissertation analyzes the transformation of noncitizen detention policy in the United States over the twentieth century. For much of that time, official policy remained disconnected from the reality of experiences for those subjected to the detention regime. However, once detention policy changed into its current form, disparities between policy and reality virtually disappeared. This work argues that since its inception in the late nineteenth century to its present manifestations, noncitizen detention policy transformed from a form of exclusion to a method of state-sponsored violence. A new periodization based on detention policy refocuses immigration enforcement into three eras: exclusion, humane, and violent. When official policy became state violence, the regime synchronized with noncitizen experiences in detention marked by pain, suffering, isolation, hopelessness, and death. This violent policy followed the era of humane detentions. From 1954 to 1981, during a time of supposedly benevolent national policies premised on a narrative against de facto detentions, Arizona, and the broader Southwest, continued to detain noncitizens while collecting revenue for housing such federal prisoners. Over time increasing detentions contributed to overcrowding. Those incarcerated naturally reacted against such conditions, where federal, state, and local prisoners coalesced to demand their humanity. Yet, when taxpayers ignored these pleas, an eclectic group of sheriffs, state and local politicians, and prison officials negotiated with federal prisoners, commodifying them for federal revenue. Officials then used federal money to revamp existing facilities and build new ones. Receiving money for federal prisoners was so deeply embedded within the Southwest carceral landscape that it allowed for private prison companies to casually take over these relationships previously held by state actors. When official policy changed in 1981, general detentions were used as deterrence to break the will of asylum seekers. With this change, policy and reality melded. No longer needing the pretext of exclusionary rationales nor the fiction of humane policies, the unencumbered state consolidated its official detention policy with a rationale of deterrence. In other words, violence. Analyzing the devolution of noncitizen detention policy provides key insights to understanding its historical antecedents, how this violent detention regime came to be within the modern carceral state, and its implications for the mass incarceration crisis.

Contested Memory: Writing the Great Patriotic War's Official History During Khrushchev's Thaw

Mann, Yan ProQuest Dissertations & Theses Arizona State Univ 2016 해외박사(DDOD)

The first official history of the Great Patriotic War appeared in the Soviet Union in 1960-1965. It evolved into a six-volume set that elicited both praise and criticism from the reading public. This dissertation examines the creation of the historiographical narrative of the Great Patriotic War in the decade following de-Stalinization in 1956. The debates historians, Party and state representatives engaged in, including the responses they received from reviewers and readers, shed new light on the relationship between the government, those who wrote state-sponsored narratives, and the reading public. The narrative examined here shows the importance and value placed on the war effort, and explores how aspects of the Stalinist period were retained during the Thaw. By focusing on previously unexplored archival material, which documents debates and editorial decisions, an examination of how officials sought to control the state's explanation of events, motivations and consequences of the war can be examined in-depth. To date, the periodization, terminology and areas of concentration that define the course of the Great Patriotic War are fixated on topics that Stalin's war narrative favored, assigning significance to events according to Stalinist preferences rather than objective analysis. My study of the war's historiography shows how contentious its memory became at every level, making it difficult to clearly discern who represented and opposed the party line throughout Soviet society. The author argues that the collective memory of the war, as propagated by the state, became so all-encompassing that it was often the preferred version, infiltrating individual memories and displacing or blending with personal recollections and factual documentation. Because the war touched the entire population of the Soviet Union, its story became the foundational myth of the USSR, replacing the October Revolution, and was used as a legitimizing tool by Nikita Khrushchev and Leonid Brezhnev. Most recently, it has experienced a revival in the post-Soviet period by Vladimir Putin as a way to unify Russia and build popular support for his administration. Viewing how the public interacted with representatives of the state over the creation of the official history of the war suggests that like no other event, war compels any state, even a totalitarian state, to reexamine its foundations, historical memory, foreign and domestic policies and views on censorship.

A life story of ethnic studies through the eyes of scholars in the field

Anderson, Joy ProQuest Dissertations & Theses Arizona State Univ 2016 해외박사(DDOD)

This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety Zone Theory (SZT) is the concept that historically the U.S. federal government (and to an extent society as a result of this governmental framing) has designated certain elements of minority cultures as "safe" and other elements as "divisive." SZT was originally applied to examine federal Indian education policy in the U.S. In this study, I expand that application to other minority and immigrant cultures within the United States. This research is significant because despite the minority population growth in the United States public school curricula typically only make reference to such groups and their histories a minimal side note (Loewen, 2007; U.S. Census, 2013; Zinn, 2003). For example, in 2010 the Arizona state legislature declared Ethnic Studies illegal on the grounds that it allegedly promotes "anti-American sentiments" (A.R.S. §15--112). Using Seidman's (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the "life story" of this field. Again following Seidman's (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children's introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life.

