Sense of Belonging and Inclusion among Non-Christian Students at Jesuit Catholic Universities: A Qualitative Study

Quinonez, Angelica Nohemi ProQuest Dissertations & Theses University of Sout 2021 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this qualitative study was to better understand how students from minoritized religious traditions and non-religious belief systems experience a sense of belonging and inclusion at Jesuit Catholic universities. Specifically, the study sought to determine the influence of Christian privilege on the experience of non-Christian students, how students find and build community, whether Jesuit Catholic universities provide spaces for non-Christian students to exercise their beliefs, and how the religious and spiritual development of all students is supported. This study implemented a qualitative approach and utilized individual interviews with 16 non-Christian and four Christian undergraduate students. As this study took place amid the COVID-19 pandemic, interviews were conducted in a virtual setting and limited to student participants from the second year through final year of undergraduate study. Bronfenbrenner’s (1979, 2005) Ecological Systems Theory and Hurtado et al.’s (1998, 1999) Enacting Diverse Learning Environments Theory served as the theoretical framework for this study to understand the personal and educational environments of non-Christian students. The findings from this study indicate a need for Jesuit Catholic universities to establish more inclusive policies that welcome the free expression of religious and spiritual traditions, the need for more intentional interfaith programming and dialogue, and ongoing support and education for the campus community.

Unsettled Lives: Medicine, Culture, and Transgender Subjects

Psihopaidas, Demetrios ProQuest Dissertations & Theses University of Sout 2018 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In a curiously sudden and remarkably consistent shift since the turn of the century, health policymakers on a global scale have, with some urgency, devoted increasing amounts of time and energy to reconsidering established policies about or affecting transgender persons – those for whom moving away from the sex/gender assigned to them at birth is a significant life project. Since medical technologies may be used to adjust one’s body to be more in line with one’s gender identity, the medical, legal, and political implications of cross-gender identification, referred to variously as transsexualism, transgenderism, trans*, and others in different eras, have periodically emerged in local health policy debates since the early 1900s. Yet the degree of attention to transgender related policies is unprecedented. “We can barely keep up with all of the new improvements in access to [health]care,” declared the director of the National Center for Transgender Equality in the summer of 2014. Importantly, this shift has occurred in the absence of any significant changes to transgender population size, health, or the quality, availability, and cost of technologies of gender transition.To understand this peculiar shift, this dissertation examines the broader historical and cultural contexts in which transgender gets constructed as a public problem. One might take for granted that one is entitled to a “right to health,” that transgender persons necessarily need access to medical technologies governed by health institutions in order to be their “authentic selves,” and that it is quite inevitable, therefore, that “transgender rights” organizing would entail health advocacy as a central component. A classic “medicalization” perspective would suggest that the category transgender only exists because of medical science and through medical technology, thereby making it inevitable that health institutions would have to grapple with the proper way to regulate access to medical interventions for a newly politically powerful transgender community. But none of these associations are inevitable; health as human right and medical intervention as a route to authenticity of the self have come to be understood through processes of meaning-making, meanings that must be articulated across time, institutions, and interactional settings. This dissertation explains how certain kinds of meanings in certain settings became patterned enough that they might be taken for granted; that process is the process by which public problems are constructed.In chapter two, I advance our understanding of the shifts in transgender health policy in the contemporary moment by analyzing a similar surge of interest among scientists, providers, and health policymakers that occurred nearly 50 years earlier. In the mid-twentieth century, Johns Hopkins Hospital