Doctor of Philosophy, The Ohio State University, 2021, EDU Teaching and Learning

Abstract This qualitative, grounded theory-based research studied social studies student teachers and their perceived role in developing citizenship (education) in the classroom. This research finds that there is a wide gap between the status quo of citizenship education in the U.S. and the citizenship education that students need to thoughtfully and cooperatively engage with our dynamic, globalized, and multicultural world. Status quo citizenship education in the U.S. is driven by a traditional focus on the nation-state and dominant culture. It is static, U.S.-centric, teacher-centric, linear in teaching focus, and positions students as passive recipients of knowledge. Status quo citizenship education lacks a critical global consciousness mindful of changing conditions, societal problems, and the interrelated complexity of local, national, and global dimensions. This research finds that there are significant and pervasive educational and societal barriers that maintain status quo citizenship education in the U.S. This research focused primarily on the school setting, but also investigated the family, media, participant experiences within community, and larger societal themes. Despite these barriers to change, this research investigated a U.S. transition to global citizenship education (GCE) — an educational framework specifically designed to meet the present and future needs of students. In order to test the viability of GCE, participants (social studies student teachers) planned, implemented, and reflected on week-long GCE teaching units in unspecialized high school social studies classrooms. Data of this study captured participants' perceptions and related pedagogical moves before, during, and after their GCE unit teaching. Data was primarily collected through pre and post-GCE survey questions, pedagogical reflection journals, and a group interview. This research finds that GCE causes beneficial and immediate classroom impact in terms of developing the c (open full item for complete abstract)

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This study examined how teaching in an International Baccalaureate (IB) Middle Years Programme (MYP) Individuals and Societies (I&S) classroom can influence a teacher's perceptions and understandings of global citizenship and its pedagogy. In a multiple case study, three IB MYP I&S teachers from two districts were interviewed and observed; teacher-created artifacts were collected. Select IB documents were analyzed to gain understanding of how IB MYP promotes global citizenship education. Findings show that where an MYP I&S teacher placed the IB MYP philosophy and framework in their decision making mattered to the connection between what IB proposed for global citizenship and what the teacher perceived and practiced. District support was a necessary component in facilitating teacher commitment to IB. Implications indicate that teachers must commit to IB teaching for global citizenship for benefits to pedagogical development to occur. The study reflects numerous constraints and tensions present in the systems surrounding teachers and the curriculum. Future research is needed to identify what systems and contexts support teachers and their global citizenship identity, and what pedagogical development is necessary for critical global citizenship education to gain a foothold in social studies classrooms.

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Dozens of academic studies over the course of the past four or five decades have shown empirically that Catholic schools, according to a wide array of standards and measures, are the best schools at producing good American citizens. This dissertation proposes that this is so is partly because the schools are infused with the Catholic ethos (also called the Catholic Imagination or the Analogical Imagination) and its approach to the world in general. A large part of this ethos is based upon Catholic Anthropology, the Church's teaching about the nature of the human person and his or her relationship to other people, to Society, to the State, and to God. The ideas that make up Catholic Anthropology are also deeply foundational to the set of ideas known collectively as Western Civilization and, through them, to the ideas that together I call the American Covenant. This study takes a foundational approach. While the empirical studies have measured the effects of Catholic schools in making good American citizens, I explore the reasons for this outcome. In doing so, I draw from many disciplines to examine the historical events, significant persons, and philosophical and theological arguments that together have created the American Catholic school. I conclude that if present trends in Catholic schooling continue, there is potentially a great loss to both American Catholicism and to the American republic.

Doctor of Philosophy, The Ohio State University, 2010, EDU Teaching and Learning

The purpose of this study was to explore the social studies teachers conceptualizations, experiences and practices of developing citizens in primary schools in Botswana. The study was qualitative and employed naturalistic inquiry paradigm. Data were collected through interviews, focus groups, participant observations and document analysis.The study adopted a grounded theory to data analysis by using the constant comparative data analysis technique for theory generation. The findings from this study reflect a gloomy picture on citizenship education as perceived, interpreted and enacted within primary shools investigated leading to the conclusion that citizenship education remains an illusion rather than a reality.

