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1. Addington, James R. Education and Development in Rural Appalachia: An Environmental Education Perspective.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► This study examines education and development in Appalachia using environmental education as… (more)

▼ This study examines education and development in Appalachia using environmental education as the theoretical basis. Despite over 50 years of public attention to the educational and developmental disparities in the Central Appalachian region, these disparities still exist. Thus, the investigation into a new paradigm seems appropriate (Eller, 2008). The overarching research question seeks to explore whether a sustainable Appalachian perspective can serve to anchor an educational and developmental system that meets the needs of the Appalachian people. This study adopted a naturalistic qualitative approach. Naturalistic inquiry studies real-world situations as they unfold naturally; it also lacks predetermined constraints on outcomes and is characterized by openness to whatever emerges (Patton, 1990; Lincoln & Guba, 1985). The main source of data was through interviews of seven participants through purposeful sampling of information rich individuals. The findings of the study show that the development of a sustainable economy in Appalachia could produce a more affluent and environmentally just life for the region's residents and represents a new paradigm. The findings point out that a sustainable economy in Appalachia must include an agricultural component and that food production and food security is tied to regional ideas of place and identity. Environmental education is seen as a foundation of this development. Finally, the development of a sustainable economy must come from the grassroots, and the development of a mechanism to tie together the constructs of economic empowerment, education, environmental, and ecological justice in a coherent and practical way. The study indicates that Environmental Education can be the mechanism that serves that purpose as it contains all those constructs. I would contend that Appalachia is not unique in this, but that all culture is based in place and that environmental education methods are apropos for education and development methods. The broader application of these conclusions is that communities that express themselves largely through indigenous worldviews should confront the world and their developmental priorities using paradigms that align with environmental education. Advisors/Committee Members: Godwyll, Francis.

Subjects: Educational Theory; Education History; Environmental Education

Keywords: Appalachia; Rural Education; Environmental education; Rural Development; Appalachian Education; Appalachian development

2. Adusah-Karikari, Augustina. Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2008, Ohio University

► Recent research on women's experiences in higher education in Ghana is limited.… (more)

▼ Recent research on women's experiences in higher education in Ghana is limited. These few studies have been insufficient, therefore, to serve as a basis for rectifying the ongoing gender imbalances in higher education. Higher education is the portal to enhancing the status of women, especially in developing societies such as Ghana. Increasing the numbers of women in higher education is not the only answer to obtaining gender equality. Pragmatic solutions are needed to improve gender equality. This study sought to examine the experiences of women in higher education in Ghana by considering the challenges that women face as faculty and administrators. It explored factors that contribute to the underrepresentation of women in senior positions within the universities and further investigated the policies that have been adopted to influence gender equity. Postcolonial feminist theory, which asserts that women were doubly colonialized by imperial and patriarchal ideologies, offers a reasonable way to understand the experiences of women in higher education in Ghana. Twenty faculty members and administrators representing three public universities were selected for this study. Interviews were adopted to highlight the importance of the women's individual voices on issues that affect them. Research findings from in-depth interviews and document analysis showed that women faculty and administrators were highly underrepresented. The majority of respondents cited conflicts in managing their multiple roles as mothers, wives and workers, interrupted careers, impact of family dynamics, lack of mentoring and networks, and the power of the "old boys" network as key issues. The results showed a mixed perception of the prioritization of gender issues within the structures of the institutions. It further revealed that two of the universities in the study have instituted Gender Units to focus on gender issues. Additionally, there is a provision for externally funded opportunities for female faculty and administrators at the universities. However, the patriarchal culture of the universities serves to undermine women's authority and frames their identity in subordinated paradigms. The participants of the study exhibited attributes such as perseverance, ability to plan, and the determination to succeed as pivotal characteristics that aided them in their struggle to advance. Advisors/Committee Members: Godwyll, Francis.

Subjects: Education

Keywords: Women Faculty and Administrators; Women Issues in Higher Education; Higher Education in Africa; Sociocultural Issues in Higher Education

3. Agbemabiese-Grooms, Karen Yawa. “I Want to go to School, but I Can’t”: Examining the Factors that Impact the Anlo Ewe Girl Child’s Formal Education in Abor, Ghana.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► This study explored factors that impact the Anlo Ewe girl child's formal… (more)

▼ This study explored factors that impact the Anlo Ewe girl child's formal educational outcomes. The issue of female and girl child education is a global concern even though its undesirable impact is more pronounced in African rural communities (Akyeampong, 2001; Nukunya, 2003). Although educational research in Ghana indicates that there are variables that limit girl's access to formal education, educational improvements are not consistent in remedying the gender inequities in education. In essence, this research inquiry contributes literature on the subject by examining factors impacting the Anlo Ewe girl child's formal educational outcomes in Abor, Ghana. I employed a qualitative method for this research to inform the ethnographic case study approach in order to answer the research questions. Data was collected in Abor, Ghana, for a three-month period. Data collection strategies included semi-structured interviews, focus group discussions, observations, and analysis of Ghana government education policy documents. The interviews of Anlo Ewe girls, parents, teachers, administrators, opinion and traditional leaders, elders, and clergy on factors that impact girls' formal educational outcomes were analyzed. The findings of the research revealed four major factors that contribute to Anlo Ewe girls formal educational outcomes. The factors included the context of government policies and girl child education initiatives; school environment and administrative structures; socio-cultural; and economic challenges. In the Anlo Ewe socio-cultural milieu, the socialization process is significant in understanding uncodified policies within the home, community, and school that places the girl child in the role of subordination to males; hence, these uncodified policies were essential to why girls drop out of school. The dilemma of male teachers and school administrators in positions of power, the behaviors towards girls in schools, and the local patriarchal sociopolitical structures are major issues that hinder the educational, economic viability, and employment potential of the Anlo Ewe girl child. The mosaic of voices used in this study provided the data needed to draw a larger picture that explains why girls in this study say, Medibe mayi sukuu gake, nyemate ŋui o [I want to go to school, but I can't]. Advisors/Committee Members: Hutchinson, Jaylynne.