opened the first gender identity clinic in the United States. This clinic reflected and participated in efforts to (re)define the “proper” relationship between transgender subjects, medicine, and health policy at the time. Drawing from international archival research, this chapter identifies discursive patterns in the language used to (re)shape the relationship between transsexuals and health policy. I show that there was a consistent imperative to produce scientific evidence and to base transgender health policy upon that evidence. Specifically, actors called for the production, interpretation, and application of evidence to specify a diagnosis and to regulate and standardize gender transition-related care. I use the concept “discursive repertoires” to situate these patterns in the broader cultural context of the time. I argue that the discursive patterns during this period, as well as the available evidence about transsexual persons, are remarkably similar to that of the contemporary moment; however, due to differences in the discursive repertoire of scientists and providers at the time, dramatically different conclusions were reached.In chapter three, I argue that research showing how strategic claims of transgender advocates and allies have driven these shifts does not address the formative role cultural context has played in strategic claims-making. Drawing from participant observation at a national convening of providers, I show that one symbolic maneuver was central to claims-making; in this maneuver, participants mixed together symbolic categories reflecting commitments as both activists and objective scientists. Specifically, when the content of a particular claim was not based on scientific evidence, the claim was articulated in a way that reflected a primary obligation to objective science. Conversely, claims that emphasized objective scientific evidence reflected an obligation, not to objective scientists, but to transgender communities or social justice. This symbolic maneuver allowed participants to make claims that were understood as both transgender-affirming and scientifically objective. This blending of categories and obligations is conceptualized here as “hybrid styling” and implications of this concept for future research are discussed. These findings demonstrate that cultural context plays a role in the ongoing organization of scientific consensus regarding the “proper” relationship between transgender subjects, clinical medicine, and health policy.In chapter four, I examine how the meanings that shape medical decision-making and health policy also affect the way transgender persons understand and communicate their sense of self. I argue although recent scholarship focuses on the increasing significance of processes of standardization in contemporary social life, much less attention has been given to how standardization impacts intimate life, and how intimate standards are made meaningful in interaction. Drawing from participant observation in online transgender groups, I examine how the medical standardization of transsexuality, known as the ‘wrong-body’ model, impacts the way users understand and communicate their gendered self. I show how rather than simply adopting the wrong-body model, participants use its language and logic in ironic and playful ways that carve out spaces for ways of knowing the self that feel authentically their own. This case shows how intimate standards become part of the language of the self in ways that may be unexpected.This dissertation’s robust theoretical framework and multi-method research design permit an unusually comprehensive analysis of the broad and complex social forces behind the curious emergence and diffusion of transgender-affirmative health policies since the turn of the century. The broader implications of this project are that it advances an understanding of how the perceived strategic interests of the many actors that converge in the making of health policy – scientists, medical care providers, patients, advocates, policymakers, and others – are shaped by and in turn shape broader social forces. The intellectual merit of this project is that it innovates a mixed-methods approach including traditional and virtual ethnography, digital and print archival research, survey methods, and in-depth interviews. Through this triangulation of methods, this dissertation is capable of balancing analytic depth and generalizability, historical grounding and contemporary relevance. The practical implications of the findings are of significant interest to community organizations, policymakers, and medical care providers, while the theoretical implications inform scholars of science/medicine, culture, gender, organizations, and public health.

