Department: Education : Educational Studies ![[clear]](close-x.png "Remove this limiter")
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1.
Ausmer, Nicole.
Redefining leadership: Examination of African American women serving as presidents in institutions of higher education.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► There is an apparent dearth in the leadership literature of African American…
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▼ There is an apparent dearth in the leadership literature of African American women when juxtaposed with race, gender and social class. This scarcity appears to be connected with the small percentage of African American women who hold the position of president in institutions of higher education. Additionally, recent reports have noted, that the growth they saw twenty years prior has reached a standstill. This research scoped the range of leadership for African American women presidents, giving them the opportunity to self-define. In addition to self-definition, the study was based on the belief that leadership development happens over a lifetime. Thus, the purpose of this research was to examine what factors contributed to and define the leadership for African American women presidents. Defining and understanding their leadership will lead to greater opportunities in the academy. This study used a qualitative approach that triangulated interviews, biographical questionnaires, and campus observations to gain perspective and insight for the women who participated in this study. The study relied on several frameworks that served as a guide, Black feminist thought, critical race theory, and the Bolman and Deal leadership lens. What the research discovered is that African American women tend to have a different path towards to the presidency than the traditional model. Various events that transpire in an individual's life provided a foundation for their leadership philosophies and ideologies. Furthermore, when given the opportunity to self-define their leadership, they were incongruent with research that indicates women including African American women identify with a transformational leadership model. Lastly, race, gender, and class have had some affect on the African American women who participated in this study. The findings in this study can be used by institutions to develop leadership programs that are tailored to the needs of African American women desiring to hold senior leadership positions in the nation's institutions. It is imperative that the bodies of literature being amassed show diversity, thus creating better understandings throughout the academy.
Advisors/Committee Members: Camblin, Lanthan.
Keywords: African American women; American women; Leadership; women; African American; African; presidents
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2.
BRUNSON-EVANS, LATIERA.
THE INFLUENCE OF IMAGES OF HIP HOP CULTURE ON THE ACADEMIC IDENTITY AND SCHOOLING EXPERIENCES OF STUDENTS AT KENNEDY JUNIOR HIGH.
Degree: PhD, Education : Educational Studies, 2007, University of Cincinnati
► This qualitative research study investigated how images of youth in hip hop…
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▼ This qualitative research study investigated how images of youth in hip hop culture influenced the academic identities and experiences of eighth grade students who differed in terms of their gender and race at a Midwestern urban junior high school. The data collection methods used were one-on-one interviews, focus groups, and field observations. Key study participants included 28 eighth graders with an additional 11 student participants in focus groups. Findings revealed that boys openly attributed their style of dress and persona to hip hop images while girls in their styles distanced themselves from highly sexualized images of women. Boys of color felt teachers were ascribing racialized identities that reinforced negative stereotypes of them as threats. White girls and girls of color did not emphasize race as a factor in their views on hip hop images. The study concludes by emphasizing the importance of recognizing students’ educational commitment to schooling as well as their social commitments to hip hop culture.
Advisors/Committee Members: Hemmings, Dr. Annette.
Subjects: Education, Sociology of
Keywords: hip hop; academic identity; junior high students; adolescents
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3.
Burns, Sharon L.
Sophisticated Chaos: The Influence of Academic Discourse on Student Success in First-Year English Composition.
Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati
► Students' conceptualizations of academic writing are often based on their cultural and…
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▼ Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are influenced by the academic discourses they are exposed to, based on the expectations they bring into the composition classroom. Few studies in English composition research have taken into account students' conceptualizations of academic writing based on their expectations, and in turn, the positive and negative influences of academic discourse on students' performances as novice writers. This study expanded the definition of discourse beyond language to mean a participatory tool that integrates social/cultural practices, identities, and behaviors. Using a qualitative approach, this dissertation examined the influence of academic discourse on student success in first-year English composition. This study moved away from the institutional definition of success as quantifiable achievement based on grades and defined success as a desire having intrinsic value when students feel that they have met their goals or objectives in a course. Data sources included classroom observations, student focus groups, and instructor interviews as a means of highlighting the gaps between students' native (private) discourse and academic (public) discourse and influencing factors that impede or promote students' success as they transition into the academy. A distinct decision was made to move away from textual analysis of student work as an analytical tool in an effort to allow participant voices to articulate how students access the academic discourse and any risks that might be associated with its use. Analyses were conducted in three phases using open coding, narrative analysis, and critical discourse analysis. Results demonstrated the influence of academic discourse on students' success in the composition classroom based on their performances as co-creators in the knowledge-building process. These students conceptualized academic writing as a skills-based activity, which provided insight into their limited understanding of academic discourse. Participants' social and cultural expectations of what it means to be student or instructor explained why students participated (or not) in a discourse that was not yet familiar, which directly influenced their success as first-year writers in English composition.