Subjects: Education

Keywords: Anlo Ewe; girl child education in Ghana; patriarchy; rural education in Africa; post-colonial education in Africa

4. Agiro, Christa Preston. A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This study employed Critical Discourse Analysis to compare teacher editions of the… (more)

Subjects: African Americans; American history; American literature; American studies; Bible; Black history; Cultural anthropology; Education; Educational sociology; Gender; Language arts; Latin American literature; Literature; Minority and ethnic groups; Native Americans; Native

Keywords: Critical Discourse Analysis; Critical Theory; Christian school; textbook; race; class; gender; sexual orientation; physical ability; mental ability; American literature; teacher edition; Cultural Studies; textbook adoption; textbook publisher

5. Akita, Edward M. Hegemony, Patriarchy and Human Rights: The Representation of Ghanaian Women in Politics.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2010, Ohio University

► The research topic Hegemony, Patriarchy and Human Rights: The Representation of Women… (more)

▼ The research topic Hegemony, Patriarchy and Human Rights: The Representation of Women in Ghanaian Politics, evolved as a result of years of examining the Ghanaian political spectrum, especially the dynamics of political representation and participation which seemed to be skewed towards one particular gender the male. Ghana operates a Parliamentary democracy which calls for fair and equal representation. The research examines the relationship between males and females in Ghana's political sphere, and how that could undermine equal democratic representation. The objective of the research was threefold, 1) researching into how women desiring to enter politics navigate their way into it, 2) how women already in politics navigate the environment and 3) how our Ghanaian socio-cultural context impacts these women. The research was conducted based on five research questions namely: 1) What socio-cultural factors impact women's participation in political positions in Ghana? 2) What are the experiences of women in local and national politics? 3) What radical changes in policies have opened the way for women participation in politics? 4) What are the impediments, challenges, and successes that women in political leadership and non political leadership experience as a result of their gender? 5) What are the contributions of women in leadership to the politics of Ghana? Gramsci's theoretical concept of hegemony and the postmodernist Postcolonial Feminist theory from the perspectives of McClintock and Mohanty, combined with relevant literature on women in politics informed the study. Literature reviewed among others covered areas such as patriarchy, hegemony, global women, women in Ghana, and human rights. The study adopted a phenomenological case study approach. Using this qualitative methodology, this study fills a gap in the literature on women and politics in Ghana in that it uniquely uses the voices of female politicians in Ghana to name their experiences in the political sphere. The experiences of these women, navigating politics within the seemingly entrenched socio-cultural framework forms the basis of this study. Twenty participants were purposively sampled for the study, aged between 28 and 68. The study was conducted through one-on-one interviews using semi-structured interviews with 15 former and current members of Parliament in Ghana as well as some significant others, a focus group interview with 5 participants, observation of parliamentary proceedings, and document analysis of Parliamentary Hansards. The analyses were based on data gathered between November 2009 - January 2010. The research findings reveal a complex socio-cultural matrix in which Ghanaian women find themselves namely; the unequal representation, the reality of not being treated as partners, and the price women pay when they braze the odds to venture into politics. Further, it was shown that Ghanaian socialization processes place women in subordinate positions, and this mentality is carried into public sphere. This particularly compromises the position of women operating in the Ghana's political context. Other findings were the dysfunctional policies of government and political parties. Conclusions drawn were indicative of phenomenal disadvantages society consciously and unconsciously places in the path of women in their quest for political self-actualization. As a way forward, suggestions such as a conscious effort by society in these contemporary times to affect and interrupt entrenched structures to suit the dictates of the times, enforcing and deepening equality among men and women, opening wider the doors to political power for females, and creating a political culture that is both male and female friendly were suggested. Implications for theory, policy, women organizations and other civil society structures as well as contributions to the literature have been discussed. Suggestions for future research have also been given. Advisors/Committee Members: Godwyll, Francis.

Subjects: Education

Keywords: Hegemony; Patriarchy; Human Rights; Women in Politics; Gender Contract; Socialization and Politics; Postcolonial Feminism; Political Tokenism and Culture

6. Alhadi, Esameddin. Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2008, Ohio University

► This study examines the teacher museum institute experience at the Harn Museum… (more)

▼ This study examines the teacher museum institute experience at the Harn Museum in Gainesville, Florida. The proposal this study is built on is that museum education in general and museum teacher programs could function as effective tools that the school system can utilize to help promoting the educational reform movement. The ultimate argument this study attempted to make is that developing educational programs and activities will help to make museums more open towards their communities and will help to attract more audiences.The study focused on the first five teacher institutes that have taken place at the Harn Museum in the years 2002, 2003, 2004, 2005 and 2006. The idea of choosing this number of institutes is to acquire enough data that will make it possible to make comparative study between these institutes in terms of the organizational and administrative aspects as well as in their professional outcome. Also choosing this many number of museums made it possible to examine different teachers' experiences based on their year of participation. The decision of using a combination of qualitative methods including questionnaire and documents analysis in this study was tied to the interest in reaching an interpretive and descriptive analysis of the museum teacher institutes' experience. The qualitative methods employed in this study have proven to be flexible and allowed developing a level of contact with the institutes' participants that eventually made it possible to learn about their perspectives and expectations. They also made it possible to produce rich and detailed data that provided a solid ground for analysis evaluation of the final results. The study showed that a well-planned and carefully executed museum teacher program will result in positive results relating to the advancement of teachers' professional development and the creation of better teaching and learning environments. The findings of this study highlighted the fact that museum and schools share similar objectives and missions, and any effort to strengthen their joint ties and partnerships will be in the best interest of the educational system and the teachers' professional development. Advisors/Committee Members: Howard, William S.