Doctor of Philosophy, The Ohio State University, 2010, EDU Teaching and Learning

This study contributed to the broader scholarly discussion on global citizenship education by examining and documenting an inquiry into three secondary social studies teachers' changing conceptualizations of teaching for citizenship in a globalized world. The study theorized that 1) Teachers change their conceptualizations of teaching for citizenship by shifting or recreating their identities and 2) Teachers' identities are locations of agency for global citizenship and global citizenship education. While thinking about, reflecting on, or constructing new understandings of the concept of citizen and teaching for citizenship in a globalized world was important to changing teachers' conceptualizations, it was insufficient. Each teacher had a concept of what it means to be a citizen—an identity as a citizen—and this helped to define their understandings of teaching for citizenship. As the teachers are citizens themselves, change in their conceptualizations had ramifications for them personally. The findings indicate that teachers must fundamentally practice new forms of being and relating to others. The study concluded that teachers' identities are locations for making choices about who we are, how we want to relate to others, and what kind of world we want to live in.

Doctor of Philosophy, The Ohio State University, 2008, Political Science

Through citizenship laws, a state defines its population and identifies who belongs and who does not. This notion is intuitive, but how does a state decide who gets to be a member? Moreover, citizenship requirements vary dramatically around the globe. Thus, the central question of my study is this: why is it easier to become a citizen in some countries than in others?Because the current understanding of citizenship issues is based primarily on analyses of the established democracies of the West, I expand the scope of these studies by investigating these issues in the post-communist Central and Eastern Europe. Many of these states are newly independent, allowing me to capture issues of citizenship at a founding moment for emerging democracies. They are addressing questions of nationhood and constitution-building for the first time in decades. Once limited to places of transit migration, these states are now destinations for immigrants. Ethnic tensions, democratization, economic incentives, and newfound mobility are feeding into migratory patterns. Yet the postcommunist states are simply not accustomed to being terminuses for migration. Given their history and their present political and economic situations, they are poorly equipped to deal with these new demands. I construct an analytical framework that remedies the lack of theoretical agenda in previous works on citizenship policy and law. My framework is composed of two differing perspectives on the central dynamics of naturalization legislating, one focusing on domestic factors and the other on international ones. My analysis of these approaches is informed by normative understandings of what membership should look like in liberal democracies. My research combines cross-national analysis of data from 27 countries in Eastern and Central Europe with in-depth qualitative case studies of the Czech Republic and Slovakia. I single out these two countries for deeper research because they do not always follow the theo (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2009, History

The focus of the study was to theorize and answer the question of why existing fashion theory in the U.S., as well as abroad, has not tackled the question of American womanhood and citizenship as evidenced in the images of the WACs and WAVES during WWII. Thorough examination of original source materials from pamphlets, recruiting booklets, memoirs, magazine articles, books, case studies,editorials, letters, photos and scrapbooks, a study of fashion has shown historical connections between existing gender systems, social orders, and political ideologies in WWII America. The present study focused on how women's relationships to fashion transformed the evaluation of women's roles and status during WWII and what clothing and adornment meant concerning women in the armed forces. The research also examined the concept of the new woman, and explored how the U.S. government successfully constructed a female appearance that satisfied both public and private concerns.The ways in which women's roles and status changed during WWII was the result of the government promoting visual identity that typified traditional gender ideology and feelings of national belonging as women contributed to an American victory in the armed forces. An evaluation of fashion was important to see how life in WWII America changed in ways that no other sources of material culture could show. The use of original research material and its application contributes to and builds upon existing scholarship on WWII as well the development of the WACs (Women's Army Corps) and WAVES (Women Accepted for Voluntary Emergency Service). Not only is cultural and social history examined through the creation of WAC and WAVE uniforms but the social conditions, the political power shifts, as well as how the civilian population and female military personnel viewed themselves. Research shows design changes in uniforms of the WACs and WAVES by a number of interested parties successfully reconciled the initial discord which ar (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2013, African Studies (International Studies)