A Methodology for Transforming the Student Experience in Higher Education: A Promising Practice Study

Kovach-Hayes, Elizabeth A ProQuest Dissertations & Theses University of Sout 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation is a case study of State Public University (pseudonym), a large, public university in the United States, and the promising practice that improved student learning by redesigning an Information Technology course (pseudonym IT-101). The stakeholders were faculty who were involved in the redesign. As part of this qualitative study, interviews were conducted to identify faculty assets in the areas of knowledge, motivation, and organizational resources that enabled them to increase student learning. Supporting data was collected from the external consultants who assisted them. In addition, documents were reviewed to supplement data obtained in interviews. The research questions that guided the study were designed to identify the faculty knowledge and motivation that enabled them to redesign the course to improve student learning outcomes, to determine the interaction between organizational culture and faculty knowledge and motivation, and to determine what recommendations may be appropriate for implementing the promising practice at other organizations. Results showed that faculty had the expertise to redesign the course, were self-motivated, and that the organization provided resources to support their effort. A key recommendation is that organizations who want to improve employee performance should consider the collaboration, stakeholder engagement, management support, self-efficacy, and willingness to take risks that permitted faculty to improve student learning at State Public University.

International Student Recruitment at a Public University in the Midwest: A Gap Analysis

Peters, Scott ProQuest Dissertations & Theses University of Sout 2021 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examinedcollaboration around international student enrollment and retention to the Midwest EnglishCenter (the Center) at a large Midwestern public university. The purpose of this study was toidentify the knowledge and skills, motivation, and organization challenges that contribute to theCenter’s gap in accomplishing its organizational goal. The Center’s goal is to (a) prepare theirstudents linguistically, academically, and culturally for university life; (b) provide services toenhance their adjustment and achievement; and (c) advocate for ESL and international students.Mixed methods were used to collect survey data from 30 participants and focus group data forfour participants to identify and validate the knowledge and skills, motivation, and organizationroot causes that may contribute to the students’ role in achieving the Center’s goal. Findingsshow that in general the students, the stakeholder of focus, have sufficient motivation and receivesufficient organizational support but are lacking in the knowledge necessary to apply andtherefore increase enrollment. Based on the findings, solutions drawn from the research literatureare offered to address these challenges. This study demonstrates how various stakeholders cansystematically apply the Gap Analysis framework to address performance issues whenimplementing Center-wide collaboration around student enrollment.

Advancing Black Identity and Culture in Predominantly White Colleges and Universities: A Promising Practice Study

Belay, Tadios ProQuest Dissertations & Theses University of Sout 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined Black cultural and identity development, campus climate, faculty support, socioeconomic factors, retention and completion rates, and sense of belonging of Black students attending a predominately White institution. The purpose of this study was to gain insight on Black students’ perception of the role and support of staff at the Center for Black Cultural and Student Affairs in creating a sense of belonging and in advancing Black culture and identity. Using the Clark and Estes gap analysis model, findings pertaining to knowledge, motivation and organizational assets reflect the students’ perception of what staff provides at the Center.Participants reported high levels of staff knowledge related to Black identity and culture, racial development theories, and a passion for working with students. Participants also described a supportive and engaging environment that help develop a sense of belonging among Black students, and the clear alignment of the Center’s mission with the university. Recommendations include investment in human resources and program funding and bring students, staff, and faculty together and use data to address the challenges facing Black students.

A Methodology for Transforming the Student Experience in Higher Education: A Promising Practice Study

Kovach-Hayes, Elizabeth A ProQuest Dissertations & Theses University of Sout 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation is a case study of State Public University (pseudonym), a large, public university in the United States, and the promising practice that improved student learning by redesigning an Information Technology course (pseudonym IT-101). The stakeholders were faculty who were involved in the redesign. As part of this qualitative study, interviews were conducted to identify faculty assets in the areas of knowledge, motivation, and organizational resources that enabled them to increase student learning. Supporting data was collected from the external consultants who assisted them. In addition, documents were reviewed to supplement data obtained in interviews. The research questions that guided the study were designed to identify the faculty knowledge and motivation that enabled them to redesign the course to improve student learning outcomes, to determine the interaction between organizational culture and faculty knowledge and motivation, and to determine what recommendations may be appropriate for implementing the promising practice at other organizations. Results showed that faculty had the expertise to redesign the course, were self-motivated, and that the organization provided resources to support their effort. A key recommendation is that organizations who want to improve employee performance should consider the collaboration, stakeholder engagement, management support, self-efficacy, and willingness to take risks that permitted faculty to improve student learning at State Public University.

A Policy Analysis of Performance-Based Funding in the State University System of Florida

Alesnik, Monika ProQuest Dissertations & Theses University of Sout 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Performance-based funding in the State University System of Florida is the principle legislative based funding method for the states 12 public universities. The system and the policy is governed by the Florida Board of Governors. However, Florida’s legislative branch has ultimate authority in regards to the policy. There is a gap of knowledge on the critical factors which led to the development, implementation and adoption of this policy. Data were collected using primary and secondary document analysis as well as through interviews with individuals in the following groups: elected officials, higher education leaders, staff, financial or policy influencers and other higher education stakeholders. Four themes emerged from the analysis of the data; the economy, accountability, the “political-ness” of Florida as well as the importance of investing in the state’s public higher education system. Using Kingdon (2011) Agendas, Alternatives, and Public Policies as the theoretical framework of the study, the themes were then interpreted using Kingdon’s three streams: the problem stream, the policy stream and the political stream which converge to create policy. The themes aligned with and expanded the understanding of the critical factors which led to the adoption and continued use of performance-based funding in the State University System of Florida. Suggestions for future research were also identified.