Periods, Sex, and Social Media: Sexuality Education Among Sub-Saharan African Refugee and Immigrant Women Living in the United States

Ross, Janet Nalubega ProQuest Dissertations & Theses Arizona State Univ 2022 해외박사(DDOD)

This dissertation explores how Sub-Saharan African women now resettled in the United States learn about sex. Prior to the colonization of Sub-Saharan Africa, extended family members such as paternal aunts and grandmothers were responsible for sexuality education for both men and women. Sexuality education often began at puberty and continued across the life span. This sexuality education covered menstruation, pregnancy, childbirth, child spacing and sexual pleasure. However, during colonization sexuality education was moved out of the hands of family members and community members and was now offered in schools. This school-based sexuality education was further disrupted by migration from Sub-Saharan Africa to the United States. Using a qualitative thematic analysis, I explore how sexuality education changed first with colonialism, through migration, and to resettlement in the United States. I then explore how, beginning with puberty, Sub-Saharan African refugee and immigrant women learn about menstruation and sex, and the role of social media in their sex lives. I highlight the role of consistent and comprehensive sexuality education of women in understanding and experiencing their menstruation. Additionally, I discuss how Sub-Saharan African women learn about sex and pleasure from both male and female peers. And finally, I illustrate how Sub-Saharan African women create culturally relevant and religiously specific online counterpublics to discuss and learn about sex. Understanding how Sub-Saharan African immigrant women learn about sex has implications for sexuality education policy in the United States and the role of pleasure in sexual and reproductive health.

Analysis and Control of Space Systems Dynamics via Floquet Theory, Normal Forms and Center Manifold Reduction

Waswa, Peter Moses Bweya ProQuest Dissertations & Theses Arizona State Univ 2019 해외박사(DDOD)

It remains unquestionable that space-based technology is an indispensable component of modern daily lives. Success or failure of space missions is largely contingent upon the complex system analysis and design methodologies exerted in converting the initial ideainto an elaborate functioning enterprise. It is for this reason that this dissertation seeks to contribute towards the search for simpler, efficacious and more reliable methodologies and tools that accurately model and analyze space systems dynamics. Inopportunely, despite the inimical physical hazards, space systems must endure a perturbing dynamical environment that persistently disorients spacecraft attitude, dislodges spacecraft from their designated orbital locations and compels spacecraft to follow undesired orbital trajectories. The ensuing dynamics’ analytical models are complexly structured, consisting of parametrically excited nonlinear systems with external periodic excitations–whose analysis and control is not a trivial task. Therefore, this dissertation’s objective is to overcome the limitations of traditional approaches (averaging and perturbation, linearization) commonly used to analyze and control such dynamics; and, further obtain more accurate closed-form analytical solutions in a lucid and broadly applicable manner. This dissertation hence implements a multi-faceted methodology that relies on Floquet theory, invariant center manifold reduction and normal forms simplification. At the heart of this approach is an intuitive system state augmentation technique that transforms non-autonomous nonlinear systems into autonomous ones. Two fitting representative types of space systems dynamics are investigated; i) attitude motion of a gravity gradient stabilized spacecraft in an eccentric orbit, ii) spacecraft motion in the vicinity of irregularly shaped small bodies. This investigation demonstrates how to analyze the motion stability, chaos, periodicity and resonance. Further, versal deformation of the normal forms scrutinizes the bifurcation behavior of the gravity gradient stabilized attitude motion. Control laws developed on transformed, more tractable analytical models show that; unlike linear control laws, nonlinear control strategies such as sliding mode control and bifurcation control stabilize the intricate, unwieldy astrodynamics. The pitch attitude dynamics are stabilized; and, a regular periodic orbit realized in the vicinity of small irregularly shaped bodies. Importantly, the outcomes obtained are unconventionally realized as closed-form analytical solutions obtained via the comprehensive approach introduced by this dissertation.