Subjects: Art education; Education; Museums

Keywords: Museum education; museum teacher programs; museum school partnership

7. Annin, Collins. From Messages to Voices: Understanding Girls’ Educational Experiences in Selected Communities in the Akuapim South District, Ghana.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This dissertation is a phenomenological study that sought to understand girls’ educational… (more)

▼ This dissertation is a phenomenological study that sought to understand girls’ educational experiences from the voices and from the perspective of selected stakeholders, particularly girls, at the Akuapim South District of Ghana. Notwithstanding the exponential increase in mass education since Ghana’s independence, educational differentials between boys and girls persisted. The issue is exacerbated by the weaknesses in the quantitative approaches used to address problems in education, which often lack the ability to highlight the day-to-day experiences and the quality of girls’ educational experiences. Adopting a qualitative approach, this study was conducted in four selected rural/urban communities in the Akuapim South District. Data collection was done through focus groups, interviews, and direct observation. Participants for the study included teachers, community leaders, parents, education officers, and girls.From the four communities studied, I found consistency in the stories and challenges girls continue to face in their education. In their own voices, girls and other stakeholders reported that their education is inhibited by lack of financial support, workload at home, negative parental attitudes’, inadequate school infrastructure, negative teachers’ attitudes and low expectation of girls, sexual maturation, as well as attitudes of male students. There were several differences between the views of girls and teachers, parents, and other participants of the study. The insight from the girls’ perspectives justifies the importance paying attention to the voices of children in developing programs which affect them. Furthermore, the study found that the problems girls face is not because of the lack of programs; rather, it is because of the inadequacies, lack of effectiveness, lack of comprehensiveness, and poor quality of programs as well. The study concludes that girls’ educational problems are complex, intertwined, and multifaceted, situated in the home, school, and community as well as a result of the inadequacies in state-run programs. Reaching the goal of quality education for all by 2015 in Ghana will depend on the collaborative effort of the international community, the state, parents and community involvement, and teachers’ commitment and support. The effort should take the form of adequate financial support, change in attitude toward girls’ education, improvement in teacher training and incentives, and effective system of monitoring. Advisors/Committee Members: Godwyll, Francis E.

Subjects: Education; Educational sociology; Elementary education; Gender; Multicultural education; School administration; Teacher education; Womens studies

Keywords: Girls' Education; Voice; Gender; Qualitative Study; Phenomenology; Feminist Perspective; Gender in Education; Ghana; Social Development; Poverty

8. Boyce, Travis D. I am Leaving and not Looking Back: The Life of Benner C. Turner.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This study examines the life of Benner Creswill Turner, who was president… (more)

▼ This study examines the life of Benner Creswill Turner, who was president of South Carolina State College (State College) from 1950 to 1967. On February 8, 1968 there were shootings by police at South Carolina State College, called the Orangeburg Massacre. The prevalent opinion is that the indirect cause of the shootings was due to the poor leadership of the administration at the college, particularly of President Turner. Thus history up to this point has viewed him in a negative manner. However, a new thread of literature has re-examined the lives and administrations of Turner's contemporaries, placing them and their legacies in a different perspective. Thus this study examined Turner's legacy and his life outside of the presidency of State College. This study adopted qualitative research traditions of biography (life history) and case study. I collected and analyzed data through historical primary documents from 12 repositories as well as interviewed 11 information rich participants. The study revealed significant findings with regards to the life, presidential administration, and legacy of Turner. The data revealed that Turner's father was influential in shaping Turner's educational philosophy and approach to administering South Carolina State College. Moreover, the findings show that through institutional racism, Turner's career ambition of establishing a law practice in Georgia was stalled, which redirected him into the field of education. Furthermore, the data uncovers that as president of South Carolina State College, Turner's perceived conservative attitude towards Civil Rights and segregation was misunderstood. Turner sought the material gain for State College and African Americans in the state of South Carolina by working within the system to obtain more money from the state legislature to improve the conditions of South Carolina State College. Additionally, the findings show that Turner's leadership style was not one dimensional, but was multidimensional operating on a leadership spectrum as a transactional, transformational, academic and African American leader. Finally, the data has resurrected his legacy in which he is seen as a man who had a vested interest in South Carolina State College, African American students, and racial uplift. Advisors/Committee Members: Godwyll, Francis.

Subjects: Black history

Keywords: Benner C. Turner; South Carolina State College; Historically Black Colleges and Universities; Critical Race Theory

9. Brooks, Becky A. It is Still a Hearing World: A Phenomenological Case Study of Deaf College Students' Experiences of Academia.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► In the past decade, there has been an increase in the number… (more)

▼ In the past decade, there has been an increase in the number of deaf students attending hearing institutions of higher education. However, research has demonstrated that only one-fourth of these students will graduate (Lang, 2002; Stinson & Walter, 1997; Walter, Foster, & Elliot, 1987). Previous research reviewed, tended to focus on academic outcomes and the identification of social barriers; however, very little work has examined how the norms of the hearing world have influenced deaf students’ perceptions of mainstreamed institutions. In addition, research has not sought solutions to these identified barriers from the marginalized community that experience them, the deaf community. The literature review discussed four models of disability: the moral, the medical, the social, and the biopsychosocial models of disability. In addition, it analyzed the progression of deaf education in the United States of America and how the differing philosophies have influenced current practices within academia. Through an Appreciative Inquiry approach, this phenomenological case study incorporated in-depth interviewing to examine the lived experiences of two undergraduate and two graduate deaf students successfully working toward their degree completion. This study sought to better understand the participants’ experiences and begin a necessary dialogue in identifying successful strategies that have aided in their success. While the participants identified various approaches that facilitated their progress, in this study, the relationship between the student and his/her sign language interpreter and the trust that developed from this relationship were crucial to their success. The power of voice, self-advocacy, motivation, and the academic climate were also important. In addition, a working model of academic interpreting was proposed which incorporated the elements that are critical from the perspective of the participants in achieving success in the educational setting. Advisors/Committee Members: Godwyll, Francis.