The electoral ndigel is a voting command issued by some Senegalese Sufi leaders to their followers in support of one political party or another. Since 1946, this phenomenon has exemplified the religious leaders' influence on the electoral outcomes. In the last decades, however, the electoral ndigel seems to have declined in influence, especially among the Senegalese voters in the diaspora who can partake in Senegalese elections through `distance-voting programs.' By analyzing the electoral preferences of Senegalese citizens in Columbus, Ohio, this study argues that the decline of the electoral ndigel in this particular locality is based on the diasporic voters' acquisition of a greater political awareness, achievement of financial independence and exposure to a politically more secular American culture. The study is structured in five chapters. Chapter 1 provides a historical background on the evolution of the religion-politics nexus in Senegal. It discusses different phases of Islamic militancy and explains how the state-tarixa relationship has evolved overtime. Chapter 2 examines how deterritorialization of Senegalese Sufi taalibes in general has contributed to the globalization of Senegalese tarixas in different ways. Chapter 3 discusses the methodology of research and data collection. Chapter 4 focuses on the case study, Columbus (Ohio), and discusses the translation of that globalization into `long-distance' political participation. It also investigates how Senegalese immigrants integrate Columbus, Ohio in different modes. More importantly, the chapter also discusses different transnational factors which cause the Senegalese expatriate voters to opt for a more ndigel-free voting. Finally, chapter 5 presents a set of remarks and recommendations about the participation of Columbus Senegalese in the distance-voting programs.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This action research study honors teacher-as-researcher and utilizes qualitative methods of data collection alongside emergent design to study arts-integrated teaching and learning at a mid-sized Midwestern university in a social studies methods course. The thinking and learning of both pre-service teachers and the teacher educator/researcher are analyzed using constructivist grounded theory, constant comparative and art-based methods. Findings offer a holistic view of teaching and learning including: 1) pre-service teachers' learning experiences as developing social studies classroom teachers and arts-integrated learners to expand capacity in order to see and think differently, communicate and express their thinking and learning diversely, and to engage challenges and discomfort divergently within alternative, transformative pedagogical practices; and 2) the teacher educator/researcher's learning experiences to expand capacity in developing a meta-teaching action plan toward teaching the arts-integrated social studies methods course and altering the process of the dialectic action research spiral within action research to become the dialectic action research lemniscate. Implications relevant in social studies teacher education and secondary social studies education include, transformative learning experiences and expanded capacity for pre-service teachers as they developed altered perspectives about arts-integrated teaching and learning as well as teaching civics/citizenship and engaging civic issues of equity and justice in the social studies and the early development of a partial framework for arts-integrated teaching and learning in social studies education. Implications germane to action research methodology reside in modifying the process of the dialectic action research spiral in offering the expanded capacity of the dialectic action research lemniscate as an alternative recursive process for action researchers.

Master of Fine Arts, The Ohio State University, 2024, English

Chorona is my second poetry collection, one that follows the same speaker from my first collection, More Salt than Diamond. But while the speaker in the first collection still believes in magic, that “a new immigration law could be signed any day now,” in Chorona, she is tired and unraveling. The word chorona means crybaby in Portuguese, my native language, and the title implies the self-awareness and wry humor of the speaker in this collection. This collection of poems covers themes such as loss, family, belonging, migration, among others. It is my goal to humanize and complicate undocumented immigrant narratives through my writing, and my hope that this collections does that.

Doctor of Philosophy, Case Western Reserve University, 2024, Management

Business has the potential to be one of the most powerful platforms for solving our world's most pressing needs, and employees are increasingly seeking to be part of organizations that provide meaningful opportunities to contribute to the greater good. Yet, business leaders often do not know how to design positive impact initiatives to maximize their contributions for the greater good and for the members of their organizations. The business for world betterment literature has traditionally focused on macro or institutional level dynamics and calls for further study of the micro or individual level. In this dissertation, I develop and test models across three empirical studies offering insights into individual leader and employee dynamics as companies do good in the world. The overarching research question I address is “How do the perception of and participation in corporate social and environmental impact affect leaders and employees of companies?” The dissertation employs a sequential mixed methods approach to explore individual dynamics of business for world betterment. The initial qualitative study utilizes a grounded theory approach with 30 semi-structured interviews to identify factors that influence the lived experiences of leaders who seek to make a positive impact in the world. The study offers evidence that leaders (1) consider their company to be an agent for world benefit, (2) align their impact efforts beyond profit-seeking to promote their personal values, (3) demonstrate a willingness to confront and overcome personal limitations in order to help others, (4) personalize the ways in which they make an impact on people, and (5) experience personal benefits in helping others. Further, while some leaders were able to identify a virtuous cycle wherein doing good in the world returned good to the members of their organization in a reciprocal process of betterment, many leaders were simply unaware of the benefit for their own employees when serving the (open full item for complete abstract)

Master of Science (M.S.), Xavier University, 2023, Psychology

This study examined the relationship between different leadership styles (humble leadership and transactional leadership) and how they influenced the relationship between OCBs and organizational commitment. A total of 121 participants participated in this vignette-based study and were recruited from Prolific.com. The results showed a positive correlation between organizational commitment and OCBs, with leadership style acting as a moderator of the relationship. Specifically, the presence of a humble leader strengthened the connection between organizational commitment and OCBs, compared to the presence of a transactional leader, emphasizing the role of humility in effective leadership. However, the current study did not find evidence of leadership style influencing employee intention to engage in OCBs. Further research is needed on humble leadership and how it impacts employee behaviors.