Advisors/Committee Members: Camblin, Lanthan.
Subjects: Rhetoric
Keywords: academic discourse; English composition; literacy studies; discourse; student conceptualizations; academic writing
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4.
Carr, Thembi R.
A Port in the Storm: An investigation of identity in a student race-based organization for African American student leaders.
Degree: PhD, Education : Educational Studies, 2008, University of Cincinnati
► Scholars have noted that African American students have remained isolated on majoritiy…
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▼ Scholars have noted that African American students have remained isolated on majoritiy White college campuses despite the increase in the diversity of the student body population (Sidanius, Levin, Van Laar, & Sinclair, 2004). It is being suggested that this isolation is exacerbated by student race-based organizations. However, scholars have also acknowledged the benefits that these organizations provide to African American students (Exum as cited by Williamson, 1999). The purpose of this study was to investigate how African American student leaders in race-based organizations experience their involvement in these organizations and how does these experiences influence their identity. This study also attempts to investigate how these students manage their relationships outside of the university by participating in student race-based organizations. The findings showed that African American students who participate in race-based organizations experienced benefits, such as enacting social action and representing African American voices in White majority contexts. Experiencing these benefits also shaped their identity and their connections with others. This study also showed that through their participation in the race-based organizations, the students still held monolithic notions of identity, which increased their experiences of conflict. Overall, however, their identities were still positively shaped by these experiences. This study has also identified implications for higher education. Educators and administrators need to reconsider their view on student race-based organizations and the students who participate in them. Because these organizations provide certain benefits to many African American students, educators and administrators should be able to identify these organizations that can further assist African American students throughout their collegiate career. With the campus community working together to create a diverse campus, all students will feel welcomed, appreciated, and supported.
Advisors/Committee Members: Collins, Roger.
Subjects: African Americans; Education
Keywords: AAAOS; race-based organization; race-based; African American student; African American; Essentialism; African
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5.
Hensley, Billy J.
Seeking Safe Spaces: The Impact of Campus Climate on College Choice.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► This study examined the methods and markers queer students use to evaluate…
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▼ This study examined the methods and markers queer students use to evaluate a university climate as an outsider during the admission process as well as the means they use to become a member of a particular campus community. The multifaceted results of this dissertation highlight students' exploration of the complex notion of safety as a method of interpersonal discovery as well as a process for choosing specific campus spaces. Particularly, the time these students spent choosing a college, as well as the time they spent in relationship with the college campus climate, demonstrated the significant social and psychological impact a campus has upon the students that enroll. The findings of this study highlight particular assertions that demonstrate: that students construct means for feeling safe to hide, explore, and express their sexual orientation on campus; that LGBTQ students often keep part of their authentic selves out of relationships in order to retain the relationships that are available to them; and an emergent discussion that highlights that the inability to find self and be authentic in the classroom has significant impacts on learning. By using qualitative and action research methods, this study was able to highlight queer students' subjective characterizations of safety and how it allowed them a broad range of possibilities–from an environment's ability to encourage a student to hide their sexuality to the opposite extreme that allows for an open exploration of sexuality. This research also emphasizes the impact made on student learning, social development, and relational competence. Specifically, for students to experience the full and broad impact of the college campus, there must be a two-way expression of thoughts and feelings where everyone's experience is broadened and deepened. This work also demonstrates that while some students, despite a negative environment, do find resilience and relationships in certain spaces on campus, many students, due to the obstacles highlighted in this study, are unable to navigate the path toward finding positive, inclusive academic and campus connections. If students have spaces that are safe–where queer students are openly accepted–then they will not have to spend so much effort creating and finding safe spaces. The data presented in this study demonstrate the impact of safety not only on college choice but also on the ability to authentically integrate into a campus climate. The implications of this work underscore the power of, and need for, well thought out and inclusive space; fundamentally, safe spaces come about when they are designed by a broad range of LGBTQ students that fully represent inclusive voices–when people reexamine what they think we know about safety, they then find the means to construct safe space that serves all members of the community.