Marginalized Significance: Race and Scientific Evidence in the United States Supreme Court

Chin, Jeremiah Augustus ProQuest Dissertations & Theses Arizona State Univ 2017 해외박사(DDOD)

Law and science are fundamental to the operation of racism in the United States. Law provides structure to maintain and enforce social hierarchies, while science ensures that these hierarchies are given the guise of truth. Biologists and geneticists have used race in physical sciences to justify social differences, while criminologists, sociologists, and other social scientists use race, and Blackness in particular, as an explain-all for criminality, poverty, or other conditions affecting racialized peoples. Social and physical sciences profoundly impact conceptualizations and constructions of race in society, while juridical bodies give racial science the force of law---placing legal benefits and criminal punishments into play. Yet, no formal rules govern the use of empirical data in opinions of the Supreme Court. My dissertation therefore studies the Court's use of social scientific evidence in two key cases involving race and discrimination to identify what, if any, social scientific standards the Court has developed for its own analysis of scientific evidence. In so doing, I draw on Critical Race Theory (CRT) and Institutional Ethnography (IE) to develop a methodological framework for the study and use of social sciences in the law. Critical Race scholars generally argue that race is a social and legal construct and racism is endemic, and permanent, while Institutional Ethnography provides a social scientific method for rigorous study of the law by mapping and illuminating relationships of power manifested in social institutions that construct consciousness and place for marginalized groups in society. Combining methods of IE with epistemologies of CRT, I propose Critical Race Methodologies in the study of Fisher v. University of Texas at Austin and Texas Department of Housing and Community Affairs v. The Inclusive Communities Project, Inc. These two cases from recent terms of the Supreme Court involve heavy use of social sciences in briefing and at oral argument, and both cases set standards for racial inclusiveness in Texas. Throughout this dissertation, I look at how law and social sciences co-construct racial meanings and racial power, and how law and social science understand and misunderstand one another in attempting to scientifically understand the role of race in the United States.

Inclusive and Accessible Education: Three Essays on Child Care, Kindergarten and K-12 Education

Ali, Umair ProQuest Dissertations & Theses Arizona State Univ 2022 해외박사(DDOD)

This dissertation examines how a variety of demographic factors and policy instruments interact and affect the extent to which education remains inclusive and accessible to the needs of diverse students and families. The dissertation does so in a three-essay format, with each essay respectively aimed at three different stages of education (i.e., Early Childhood Education and Care (ECEC), Kindergarten, and K-12 schools) within the U.S. context. The first essay examines regulations in the context of child care market. Regulations are often justified as a mechanism to enhance quality of child care, but unintended labor market consequences could instead reduce the quantity and quality of services provided. Using a continuous and binary treatment difference-in-differences strategy that exploits unprecedented variation in child care regulations during the period surrounding Covid-19, this study finds that regulations reduced the demand for child care labor and motivated providers to substitute away from high-skilled labor. The second essay examines Arizona’s full-day kindergarten expansion between 2004-2010. This expansion implicitly acted as a subsidy for child care, by reducing the required number of after-school care hours. Using a difference-in-differences framework, this study finds that the availability of full-day kindergarten increased employment among some subgroups of mothers with age-eligible children. Finally, the third essay is set in the context of immigration and K-12 demographics. The theory of native flight suggests that U.S. born subpopulations move away from neighborhoods which receive higher numbers of immigrants. Merging school level data with the U.S. census data over the years 2005-2019, I use an instrumental variable approach to find that U.S. born students show heterogeneous patterns of flight in response to immigration. The dissertation showcases the relevance of certain policy variations and demographic characteristics in the context of affordability, diversity, and access in education.

A History of the Coolidge High School Band: Building a Rural Program through Community Engagement and Stakeholder Support, 1935–1980

Anderson, Roger E ProQuest Dissertations & Theses Arizona State Univ 2019 해외박사(DDOD)

This study examined the forty-five year history of a rural band program in Coolidge, Arizona from 1935–1980. Research questions included investigation into the band’s place in the diverse populations with whom they interacted, the stakeholders, and support from the community. Circumstances of the creation of the town, the high school and band, the stakeholders involved in those processes, the ensembles (including learning and teaching), and outside influences such as national level music policies, ecological, and socio-political events were a necessary part of the study. High school yearbooks, student-written newspapers, and local newspapers were consulted for the bulk of the primary-source data. Other sources were also used to corroborate biographical information about band directors, administrators, and influencers outside of Coolidge High School. The most significant finding was that over the forty-five years investigated, the unwavering community support sustained a strong music program in the rural town, even though teacher turnover was high. Publicly demonstrating learning and teaching, the Coolidge High School Band program engaged the local community with numerous performances, drew positive attention from state-level community, and was recognized outside of Arizona at least once regionally. The local community demonstrated tremendous support for the band program over the years, including constant communication in the newspapers, attendance at performances, providing of scholarships, and approval of various bond elections to improve facilities that would be used by the band. More research is recommended on rural music programs and community engagement.