Bachelor of Arts (BA), Ohio University, 2023, Political Science

Literature on historical U.S. housing policy has focused on the material gains and losses as impacts of these policies. This approach, while crucial, is missing an analysis of how the citizenship of people is affected by these policies. This thesis fills this gap in the literature, focusing on three eras of housing policy, the early FHA mortgage insurance program, the HUD low-income housing programs Section 235 and 221(d)(2), and the Section 8 Housing Choice Voucher program. These policies provide a platform to uncover hidden power in politics and the structural racial discrimination that exists. Examining the relationship between the government and program recipients through the lens of housing policy allows us to see disparate effects on citizenship.

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The mission, vision, and goals of the Turkish Republic of Northern Cyprus (TRNC) Ministry of Education and Culture emphasize that the importance of education is raising young citizens with the values of democracy and critical thinking. Borhaug (2014) suggested that one of the roles of social studies education in Western countries is to educate young people with an understanding of their roles as citizens. Thus, in this study, I researched Northern Cyprus' social studies textbooks to understand whether the government's educational goals are aligned with the contents of the published textbooks that they endorse. I used qualitative content analysis to answer two questions about Northern Cyprus middle school social studies textbooks (sixth grade, seventh grade first semester, and seventh grade second semester): How do the textbooks conceptualize and address citizenship? And how is critical thinking about citizenship encouraged? The three social studies textbooks were found to conceptualize and address citizenship in five different ways: Democratic Citizenship, Digital Citizenship, Global Citizenship, Social-Movement Oriented Citizenship, and European Union (EU) Citizenship. Interestingly, in the textbooks, I did not find any discussions of citizenship that reflected national citizenship, nationalism, or patriotism. In terms of my second research question on how the textbooks encourage critical thinking about citizenship, I found that critical thinking about digital citizenship, global citizenship, and social-movement oriented citizenship is encouraged, but in limited ways. I found no encouragement of critical thinking about democratic citizenship or EU citizenship. Overall, the findings of this study contribute to the limited available scholarship on education in Northern Cyprus. In a divided country like Cyprus, understanding the messaging of these social studies textbooks is an important step in furthering the establishment of peaceful citizenry.

Doctor of Philosophy, The Ohio State University, 2022, Political Science

Citizenship today is marked by widespread dependence and political disempowerment. Described as political denizenship, this phenomenon entails domination, understood as arbitrary interference in decisions we are otherwise in a position to make for ourselves. As a political theory focusing in the first instance on the reduction of domination, neorepublicanism holds promise as a countervailing political project against contemporary denizenship. However, as I argue, neorepublican political thought lacks a plausible theory by which citizens can be constructed. Without a theory of the citizen, neorepublicanism fails to deliver the agents who can perform the necessary work of accountability, who understand their civic role, who have the knowledge to engage in political processes, and who are motivated to do the preceding work. I therefore turn to care ethics to provide a basis for other-regarding republican citizenship focused on caring for other individuals as well as for the broader community. One of the primary vehicles for the construction of caring citizens has been in civil society. In chapter three, I assess the extent to which civil society can perform the necessary labor of creating caring citizens through the proliferation of social capital and find it lacking. The principal issue with civil society is the problem of homophily, or like seeking like. To combat this, I propose mandatory national service in chapter four as a policy mechanism to overcome the problem of homophily and ultimately reinvigorate civil society as a downstream salutary effect. National service holds promise as a mechanism to promote widespread trust, political engagement, and empowerment of citizens across generations.