Advisors/Committee Members: Raider-Roth, Miriam.
Subjects: Education; Higher education
Keywords: Education; Higher Education; Admissions; College Choice; Campus Climate; LGBTQ Studies; Queer Studies; Relational Development
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6.
HOFF, PAMELA TWYMAN.
LEARNING TO RESIST: RETURNING AFRICAN AMERICAN STUDENTS TO THE HUSH HARBORS IN SEARCH OF EDUCATION'S PROMISES - SKILL DEVELOPMENT FOR CRITICAL CONSCIOUSNESS.
Degree: PhD, Education : Educational Studies, 2007, University of Cincinnati
► This research examines the educational perceptions of fifteen African American college students…
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▼ This research examines the educational perceptions of fifteen African American college students who completed a course that used critical race pedagogy as a means to raise consciousness. African American traditional faith in post-secondary education has maintained its resiliency for decades, as demonstrated in the increasing numbers of African American students’ matriculation into historically white post secondary institutions throughout the country. Overshadowing the increased matriculation patterns is the reality that many more African American students simply vanish from the post-secondary pipeline. The racialized experiences of African Americans have led to a unique perception of education which reflects the pervasiveness of duality as a residual concept of false consciousness. The dialectical paradox of duality is exacerbated and institutionalized by mechanistic skill development which limits the potentiality of higher levels of awareness. As a result, African American students may begin their post-secondary studies objectified by the overvaluation of education as a direct pathway toward liberation. To resist the recidivism of duality African American college students must experience a type of psyche liberation through transformative skill development. The engagement of African American students in such a transformative process requires the re-conceptualization of education as an articulation of resistance. Education conceptualized as an articulation of resistance utilizes critical race pedagogical techniques and strategies to destabilize taken-for-granted educational perceptions and reconstruction of critical educational perceptions which increases the likelihood of college graduation.
Advisors/Committee Members: Hemmings, Dr. Annette.
Subjects: Education, Sociology of
Keywords: Critical Race Pedagogy; African American College Students; African American Education; Transformative Education
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7.
Kallmeyer, Robert J.
How Social Interactions Impact the Effectiveness of Learning Communities.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► The purpose of this study was to examine how social interactions influenced…
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▼ The purpose of this study was to examine how social interactions influenced the effects of Learning Communities (LCs) on college students' academic success. Previous research has shown that LC students are more socially integrated and perform better academically than non-LC students (Stassen, 2003). An ANCOVA and logistic regression on 946 first-year students found no group differences in GPA and that LC enrollment was not predictive of retention. The analyses controlled for demographic and entering academic characteristics. Results of analyzing interview transcripts revealed that students from both groups report the influence of social interactions on academic success in remarkably similar ways. Most interestingly, non-LC students often create social and study groups similar to LCs. Implications of the results and direction for future research are discussed.
Advisors/Committee Members: Camblin, Lanthan.
Subjects: Adult education; Educational psychology; Educational sociology
Keywords: learning community; social interaction; social integration; academic success; GPA; retention
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8.
Louis, Valerie Anne.
Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection.
Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati
► This research study explores the relationship between people and organizations. This phenomenological…
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▼ This research study explores the relationship between people and organizations. This phenomenological action research study is framed in the literature of organizational development and spirituality, quantum organizational theories, and chakra energy theories. Focusing on four individuals and the way they developed a relationship with each of their organization’s context and energy, this study led participants through a process of engaging their organization's energy system to help create change throughout their work roles.
Advisors/Committee Members: Brydon-Miller, Mary.
Subjects: Business education
Keywords: Organizations; Chakras; Quantum physics; Action research; Energy; Spirituality
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9.
Marshall, Charminn Bleuzette.