Subjects: Communication; Education

Keywords: Deaf Students, Higher Education, Case Study, Phenomenology, Interpreting

10. Chunnu, Winsome M. Whither Are We Drifting? Primary Education Policy in Jamaica.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This study sought to understand the factors that influenced primary educational policy… (more)

▼ This study sought to understand the factors that influenced primary educational policy implementation between 1980 and 1985. Then Minister of Education Mavis Gilmour stated that 80 to 90% of the Jamaican population received no form of education beyond the primary level, and 52% of students who graduated from primary school were unable to read or write. She insisted that major changes had to take place at the primary level to improve the overall education system. This study examines the polices that were introduced to “fix” primary education in Jamaica. This was a qualitative study conducted in two Jamaican parishes; Kingston and St. Thomas. A case study design was utilized in order to gain indepth insight into the policy implementation process, using postcolonial and the political model as theoretical frameworks. Interviews and document analysis were used as the main sources of data. The study revealed that education officers in the ministry stated that policies were communicated, while the majority of teachers insisted that they were never informed by the ministry or education officers about these policies. Instead, they heard about them on television, the radio, or read them in the newspaper if they knew at all. Teachers also insisted that they were never provided with guidelines and policy goals were never communicated to them. The majority of teachers were not aware of an evaluation process although the education officers and the ministry personnel all indicated that an evaluation process was in place. It was also evident that there was a high level of confusion among the implementation team. Lack of parental involvement, poverty and unemployment significantly influenced the consciousness of the value of education. These challenges are compounded by teenage mothers, absentee fathers, uneducated parents, and a low educational level as well as a low literacy level in communities, all of which influenced primary education. There needs to be significant improvement in communicating policies as well as in involving teachers in the consultation and implementation process. Providing policy implementation guidelines is also critical. Policy should be tailored to fix specific problems instead of the “cookie cutter” approach in use now. Advisors/Committee Members: Godwyll, Francis.

Subjects: Education; Educational evaluation; Political science; Public administration

Keywords: Mavis Gilmour; Policy Implementation in Jamaica; Jamacian Primary Education

11. Dadzie, Dominic S. Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This phenomenological research study examined sources available to students for funding education… (more)

▼ This phenomenological research study examined sources available to students for funding education and the experiences of students in public higher education in relation to cost sharing as an educational policy for funding tertiary education in six Ghanaian public universities. The research examines students’ use of social networks in social capital formation to meet challenges of cost sharing. The economic value of social networks within the family, the extended family, the community, and the government in social capital formation to pay for higher education were examined. The study adopted a qualitative methodology using structured, semi-structured, and open-ended in-depth interviews to collect data from 44 students from the six public universities and three administrators. Document sources from the universities, Ministry of Education, GET Fund, and the Ministry of Finance and Economic Planning were also analyzed. The results were transcribed, coded and categorized under emerging themes for analysis and discussion. The findings indicated that a number of qualified students could not have access to university education because of lack of funding. Students from lower-socioeconomic families were mostly affected in the cost sharing policy. Government was seen to be gradually shifting more responsibilities of funding higher education to parents through students’ fees despite the economic situation in the country. Female students faced cultural factors that limited their access to higher education. There were gaps between government policies on enrollment that needed attention of university administrators. Policy on accommodation was not strictly monitored and residential halls were over crowded causing infrastructure deterioration. Procedures for securing student loans were frustrating to students and limited access to these loans. Not all students were using social networks to mobilize social capital in funding their education particularly students from families with patrilineal systems of inheritance used less in comparison to those from matrilineal families. Policy makers have to take into consideration the economic situations of students from lower income families in order to ensure they are not short-changed. Enrollment and accommodation policies as well as loans processing requirements need close monitoring and evaluation Advisors/Committee Members: Godwyll, Francis.

Subjects: Education; Gender; Higher education; School finance; Social structure

Keywords: Cost sharing; Equity; public; higher education; Ghanaian students; access; enrollment; affordable; accommodation policy

12. Gunter, Terry D. Jerry Rose: An Appalachian Man at the Barre'.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2010, Ohio University

► This study is a narrative analysis of one man’s life story. He… (more)

Subjects: Education

Keywords: Appalachia; place; West Virginia; dance; ballet; life story

13. Hess, Michael E. II. The Long Walk with Democracy: Democratic Teacher Narratives in Rural Appalachian Ohio.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2008, Ohio University

► This study examines a group of practicing K-12 teachers who were part… (more)

▼ This study examines a group of practicing K-12 teachers who were part of a grassroots teacher group called the Friday Roundtable. The narratives in this study represent the democratic educational experiences of eleven Roundtable teachers many of whom practice democratic education in rural Appalachian Ohio in spite of increased state and national pressures that often include undemocratic educational expectations. The teachers involved in the Friday Roundtable spent significant amounts of time trying to answer the collective question “How can we be better teachers?” Using individual case studies situated in both a Narrative Inquiry and Appreciative Inquiry design this research examines the democratic educational work of eleven of these K-12 teachers as they seek educational equity in their often underfunded Appalachian Ohio schools. Among its conclusions this study found that most of the eleven Roundtable teachers interviewed had developed a democratic educational layer that was not easily penetrated by undemocratic ideas and educational practices. Ultimately this study brings to light the lasting impact a meaningful, focused, and democratic experience, such as the Friday Roundtable, can have on a group of teachers who are willing to allow the experience to help shape their teaching philosophy, practice and in some cases, life outlook. The undemocratic policies and practices described by the teachers in this study are often the result of the undemocratic education practices coming from the state and national level including the latest high-stakes assessment pressures. In its final turn this study is about a group of people who came together, many with an existing democratic leaning, and engaged in the hard work of any democracy: listing, arguing, debating, and reflecting on ideas as they defined and solidified their collective and individual democratic teaching philosophies. This solidification of democratic educational philosophy has served as an internalized core position for many of these teachers as they responded to, reacted against and at times resisted undemocratic practices and policies in their schools. Advisors/Committee Members: Hutchinson, Jaylynne.