Master of Arts, The Ohio State University, 2022, Educational Studies

Due to the outbreak of COVID-19, digital technology has become an indispensable tool to realize distance learning and online activities in schools throughout the United States. As a result, online learning has become an important topic for researchers in the field of education. The present is situated within the growing bodies of research that investigate how confident students feel as they use technology, how they perceive their own roles in an online community, and how both impact their participation and engagement in online education. Eighty-seven students from two school districts participated in a three-unit social studies curriculum during the 2020-2021 academic year. Results indicated that students' perceptions of digital citizenship moderate the relationship between their technology efficacy and synchronous online engagement. Students with a medium level of digital citizenship tended to be more engaged in synchronous online activities as they are more confident in using technological skills in their online learning. This research finding suggested the importance of teaching students about digital citizenship at an early age and helping students with technology use, especially for those from less wealthy districts in order to improve the learning quality and students' academic performances in online learning environment.

MA, University of Cincinnati, 2021, Arts and Sciences: Germanic Languages and Literature

During the time period in Germany history from 1989-1990 known as the Wende, activist writing, movies, and mass protests highlighted the exclusion of racial minorities from Germany's unity story. These activists decried the racial violence and scapegoating that followed the mass disenfranchisement of East Germans. However, in wake of the pogroms and mass killings from 1991-1993, Germany did not adopt policies that would create structural change and prevent future right-wing radicalism and violence. Instead, Germany passed reforms, falling in line with the discourse of the intellectual, that focused on stopping the racialized “outside” assault on white German identity rather than ensuring the safety of its People of Color.

Psy. D., Antioch University, 0, Antioch Seattle: Clinical Psychology

The majority of clinicians do not receive education pertaining to the legal aspects of immigration in their curriculum, training, or continuing education. In addition, the process of navigating the immigration system has been exacerbated in recent years due to rapid policy changes under the Trump administration, which has contributed to a hostile political climate, particularly for immigrants from Central America and Mexico. Using a classic grounded theory research approach, this study explored the relationship between the psychological implications of immigration and the legal challenges that immigrants face today, with a specific focus on immigration from Central America and Mexico. Through semi-structured, qualitative interviews with attorneys and clinicians with expertise in immigration, an in-depth understanding of the psychological ramifications of immigration law, policy, and practice was formulated and the grounded theory, The Strategically Broken System emerged. Further, U.S. citizenship privilege was examined, including the impact of participants' awareness of their own privilege on their work, as well as the factors that contributed to participants' awareness of U.S. citizenship privilege. The results of this research aim to bolster clinicians' awareness of the psychological implications of immigration law, policy, and practice by serving as a liaison between attorneys and clinicians, with the ultimate goal of improving the quality of care for immigrants.

Master of Arts (MA), Bowling Green State University, 2021, Psychology

The social support dynamic has received a considerable amount of attention from scholars across a variety of psychological disciplines. When discussing this dynamic in a workplace context, researchers often focus on the perspective of those receiving support and the many benefits the reception of support carries. This focus, however, has left gaps in our understanding of the provider perspective of the workplace social support dynamic. In particular, little is known in regard to who is likely to provide support at work when it is elicited from colleagues as well as in what environments this support is likely to be provided, and how providing support to such elicitations may make providers feel. The present research addresses these questions, assessing how individual differences and contextual factors affect not only the likelihood of providing social support when it is elicited from colleagues, but how the provision of support ultimately affects those who frequently provide support. Using a diverse sample of employees (N = 307) recruited via MTurk, hypotheses were tested using Hierarchical Moderated Multiple Regression and Path analysis. Results indicated that those who are highly directive (i.e., active problem solvers) are more likely to provide support when it is elicited from colleagues, while those who are highly distant (i.e., likely to keep emotional distance from their colleagues at work) are less likely to provide support when it is elicited from colleagues. Exploratory analyses revealed that providing support when it is elicited from colleagues has implications for experienced burnout; these analyses also shed light on a mechanism that explains the relation between support elicitation and support provision. Implications for research and practice are discussed, and suggestions for future research are provided.

Doctor of Philosophy (PhD), Ohio University, 2021, Mass Communication (Communication)

This dissertation is an ethnographic study of the communication and media practices of Filipino Americans in Chicago. It investigates how their everyday encounters with diaspora media produce patterns of consumption and interpretation that locates identity, resistance and citizenship as discourses performed with and in media. Through interviews, participant observation and storytelling, the study argues that Filipino Americans' active engagement with karaoke, the Filipino Channel, a transnational media platform and community newspapers activates becoming more Filipino in the diaspora, long distance activism and a performance of diasporic citizenship informed by cosmopolitanism. These media performances are not mere happenstances but are conscious acts informed by a logic of diasporic performativity that locates active engagement with media as an expression of human agency.