Exploring the Functions of Alumni Associations at Selected Urban Universities.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► A mixed-methods approach was used to assess the organizational structure and programming…
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▼ A mixed-methods approach was used to assess the organizational structure and programming of 30 alumni associations at selected urban universities. A content analysis synthesized data regarding mission statements, marketing techniques, membership cultivation, innovation, and aspiration. An exploratory factor analysis converted 31 programming, activity, and service variables into a 12-component solution. A conceptual model of an alumni continuum was created that consisted of four stages of engagement: prospect, apprentice, alum, and benefactor. A confirmatory factor analysis of the four hypothesized structures yielded one as the best fit. The results of a MANOVA indicated there was no significant difference in programming based on size and type of institution. The findings can be shared with participants to enhance programmatic endeavors, foster institutional pride, decrease student attrition, and cultivate a spirit of volunteerism and philanthropy among their alumni.
Advisors/Committee Members: Camblin, Lanthan.
Subjects: Higher education
Keywords: alumni; alumni association; retention; volunteerism; philanthropy
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10.
MULLEN, KEARA ANITA.
COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE.
Degree: MA, Education : Educational Studies, 2007, University of Cincinnati
► Community based education seeks to address ways to strengthen schools through local…
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▼ Community based education seeks to address ways to strengthen schools through local efforts. These grassroots efforts strive to compel the community to come together to make learning relevant to local needs and strengths. This emphasizes an engaged approach to justice learning (critical, service-learning and social justice pedagogies), which benefits students and their community reciprocally. This active learning approach attempts to make schools a part and partner of community development. The pedagogy of engagement closes gaps between living and learning and uses unique elements of place to provide learning context. It seeks to educate students for the practice of freedom rather than the maintenance of existing structures of domination. Reflecting on student and community strengths, this paper seeks to illustrate new ways to fully elaborate the great potential for community development and grassroots school reform through justice learning to benefit all partners to inspire contextual and engaged educational communities of practice.
Advisors/Committee Members: Berlowitz, Dr. Marvin.
Subjects: Education, Sociology of
Keywords: community based education; engaged pedagogy; justice learning
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11.
Mussman, Mark P.
Consumerism in the Classroom: An Investigation into the Effect of Advertising on Student Trust and Comprehension.
Degree: PhD, Education : Educational Studies, 2008, University of Cincinnati
► Historically, there has been a lack of educational studies measuring student trust…
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▼ Historically, there has been a lack of educational studies measuring student trust and commercial messaging; therefore, this study presents and encourages further research into this problem. Today's American student is educated within a realm of brands, logos, and other corporate identifiers that may facilitate an educational environment that reinforces consumerism, rather than promotes critical thinking. As we progress into the technological, information-based, 21st Century, teachers may be eager to utilize new methods involving technology. In response to this instructional need, new products are being marketed towards teachers and students, many with advertising attached. Instructors that choose to incorporate current events, or popular culture into their curriculum may also wish to use materials from other commercial sources, such as ABC, NBC, or MTV. While commercially broadcast materials may present very relevant topics, is there a cost associated with presenting corporately sponsored media in the classroom? The literature review of this study demonstrates ways in which schools enter into partnerships with external funding sources with the desire of mutual gain. Through small donations and large contracts, corporations are able to get their messages to millions of students each day on textbook covers, satellite television, websites, and DVDs. To some, schools are seen as a powerful market to be privatized. Trust is seen as a necessary component of education. As a necessary component of education, this study identifies the historical and contemporary understandings of trust and creates and validates a survey instrument capable of measuring trust in an educational setting. The results of this quantitative study show that student trust and comprehension are affected by the endorsement of the educational material.
Advisors/Committee Members: Berlowitz, Marvin.
Subjects: Curricula; Education; Educational theory; Mass media
Keywords: strudent trust; trust; advertising; branding; school partnerships; Channel One; popular culture
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12.
NOLL, RACHEL ELIZABETH.
TEACHER JOB SATISFACTION IN KENTUCKY: THE IMPACT OF ACCOUNTABILITY, PRINCIPALS, AND STUDENTS.
Degree: PhD, Education : Educational Studies, 2007, University of Cincinnati
► The purpose of this study was to describe and analyze job satisfaction…
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▼ The purpose of this study was to describe and analyze job satisfaction and the impact accountability, principals, and students have on high school teachers in two Kentucky school districts. The study explored how teachers fulfilled intrinsic needs, such as achievement, recognition and the work itself, while dealing with the demands of heavy-handed governmental bureaucracy and fostering relationships with principals and students. This qualitative study used observations from field notes, classroom maps, teacher artifacts, and participant responses to interview questions to gather data. Individual, semistructured interviews were based on open-ended questions and allowances were made to assist in the collection of additional data important to the study. Findings of the study showed that the relationship teachers had with principals and students was a major factor in determining job satisfaction. While teachers mostly criticized accountability measures such as Kentucky’s CATS testing and No Child Left Behind, they contended that the positive relationships they developed with principals and students mitigated the extent to which accountability measures impacted their job satisfaction.