Employee Engagement in College Admissions Counseling

Peterson, Tyler Morris ProQuest Dissertations & Theses University of Sout 2021 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Employee engagement, or the extent to which an employee is fully immersed in their work can lead toward higher retention, greater productivity, and increasing profits in a workplace environment. Engagement is driven by a variety of conditions, and when met has the ability to provide many positives in a work environment. Conversely, a lack of engagement, or burnout has short term and long term consequences to an employer. This study explored drivers of engagement through the Clark and Estes (2008) gap analytic framework in looking at assumed knowledge, motivation, and organizational needs toward increasing levels of engagement. This study was conducted in a university setting, placing emphasis on the junior level admissions counselors. These are employees largely responsible for recruiting high school and community college students to attend this particular four-year university. A review of literature explored engagement in a wide variety of sectors. Although engagement literature in college admissions was limited, much of the literature reviewed is appropriately applied. The influences were either validated or not validated through semi-structured interviews, and document analysis where available. Findings revealed needs in areas of knowledge and motivation, with overwhelming data suggesting support from the organization is a critical driver of engagement. Following these findings, an innovative model is recommended in the form of an admissions counselor development institute, and appropriate implementation and evaluation models are provided. These recommendations are designed to increase levels of engagement and can be applied to other higher education organizations.

Predicting Transfer Student Degree Completion at the University of South Florida - Tampa Utilizing Pre-matriculation Data

McDonald, Danielle Busson ProQuest Dissertations & Theses University of Sout 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to analyze the ability of demographic and academic pre-matriculation variables to predict degree completion of transfer students at the University of South Florida –Tampa. The University is situated in a state with performance-based funding and with a high number of students who transfer from Florida College System community and state colleges to the university. Transfer students are predicted to become an additional population included in performance metrics thus increasing the need for the university to begin to analyze degree completion barriers to shape early intervention.Participants in the study were 970 students who transferred with an AA from a Florid College System institution directly to USF-Tampa and enrolled full-time in fall 2014. Logistic regression was used on demographic variables of race, gender, age, and Pell Grant eligibility to determine the relationship to degree completion within three years of transfer enrollment. Logistic regression was also implemented on academic variables of transfer GPA, declared major, and originating community college to determine the predictive relationship to degree completion within three years of transfer enrollment. The study then included an analysis of the significant predictability of the variables and the strength of the predictive model.Demographic variables had no significant predictive relationship with degree completion. Academic variables of transfer GPA and declared major were found to have significant predictive relationships to degree completion. Transfer GPA was found to have a positive predictive relationship, and academic major was found to have a negative predictive relationship with academic major being more predictive than GPA. The model was found to accurately predict degree completion with a 20% variance. These results provide information for pre-matriculation advising. Advisors can identify students who are at risk to not complete their degree within three years and can give appropriate guidance in class and major selection. This model also creates a foundation the university can build upon to add variables for increased predictive strength of the model. Predictive models have been instrumental to allow universities to create individual interventions in persistence and degree completion.

Cross-Cultural Adjustment: Examining How Involvement in Service-Learning Contributes to the Adjustment Experiences of Undergraduate International Students

Laoboonchai, Napatthorn ProQuest Dissertations & Theses University of Sout 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this qualitative multi-case study was to investigate the social and cultural adjustment experiences of four undergraduate international students who engaged in a semester long service-learning course. This study examined their cultural adjustment through the theoretical lens of acculturation and intercultural learning. The study sought to answer two research questions: 1) What are the challenges undergraduate international students enrolled in service-learning face socially and culturally during their adjustment to a U.S. university? 2) How does participation in a service-learning course contribute to undergraduate international students' social and cultural adjustment process, specifically the development of their intercultural competence? Participants in the study were four freshmen Asian international students at Sunshine University who participated in service-learning in the fall 2015. Data collection from participants included interviews, an observation during a group discussion and document analysis of weekly reflective essays. Findings revealed that, while it was not a silver bullet, participants perceived and reported their participation in service-learning to be beneficial for their social and cultural adjustment experiences, and intercultural learning. By participating in service-learning, participants found themselves gaining more culturally related knowledge about the community while also fostering useful intercultural skills such as communication skills. Service-learning also helped participants to connect their academic course materials and real world contexts. This study recommends that higher education administration and service-learning practitioners work together to integrate service-learning as a co-curricular activity for international students to take part during their initial transition to colleges.