Subjects: Curricula; Education; Teaching

Keywords: Democracy; Democratic Education; Rural Appalachia; Teachers; Grassroots Teacher Organization; Narrative Inquiry

14. Houston, D. Akil. A DJ Speaks with Hands: Gender Education and Hiphop Culture.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2008, Ohio University

► The purpose of this dissertation study was twofold. First, an examination of… (more)

Subjects: African Americans; Curricula; Education; Multicultural education; Womens studies

Keywords: Cultural Studies; Hiphop; gender; Africana womanism; feminism; critical pedagogy; critical theory; African centered; education; hip hop; hip pop; peer mentoring; autoethnography

15. Mensah, Wisdom Yaw. “Marginal Men” and Double Consciousness: The Experiences of Sub-Saharan African Professors Teaching at a Predominantly White University in the Midwest of the United States of America.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2008, Ohio University

► While research literature on faculty of color in predominantly White U.S. academe… (more)

▼ While research literature on faculty of color in predominantly White U.S. academe is growing, very little exists on international faculty from sub-Saharan Africa. The research literature on faculty of color teaching in predominantly White U.S. academe is generally limited to the narratives and experiences of ethnic minorities of the U.S. The quest to qualitatively document the experiences and perspectives of faculty of color in predominantly White U.S. universities cannot be complete without capturing the experiences of sub-Saharan African professors whose presence in predominantly White U.S. universities is growing due to socioeconomic and political challenges in Africa. This study is a phenomenological inquiry into the experiences of sub-Saharan African professors teaching in a predominantly White university in the Midwest of the U.S. The rationale for the study is to gain understanding of the experiences and challenges of sub-Saharan African professors through their narratives. The study investigated the reasons for migrating to the U.S., classroom teaching experiences, experiences with students, other faculty members, and administrators; experiences with tenure, promotion and professional development; experiences with race and racism; experiences with the university academic culture, and coping mechanisms used to deal with challenges. The study revealed that factors such as political instability, better career opportunities, and personal reasons underpinned their reasons to migrate to the U.S. It also revealed that sub-Saharan African faculty had to put extra time and effort into their preparation towards teaching in order to prove themselves competent. The study also shows that sub-Saharan African faculty experienced occasional racist comments from students and complaints about their accent. The study found that while sub-Saharan African professors had congenial and friendly working and social relations with their White peers, they were unsuccessful in forging research collaborations. Some of the sub-Saharan faculty that had African American colleagues indicated having sharp differences in spite of tracing their descent from the same African roots. The study also revealed that 50% of the sub-Saharan professors tenured had bittersweet experiences with their tenure and promotion. Furthermore, the study revealed that the sub-Saharan African professors suffered from a two-world phenomenon, marginality, and loss of social status. Their coping mechanisms included working hard, developing love and passion for their teaching and research, exercising their faith through prayer, deriving support from family and network of friends and other Africans. Advisors/Committee Members: Godwyll, Francis E.

Subjects: Education; Higher education; Teaching

Keywords: Sub-Saharan African Professors; Marginal Men; Double Consciousness; Otherness; Tokenism; Faculty of Color; Predominantly White University

16. Miyafusa, Sumiko. Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This research is a phenomenological study that seeks to understand the challenges… (more)

▼ This research is a phenomenological study that seeks to understand the challenges Japanese female graduate students face while adjusting to speaking English and socializing with peers in a U.S. university. Because they crossed the border out of Japan and crossed the border into the United States of America I termed them “border crossers.” In this research, I focused on what kind of coping and adjustment strategies they utilized at a Midwestern U.S. university. The study investigated language-related challenges. Respondents felt fearful when they first experienced American living styles and using English in American educational settings. The study also explored on- and off-campus experiences, and this section revealed difficulties interacting with American roommates and public service members. In addition, this study examined academic challenges on U.S. campuses. The design of this research was a case study to critically examine social reality and to describe in-depth analysis. Adopting a qualitative research, this study was conducted in a Midwestern U.S. university where there were few networks of international communities. Participants for this study included nine Japanese graduate female students purposively sampled. Data analysis focused on the interview transcripts and observational descriptions, while coding categories and finding themes. Based on each research question, categories and themes were described based on patterns. The examinations of this study disclosed six findings based on participants’ voices and observations. These include fear of living in a new country, challenges of intercultural communications, identity development, anxiety in the classroom, and impact from Japanese education and gender roles. Fearful feelings paralyzed students’ fluency in English and this commonly happened in public service settings. The study also revealed the necessity of understanding and accepting different communication styles to avoid misunderstanding between Japanese and Americans. While Japanese used polite speech and exhibited care about others, their behavior and speech were seen as rude and with no curiosity about other cultures. Due to these differences, my border crossers struggled with having moderate self-esteem and with settling their social identity in the U.S. Similarly, they were overwhelmed by different expectation of students and faculty in the U.S. educational system. Advisors/Committee Members: Godwyll, Francis E.