Advisors/Committee Members: Hemmings, Dr. Annette.
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13.
Recasner, Chantae C.
Multiculturalism and FYC Teacher Training: An Examination of GTA Perspectives on Being Trained to Teach in a Multicultural College Classroom.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► This research study was designed to determine graduate teaching assistants’ (GTAs) perspective…
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▼ This research study was designed to determine graduate teaching assistants’ (GTAs) perspective on their preparation to teach First Year Composition (FYC) in a multicultural teaching context and to determine the relevance of culturally responsive teaching to this experience. The study utilized the qualitative research methodology Portraiture and examined the experiences of three white, female English GTAs at a major urban university in the Midwest. The researcher found that each of the participants felt instruction about culturally responsive teaching would enhance their training, although it is not a concept that is a part of composition discourse. Moreover, they believed their training adequately prepared them to teach in a multicultural classroom context despite often feeling like they did not “know what to do” in their classrooms when issues related to cultural diversity arose. This seeming contradiction is discussed as the possible outcome of Shulman’s (1994) notion of the “plague of nostalgia”—which suggests that novice teachers are most comfortable repeating the behavior(s) of those who taught them the respective subject matter irrespective of the potential problems that may cause—and only a partial commitment to culturally responsive teaching. The study thus concludes with the claim that GTA training as well as FYC instruction must commit to multicultural education and, thus, culturally responsive teaching in order to ensure that no student is denied full access to higher education.
Advisors/Committee Members: Collins, Roger.
Keywords: GTA; Student; teaching; Angie; Practicum; responsive teaching; TCW
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14.
Reckman, Brent Williams.
The Use of An Inconvenient Truth as a Pedagogical Tool for Teaching Peace through Environmental Justice in the 21st Century.
Degree: MA, Education : Educational Studies, 2008, University of Cincinnati
► This study examines the use of the film An Inconvenient Truth for…
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▼ This study examines the use of the film An Inconvenient Truth for the purpose of connecting notions of peace education and environmental justice in the college classroom. Pretest and posttest surveys measured changes in attitudes toward peace and the environment amongst college undergraduates as they viewed An Inconvenient Truth and a comparison film. Results suggest that An Inconvenient Truth is particularly effective at positively influencing student attitudes toward the connection between peace and the environment. In these days of increasing global interdependence, this film offers a valuable tool for raising student consciousness related to the future direction of peace education.
Advisors/Committee Members: Berlowitz, Marvin.
Subjects: Education; Motion Pictures; Teaching
Keywords: peace education; environmental education; inconvenient truth; film; video; documentary; curriculum; pedagogical tool
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15.
SACKS, DAVID F.
THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE.
Degree: PhD, Education : Educational Studies, 2007, University of Cincinnati
► Many institutions of higher education have implemented programs to encourage self-regulated learning…
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▼ Many institutions of higher education have implemented programs to encourage self-regulated learning involving the assessment of study skills, using instruments such as the LASSI and the instruction of study strategies through specific courses. Some research indicates the success of such endeavors, whereas other research indicates that adult learners are not very proficient at self-regulation. The purpose of this study was two-fold: (1) to determine if students report increased usage and effective execution of study strategies after a series of lessons on study strategies; and (2) to determine if students demonstrate greater gains in reported use and effective execution of such strategies when given practice with domain-specific content in comparison to domain-general course content during a series of lessons on study strategies. A Pretest-Posttest Nonequivalent Comparison Group Design was implemented. The participants in the study were 54 under-prepared first-year college students enrolled in a College Success Seminar at a large urban university. The participants received instruction on how to use and correctly implement several study strategies. Participants completed the Learning and Study Strategies Inventory (LASSI), the Study Strategy Frequency of Use Survey, and the Test for Selecting Main Idea, Organization, and Elaboration as pre- and post-tests. The results indicate that participants did learn how to use and implement the study strategies taught. Of particular interest was the improvement of participants’ ability to use concept mapping and outlining skills as a result of the instruction on study strategies. The study strategies practiced with domain-general content improved in use and implementation; however the instruction did not have the same overall impact with the domain-specific content.