Subjects: Education; Educational sociology; Linguistics; Womens studies

Keywords: Border Crossing; Social Identity Development; Marginalization; Language Proficiency; Intercultural Communication; Classroom Anxiety

17. Musundi, Sela M. Teacher Caring: An Investigation of an All-Girl Secondary School in Western Kenya.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2010, Ohio University

► This qualitative case study focused on understanding how teachers and students at… (more)

Subjects: Education

Keywords: Teacher caring in Kenya; student perceptions of caring; gendered views of caring in teaching

18. Ngumbi, Elizabeth K. Educational Experiences of Young Maasai Women in Kajiado District, Kenya: A Phenomenological Case Study of Enoomatasiani Girls Secondary School.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► The purpose of this study was to gain an understanding of the… (more)

▼ The purpose of this study was to gain an understanding of the educational experiences of young Maasai women in Kajiado District, Kenya. Despite the many difficult circumstances impacting their education, the young Maasai women in Kenyan high schools are striving to excel against all odds. They come from rural, Arid and Semi-Arid Lands (ASALs) of Kenya where pastoralism is practiced. The study privileges these Maasai women' voices, which are a cry for help in improving their educational conditions. This study was a phenomenological case study. The participants for the study were in two categories: secondary/ high school students drawn from Enoomatasiani Girls Secondary School and key informants working as government and civil society education officers in Kajiado District, totaling to twenty (20) participants. Data were collected using both secondary and primary sources including: interviews, focus group, observation and document analysis. Data were organized, coded, categorized and analyzed using themes to make deductions, and interpretations. This study found that the education of young Maasai women was influenced by socio-cultural factors in Kajiado District. They are: out-of-school factors and in-school factors which included: environmental factors including nomadic lifestyle, Female Genital Mutilation/ Cutting (FGM/C), early marriage and early pregnancy. In school, young Maasai women suffered home sickness, had to make a tough choice of remaining in school, fear of examinations, math and sciences as challenging subjects, learning in rescue centres, and inadequate learning resources. Athough not all of the above factors are unique to the Maasai women, specific issues concerning nomadic lifestyle and rescue centers for girls are distinctive to this group. The study revealed that being in school for young Maasai women had different meanings for them. While some were in school to escape early marriage, poverty and to learn some skills, others wanted to gain respect in society as women. Basically, the major objectives of remaining in school included: social, educational (knowledge), economic, and political reasons. High school participants felt that the future of a woman in education would remain miserable, if they failed to recognize it as a form of empowerment. Therefore, in order to claim education, participants had to fight for gender equity. They learned to say not to those factors that obstruct access to education.They had to become the solution to their own problems while embracing new opportunities. Generally, the study found that education is very important to the study participants. Therefore, families do not need to educate the boys only. Based on the study findings, I recommend that the Ministry of Education needs to device ways and means of achieving gender equity in the ASAL regions in Kenya. Additionally, the government needs to reinforce laws that criminalize the practice of forcing under-age girls into early marriage. In order to retain young Maasai women in school, parents and relatives should stop the practice of early marriage. Suggestions made for further study include carrying out a similar study in another district where pastoral communities are found in Kenya for purposes of comparison. Further, expanded research needs to be carried out incorporating parents, students, education officers and the civil society. Advisors/Committee Members: Godwyll, Francis E.

Subjects: Education

Keywords: Educational Experiences; Maasai Women; Phenomenological Case Study; Kajiado District; empowerment; voices

19. Nguyen, Ngan T. West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► This study is aimed at understanding English teaching and learning as a… (more)

▼ This study is aimed at understanding English teaching and learning as a foreign language at the higher education level in Vietnam through the perspectives and experiences of Vietnamese teachers and students of English at Nha Trang University. Vietnam is currently faced with the challenge of seeking international integration and socio-economic enhancement in an English dominant environment with a workforce that does not speak English or speaks English poorly. Former U.S. Ambassador to Vietnam, Michael Marine (2007) comments that one of the challenges that Vietnam has to cope with is raising English proficiency levels of the workforce since this has been a major impediment for foreign cooperation. Lee Kwan Yew, former Prime Minister of Singapore indicated in a visit to Vietnam that success depends on the ability to comprehend the language used in the latest textbooks, and that language is English. Guided by critical theory and framed in a qualitative case study design relying on data from document analysis, observations and interviews of 22 participants, this study shed light on Nha Trang University as a higher education institution in Vietnam. A thematic approach was employed to analyze the data. Implications from critical theory yielded productive discussions of various problems identified in the study. Among these were: the issues of power relations especially between teachers and students; the traditional teaching model that prevailed in English classrooms; the imposition of pedagogical approaches, traditional educational ideologies, the lack of participation or the marginalization of teachers and students in the policy making and curriculum development process. The findings among others unearthed the reasons why teaching and learning English in Vietnam, especially at the higher education level, has not been successful. These should aid foreign language policy makers, curriculum designers, teachers and students of English in understanding the problem to make appropriate decisions to fix them. The significance of the study lies in the scarcity of empirical data about English teaching and learning in Vietnam, and staging the voices of teachers and students of English that might have been marginalized in the formation of foreign language policy as well as the development of the English curriculum. Advisors/Committee Members: Godwyll, Francis.