Advisors/Committee Members: Brown, Dr. Rhonda.
Subjects: Education, Educational Psychology
Keywords: study strategies; First Year Experience; under prepared college students; LASSI
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16.
Salman, Hande.
Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature.
Degree: MA, Education : Educational Studies, 2009, University of Cincinnati
► The present study reviews the most recent literature in order to understand…
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▼ The present study reviews the most recent literature in order to understand the self-efficacy beliefs of students with learning disabilities (LD) in academic contexts. In the first section, Bandura’s self-efficacy theory and academic self-regulation is discussed followed by a brief review of the history of the field of learning disabilities. Based on the literature search from PsychINFO and Educational Resources Information Center (ERIC), 18 studies met the criteria for reviewing: (a) a measure of self-efficacy, (b) inclusion of a sample of students that are identified with a specific learning disability, and (c) published after the year 2000. In the second section, the research findings are summarized in the light of five research questions and their outcomes. The results from the studies suggest that students with LD report significantly lower scores on self-efficacy compared to their typically achieving peers. In contrast, in certain academic domains, students with LD were found to miscalibrate their self-efficacy beliefs, particularly in the domain of writing. The findings are, then, discussed, with special interest given to self-regulation, self-protective behavior of students with LD and intervention and its limitations. The review concludes with final remarks and implications for future research.
Advisors/Committee Members: Collins, Roger.
Subjects: Education; Educational psychology
Keywords: Self-Efficacy; Students with Learning Disabilities
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17.
Shankle, Nicole M.
African Americans and College-Choice: Case Studies of Four Families.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► The purpose of this study was to describe and analyze the college-choice…
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▼ The purpose of this study was to describe and analyze the college-choice influences of African American families. More specifically, this study explored the influence of parents on their children’s college-choice decisions. This qualitative case study used participant responses to family and individual interview questions to gather data. This study explored one primary question: What factors influence the college-choice decisions of African American families? Two sub-questions included: (1) How do African American parents influence the overall college-choice decisions of their children? (2) How do African American parents who attended a PWI or HBCU influence the type of college or university their children chose to attend? Findings of the study revealed that the college-choice decisions of African American families are influenced in multiple ways. Family influence, outside influences, and personal aspirations and motivations emerged as the common themes as described by the participants. Participants were influenced not only to attend college but also influenced on whether or not to choose a PWI or HBCU by parents, siblings, peers, activities and personal aspiration and motivation. In addition, outside influences such as peers, teachers and location were the biggest influence on the parent participants; parental influence was the most prevalent for the adult children.
Advisors/Committee Members: Camblin, Lanthan.
Subjects: Education
Keywords: African American; college-choice; family
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18.
Smith, Carolyn F.
The Origin of African American Christianity in the English North American Colonies to the Rise of the Black Independent Church.
Degree: MA, Education : Educational Studies, 2009, University of Cincinnati
► Christianity has played a major role in African American lives from Africa…
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▼ Christianity has played a major role in African American lives from Africa to the North American Colonies. African Americans have had an important presence in both the Old and New Testaments of the bible. From a black woman named Keturah who was Abraham's second wife, which had six children by him, to the Queen of Sheba that had a son by Solomon and others blacks in the bible. These were the beginnings of the rise of the Black Independent Church.The independent black church became a refuge in times of trouble for the black race and a place of comfort for the despair. The church is a noble place that strove to meet the spiritual, educational and social needs of its people in times of trouble.
Advisors/Committee Members: Krzywkowski, Leo.
Subjects: African Americans; Religion; Religious education; Religious history
Keywords: slaves; Church; Methodist; Negro; African; Negro History; Journal Negro History
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19.
Stallworth, Stefeni A.
A Theoretical Framework and Application of Derrick Bell’s Interest-Convergence Principle: An Urban Public Community School.
Degree: PhD, Education : Educational Studies, 2008, University of Cincinnati
► Charter schools are the fastest growing reform effort in American educational history.…
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▼ Charter schools are the fastest growing reform effort in American educational history. In 1997, during the 122nd General Assembly, Ohio charter school legislation was passed. In Ohio public charter schools are known as community schools and in 2008 there are 315 of these schools with 76, 967 students enrolled. In Cincinnati there are currently 27 community schools. This dissertation is a socio-historical case study of an urban public community school in Cincinnati. It describes and details parent, superintendent, and sponsor representative perspectives in order to determine their interests. Interview responses were used to extract the educational goals, methodologies, and desired outcomes of the three aforementioned parties concerning youth attending Urban Public Community School. They were then critically analyzed using Derrick Bell’s Interest-Convergence Principle as both a lens from which to view African-American educational history in Cincinnati (1950 to present) and as an application. This involved comparing and contrasting the points of view of interviewees to determine where their interests converged and where they diverged. Analysis revealed that the primary point of interests-convergence was that parents, the superintendent, and sponsor agreed that alternative options to traditional public education were necessary. Parents and the superintendent stated that the incorporation of culture and history in students…#8482; learning processes as necessary, where as the sponsor representative does not mention them. However, the superintendent and sponsor emphasized the importance of standardized test scores whereas, several parents felt that there was an overemphasis on passing standardized tests.
Advisors/Committee Members: Krzywkowski, Leo.
Subjects: African Americans; Education history; Educational sociology; Educational theory; Sociology; Teacher education
Keywords: Interest-Convergence; Critical Race Theory; Urban Education Reform; Community School; Urban Public Community School Parents
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20.
Stieha, Vicki.
The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.
Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati
► Using relational and action oriented qualitative modes of inquiry (Cochran-Smith & Lytle,…
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▼ Using relational and action oriented qualitative modes of inquiry (Cochran-Smith & Lytle, 2009; Gilligan, Spencer, Weinberg, & Bertsch, 2003; Raider-Roth, 2005), this research explores the trajectory of five veteran teachers’ practice over two years. The participants were part of a group of teachers involved in an intensive Summer Teachers Institute and a teacher inquiry community who explored collaborative text study practices and as well as extended reflection on teaching and learning. Voice centered analysis of interviews and participants’ reflective writing reveal the ways that teachers’ relationships within the school both support and impede their application of content and pedagogical learning from teacher professional development into their practice. The work reveals the way that teachers deliberate the parts of themselves as teachers that they can safely bring into their relationship with the school in order to maintain that relationship, illustrating the central relational paradox (Gilligan, 1982, 1996; Miller & Stiver, 1997) between the teacher and the school. Rooted in the relational psychology, and building on established understandings of the essential relationships for teaching and learning (Hawkins, 1974; Pianta, 1999; Raider-Roth, 2005; Rodgers & Raider-Roth, 2006), this study deepens our understanding of the relational dynamics involved in teachers’ enacted practices, resistance, and resilience. It posits a relational web to illustrate how these relational dynamics, and the key relationship between teacher and school, can trigger feelings of vulnerability, thwart pedagogical innovation, and interfere with the teacher’s ability to be present to her teaching and her students’ learning (Rodgers & Raider-Roth, 2006). Its findings contribute to the body of professional development literature as the importance of the context of the school itself complicates our current understandings of “effective” teacher professional development. Finally, adding to the relational literature, the work introduces the concept of “destabilization,” which resides in the voice of the individual, as a dynamic indicator of the central relational paradox.
Advisors/Committee Members: Raider-Roth, Miriam.
Subjects: Teacher education
Keywords: Teacher practice; Teacher Professional Development; Relational Theory; Inquiry Action Research
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21.
SUN, SHUYAN.
A Comprehensive Review of Effect Size Reporting and Interpreting Practices in Academic Journals in Education and Psychology.
Degree: MA, Education : Educational Studies, 2008, University of Cincinnati
► Reporting effect size to supplement p-value in null hypothesis significance testing (NHST)…
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▼ Reporting effect size to supplement p-value in null hypothesis significance testing (NHST) is highly recommended by scholars, journals and academic associations. The current comprehensive review investigated the most recent effect size reporting and interpreting practices of 1,243 studies published in 14 academic journals from 2005 to 2007. Overall, 49.1% of the articles reported effect size and 56.7% of them interpreted effect size. A series of Chi-square tests suggested that (a) effect size reporting and interpreting practices statistically differ between types of journals; (b) only effect size interpreting practice differs between different NHST methods; (c) neither effect size reporting nor interpreting practice differ between years. The importance of reporting and interpreting effect size is also discussed.
Advisors/Committee Members: Pan, Wei.