Subjects: Communication; Curricula; Curriculum Development; Education; English As A Second Language; Language; Linguistics; Multilingual Education; Sociolinguistics; Teacher Education; Teaching

Keywords: Vietnam; English teaching and learning; foreign language policy; curriculum; critical theory; higher education

20. Russell-Fry, Nancy L. A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2011, Ohio University

► Whiteness is a topic left out of diversity or cultural studies discussions.… (more)

▼ Whiteness is a topic left out of diversity or cultural studies discussions. Catherine Kroll (2009, p. 32), states that "Despite the fact that race has been shown to be a significant factor in the financial, education, and employment spheres, public discussion of this reality remains taboo." Further, if teachers are White in America, they can exist without ever having to denote their racial difference. "They are the norm against which everyone else is other" (Gollnick and Chinn, 1998, p. 88). This research will contribute to teacher education, curriculum, multicultural education and Whiteness studies through an exploration of Whiteness from the prospective of White rural southeastern Ohio educators. Additional significance lies in the fact that most teachers in the United States are White, according to the Digest of Educational Statistics 2002, "eighty-four percent of our teachers in public and private schools (excluding pre-kindergarten teachers) were White-non Hispanic in the year 2000" (p. 40). In addition, "U.S. society is becoming increasingly diverse and that diversity is reflected in its classrooms," says Weinstein (November 2003, p. 266), former classroom teacher and Professor of Education at Rutgers Graduate School of Education. With a rapidly expanding diverse population of students taught by predominately-White teachers, it is important to explore the positionality of teachers on the topic of Whiteness within the realm of multicultural education, particularly in rural areas. Equally important and possibly of greater concern currently, is that White teachers are responsible for teaching predominately White student populations about race and diversity. Are the teachers equipped for the task? Teachers will need to be prepared to teach all their students effectively, and they should be aware of their race in order to be conscious of how it affects their teaching. This research is a phenomenological qualitative case study of how White teachers from rural counties in a Midwestern state understand their Whiteness. "For White educators, in particular, this invisibility to one's own racial being has implications in one's teaching practice – which includes such things as the choice of curriculum, materials, student expectations, grading procedures and assessment techniques – just to name a few" (McIntyre, 1997, pp. 14-15). This research consisted of a review of existing literature, historical perspective of Whiteness, an element of exploration into the ethnic background of White people and new advances on the study of Whiteness were derived from interviews with teachers from rural southeastern Ohio. Data was collected through semi-structured interviews, observations and documents were analyzed. The goal was to ascertain how these educators perceive and understand their Whiteness. Due to the continued isolation of rural communities, it is even more important that White educators be aware of their Whiteness. They should be concerned with how it impacts not only their own understanding but also their students' understanding of race. Advisors/Committee Members: Ward Randolph, Adah.

Subjects: Education

Keywords: Whiteness; teacher education; White; rural education; multicultural education; diversity; case study; White teachers; race; teacher preparation; curriculum

21. Sackey, Margaret Mary. An Examination of Preschool Services in Selected Communities in Tema Municipality (Ghana).

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This dissertation examines the nature of services provided in four contrasting preschools… (more)

▼ This dissertation examines the nature of services provided in four contrasting preschools in the Tema municipality of Ghana. The purpose is to determine whether children in diverse communities within the municipality have access to a fair start in life, where their survival, nutrition, health and growth are considered as primary pre-requisites to their human development The study therefore included an examination of the context, and quality in terms of children's protection from abuse, professional training of the staff, delivery of child care services by preschool officials and availability of learning and recreational resources. It included an examination of the role of parents, public officials and service providers at the preschools. The study also examined whether the type of preschool a child attends is connected to the socio-economic status of the child's family. A qualitative multiple case study approach was used. The approach allowed the examination of each distinct preschool site as a unit of analysis that fostered comparison and brought to the fore the diversity among the communities and their link to the nature of services at the respective preschools. The key instruments used for the data collection after an initial document analysis included survey questions, interviews, focus group discussions and observations involving both adults and preschool children. Among the 31 adults who participated in the study were private sector preschool service providers, parents of the preschool children and public officials from the national, regional, municipal and community levels of the Ghana Education Service. The findings revealed the diversity of services and corroborated literature review which indicated that childcare services in general, inclusive of preschools are at the nexus of globalization, modernization and urbanization while simultaneously being challenged by cultural values of the society within which they are situated. Advisors/Committee Members: Godwyll, Francis.

Subjects: Educational sociology

Keywords: preschool; Tema; early childhood; model nursery; African traditional childcare; ECD policy

22. Sanders, Stephanie L. A Fly in Milk: The Urban Black Experience at a Rural White Institution.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2012, Ohio University

► The United States Supreme Court issued a decision in the case of… (more)

Subjects: African Americans; Education; Geography; Higher Education

Keywords: Critical Race Theory; Urban Blacks; Rural PWI; Campus Climate; Stereotype Threat; Capital

23. Schneider, Cort E. Running for Normalcy, Identity Development, and the Disability Blues: An Autoethnography that Explores One Man's Quest to Understand His Identity.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2010, Ohio University

► Identity development is a difficult process for many people with disabilities. Individuals… (more)

Subjects: Education

Keywords: people with disabilities; identity; disability culture; relationships; media

24. Short, Myriah J. Equality of Opportunity: Equal Access to Higher Education.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► The purpose of this study was to examine whether or not the… (more)