Subjects: Education; Statistics
Keywords: Null Hypothesis Significance Testing, Effect Size
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22.
Wiley, Debra T.
Sex Education and Faith: Implications for the Black Church.
Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati
► Despite the increased interest in the social institutional role of the Black…
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▼ Despite the increased interest in the social institutional role of the Black Church in the African American community, few scholars have given serious attention to the role (or lack thereof) of the Black Church in addressing the sexual risk-taking behaviors of African American youth. The escalating concern with the increase in STD/STI contraction, unplanned pregnancies, and HIV/AIDS among African American youth has incited interest for expanding systematic research focusing on the African American youth population. The primary purpose of this study is to examine the perceptions of ministerial leaders and sexual health advocates in regards to the sexual risk behaviors of African American youth. This study differs from previous research by focusing specifically on the African American youth population as well as Black Churches within a specific southern geographical location that is traditionally defined as the ‘Bible Belt’ region. The specificity of this geographical region is directly related to the disproportionate impact of sexual risk behaviors in that area for African American youth, as reported by the CDC. This study describes the perceptions of Black ministerial leaders and sexual health advocates regarding the relevance and effectiveness of the Black Church as a social and religious institution. More specifically, the research is focused on sex education and faith in the lives of African American youth. In contrast to majority reports this study suggests that the voice of the Black Church is not silent. The voice of Black Church leadership acknowledges HIV/AIDS as a dire health challenge and pandemic in the African American community. More specifically, participants overwhelming agree that the church has a social responsibility to address sexuality issues, including the provision of faith-based sex education for African American youth. While the contention of sexual health advocates indicate that the Black Church has a long way to go in addressing preventive education they do support the voice of ministerial leaders that suggests the church is not only concerned, but has made notable efforts in promoting a trans
Advisors/Committee Members: Allen-brown, Vanessa.
Subjects: Religious education
Keywords: Sex Education; Black Church; African American Youth; Sexual Risk Behaviors
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23.
Yang, Yan.
Causal Attribution and Culture – How Similar Are American and Chinese Thinking?.
Degree: PhD, Education : Educational Studies, 2009, University of Cincinnati
► Recent psychological studies of culture have shown incompatible results about the differences…
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▼ Recent psychological studies of culture have shown incompatible results about the differences in causal attributions between Americans and East Asians. Nisbett and his colleagues (Nisbett, 2003) found that Americans tend to make dispositional or internal attributions while East Asians tend to make situational or external attributions. Nisbett traced this pattern back to the differences between ancient Greek philosophy and Chinese Confucianism and Taoism. The opposite pattern of results was found by Crystal, Hui, and some other scholars (Crystal, 2000; Crystal, Parrott, Okazaki, & Watanabe, 2001; Hui, 2000, 2001). They theorized that Americans, as individualists, make external attribution as a self-enhancement mechanism and East Asians, as collectivists, make internal attribution to protect the group.The purposes of this study were to find out if those cultural differences in causal attribution could be replicated, if the content of attribution led to different responses, and if the question format (open-ended versus rating-scale questions) made a difference in participant’s attribution. This study used an online survey with one scenario from each of the two group’s representative studies, a campus-shooting scenario and a bullying schoolboy scenario. The two scenarios were rewritten to fit in both cultures and the two characters in the scenarios were given typical American names in the English questionnaire and Chinese names in the Chinese version. The open-ended questionnaires for both scenarios preceded the rating-scale questions. There were 76 American participants and 157 Chinese participants. There were separate web pages for the English and Chinese versions of the survey so that all participants took the survey in their native language. The results indicate that both scenario and question format had significant effects on causal attributions. The two scenarios led to opposite attributions on the rating-scale questionnaire: external attribution in response to the bullying scenario and internal attribution of in response to the campus-shooting scenario. Question format made significant difference in the bullying scenario: internal responses to the open-ended items and external responses to the rating-scale items. Both culture groups made similar causal attribution, either internal or external, of the same scenario in the same question format. American group held stronger opinions in rating-scale attributions and provided more responses in open-ended attributions compared to their Chinese counterparts. The results of this study do not follow the patterns predicted by either Nisbett (2003) or Crystal (20000). Causal attribution is more context-specific than culture-specific.
Advisors/Committee Members: Adams, Ryan.
Keywords: causal attribution; culture; cognition
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