▼ The purpose of this study was to examine whether or not the Athens County Retention Program (ACRP) at Hocking College, Nelsonville, Ohio assisted students from low socioeconomic backgrounds in obtaining a college degree. A comparison of students who participated in ACRP (n=100) and non-eligible students (n=104) was examined to determine if significant differences existed related to degree attainment, ASSETT/COMPASS entrance examination placement, and on-campus living status. A quantitative research design was used to determine relationships, effects, and causes. The following student-level data was requested from the HP3000 Image Data Base at Hocking College for students enrolled in the Athens County Retention Program: (a) student major, (b) county of residence, (c) whether or not graduated, (d) whether or not on-campus residential, (e) ASSETT/COMPASS placement, and (e) gender. The following data criteria were used to request data for Hocking College students whose county of residence was someplace other than Athens County: (a) student major, (b) county of residence, (c) whether or not graduated, (d) whether or not on-campus residential, (e) ASSETT/COMPASS placement, (e) gender, and (f) EFC $0. Results of the study between ACRP participation and non-eligible students include: no significant difference on entrance examination course placement in math, writing, and reading entrance assessment placement; males and females do not differ in their entry course placement; no significant relationship between ACRP participation and on-campus residency; non-eligible ACRP student’s graduation rates do differ from the Hocking College full-time benchmark reported by Ohio Board of Regents Performance Report for Ohio’s Colleges and Universities 2006 Institutional Outcomes Measures; a significant difference between ACRP and non-eligible students in the number of quarters they attended Hocking College; no significant difference between ACRP graduates and non-eligible student graduates in the number of quarters they attended at Hocking College; For non-graduates, the results indicated there was a significant difference between ACRP and non-eligible students in the number of quarters attended at Hocking College. Advisors/Committee Members: Muhammad, Najee’.

Subjects: Higher education

Keywords: higher education; low income

25. Sow, Amadou Beidy. An Understanding of the Leadership Characteristics of Malian Teacher-politicians 1992-2007.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► This qualitative research is a case study of leadership characteristics of Malian… (more)

Subjects: Education

Keywords: Teacher-politicians; Malian teachers; leadership teacher-politicians

26. Takeuchi, Mito. A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

► The goal of the dissertation was to examine various diversity-related challenges domestic/indigenous… (more)

▼ The goal of the dissertation was to examine various diversity-related challenges domestic/indigenous minority and foreign students in Japanese junior high school encounter and to explore how the school provided for these students. One major problem in current Japanese schools is the gap between the homogeneous discourse embedded in the curriculum and multicultural realities that schools and communities are beginning to encounter with the increase in foreign residents. This study used a case study approach. The sources of data consisted of document analyses, classroom observations, and interviews. Two elementary schools and one JSL (Japanese as a Second Language) curriculum seminar were also selected to triangulate the data. Data were collected from mid-November, 2007, to early February, 2008. Content analyses were done with school-related documents and relevant national curriculum, teachers’ manuals, and textbooks. The most relevant subjects relating to diversity, namely social studies, a foreign language, and integrated studies, were selected as the focus. Classroom observations were done for a total of 58 periods in six different subject areas. Interviews covered 18 informants, including the school principal, teachers, a language counselor, students, and parents who provided personal stories related to multicultural experiences. All these data were analyzed inductively through the framework of the literature review and hegemony and social reproduction theories. My findings among others revealed that the homogeneous policies and provisions are hegemonic to “others,” including domestic /indigenous minority and foreign students, as a result of placing their history and culture at the periphery. By highlighting the distance between ethnic Japanese and “others,” the hegemony of ethnic Japanese is reproduced. On the other hand, the study also showed that social interaction can change ethnic Japanese students’ perception of “others” in a positive direction. Another way of alienation was the exclusion of foreign residents, in Article 26 of the Constitution of Japan. Teachers adopted double standards in managing truancy cases among Japanese and foreign students depicting strong influences from Article 26. Double standards also applied to school provisions for individualized instruction between special-needs Japanese students and foreign students because of this article of the constitution. Advisors/Committee Members: Godwyll, Francis E.

Subjects: Bilingual education; Educational sociology; Minority and ethnic groups; Multicultural education; Social structure

Keywords: others; hegemony; Nihonjinron; junior high school education; case study; Japan

27. Tindongan, Cynthia W. "What Are You?": Exploring the Lived Identity Experiences of Muslim Immigrant Students in U.S. Public School.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2012, Ohio University

► This study explored the lived identity experiences of Muslim immigrant students in… (more)

▼ This study explored the lived identity experiences of Muslim immigrant students in a small college town in the Midwest. The research considers the perceptions of Muslim students as they negotiate their multiple identities, namely their Muslim and/or ethnic identities, within their schooling experience in the United States. Given the historical and current implications of colonialism, postcolonialism, and transnational issues for immigrants, the theoretical framework for this study centered on postcolonial and transnational theories as both methodological and analytic approaches. In this study I worked with a small group of adolescent Muslim students and their parents over a three-month period. I employed qualitative research methods including focus groups, photovoice, and in-depth interviews. Photovoice is a participatory qualitative research methodology in which the participants take photos of themselves, family, friends, and community over the course of a pre-determined period of time (Wang and Burris, 1997). Following the photovoice project I conducted in-depth interviews with participants to discuss the meaning they attached to their photographs. Six themes and three meta-themes emerged in my analysis of the data. These themes identify the factors that impact the lived experiences of the Muslim youth in my study as they negotiated their identities in this U.S. context. The themes are: 1. School, Teachers, and Peers; 2. Impact of a Small-town, Rural Environment; 3. Time and Space for Islam; 4. Impacts of 9/11; 5. Muslim Identity; and 6. Negotiating Identity. The meta-themes are: 1. Belonging; 2. Resilience; and 3. Living in Liminal Space. In the analysis of my data I sought to reconcile two seemingly oppositional conclusions. On the one hand, students and parents appeared relatively satisfied with their status as Muslim minorities in public schools. They maintained that they like their schools, appreciated the teachers' efforts to be inclusive, enjoyed the same treatment as their peers, and had many close friends. On the other hand, points of conflict existed. While the small college town is reportedly a positive environment for Muslim families, some of the participants conveyed their ambivalence as outsiders within the mainstream U.S. cultural environment. Lastly, I included recommendations for practice for educators as well as recommendations for further study. Advisors/Committee Members: Hutchinson, Jaylynne.

Subjects: Educational Sociology

Keywords: Post-9/11, Muslim children, postcolonial, transnational, identity politics, immigration and education