Doctor of Education , University of Dayton, 2024, Educational Administration

The research undertaken was a qualitative grounded action research case study. The researcher had the opportunity to work as part of a team seeking to alleviate energy-burdened neighborhoods within a southeastern State. The team was formed from members of the city, county, the federal government, and local not-for-profit organizations. The research questions were twofold. First, what were the project team members' initial individual approaches to achieving the project's goals of clean energy, addressing energy burdens, and community resiliency? Second, how do the team members reach a consensus over time toward achieving the project's goals? As part of the consensus building, how much of a sense of community is developed amongst the members of the team? The theoretical framework that this research was performed under was a sense of community comprised of four elements: membership, influence, reinforcement, and shared emotional connection (McMillan & Chavis, 1986). A literature review was conducted to identify initial themes that were further developed through focus groups and interviews. Two focus groups were held that involved a total of three unique members of the team per focus group who were asked the same semi-structured questions. As a follow-up to the focus groups, four participants were asked to participate in one-on-one interviews to develop further data revealed by the focus groups. The resulting data was then coded, and themes were generated from the analysis. The three themes identified through the analysis involved the Bringing Energy Efficiency Home team members' knowledge (or lack thereof), perceptions, and their bonding and sense of community. Where knowledge leads to perception and the development of a sense of community within the team the recommended course of action identified by this research is the development and implementation of a public-facing website. The development and implementation of the website will lead to readily accessible i (open full item for complete abstract)

Committee: Clare Liddon (Committee Chair); Sabrina Neeley (Committee Member); Sean McDermott (Committee Member) Subjects: Alternative Energy; Behavioral Sciences; Behaviorial Sciences; Conservation; Environmental Justice; Sustainability

Master of Science, The Ohio State University, 2023, Consumer Sciences

Abstract This research sought to comprehend the distinctions in sustainable fashion consumption patterns between female consumers from the U.S. and China. Employing qualitative methods, two focus groups were conducted, one representing each nationality, to discuss perceptions of sustainability and the intersection of cultural values with sustainable fashion choices. Participants, aged between 18-27, were deliberately chosen to exclude those majoring in fashion to diminish potential bias. Preliminary findings suggest that cultural background influences sustainable fashion understanding and purchasing behaviors. The results provide insights for promoting sustainable fashion consumption, with broader implications for lessening the fashion industry's adverse environmental and societal impacts. This study not only sheds light on culturally informed consumer behaviors but also underscores the importance of tailoring sustainability initiatives to diverse audiences.

Committee: Julie Hillery (Advisor); Cydni Robertson (Committee Member); Ann Paulins (Committee Member) Subjects: Sustainability

Master of Arts, Wittenberg University, 2023, Education

I explored the potential ways teaching during the COVID-19 Pandemic impacted teachers' outlook on their profession. Participants included 30 full-time teachers and two former teachers from Marazul High School (MHS), a suburban high school in Northern California. I utilized an explanatory sequential mixed methods design for the study combining the Maslach Burnout Inventory – Educators Survey (MBI – ES), focus groups, and interviews. The MHS teachers who experienced high levels of burnout left the profession, and the MHS teachers who did not experience burnout stayed in the profession. Student behavior was the most discussed topic when in the focus groups and interviews. Based on the data, it is also possible that teachers' relationships with administrators impacted their decision to remain in (or to leave) the profession.

Committee: Hillary Libnoch (Advisor); Joy Donny (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; Secondary Education

Ph.D., Antioch University, 2023, Leadership and Change

When curious, we admit we do not know. With the contemporary workplace emerging through increased complexity, leaders are compelled to shift mindsets and practices from more traditional methods to those more in service to the uncertainty of the day. The purpose of this mixed-methods study was to generate an integrated theoretical framework for curious leadership, a validated scale for its measurement, and practical methods for engaging differently in the context and practice of leading. Drawing from the literature review of relational leadership, adaptive leadership, complexity leadership, growth mindsets, and curious behavior, and from my practice, 12 sub-constructs were identified as possible scale components of curious leader behavior. A mixed-methods approach was taken with three differently composed focus groups who reviewed the 12 sub-constructs and honed them to four based on their intersections in Phase 1 of the study. In Phase 2, a survey was thereby developed identifying 66 items for further subsequent appraisal. A finalized survey was undertaken with 274 respondents. From principal and confirmatory factor analysis, four sub-scales were eventually identified: Encourage Emergence, Enable Openness, Engage Experiments, and Honor Humanness resulting in the development of the Gick Curious Leader Capacity Scale. The scale's application and future implications for research and practice are discussed. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: A. E. Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Donna Chrobot-Mason PhD (Committee Member) Subjects: Management; Organization Theory; Organizational Behavior; Social Research

Doctor of Education, Miami University, 2022, Educational Leadership

Asking the question, “Am I racist?” is a hard thought to process, one that can even be offensive to some, unthinkable to others. However, considering recent events like the #SayHerName movement and other demonstrations that bring racial justice and implicit bias to center stage again, more than 150 years after the Emancipation Proclamation was shared with the nation, educators find themselves asking, “What more can we do?” This research is about finding the answer to the question how do we identify and change our own implicit bias as educators, how can we use this knowledge to improve education today and, in the end, make us all more comfortable? Using a participatory action research model, 15 educators and one researcher set out to find ways to work together to tackle this topic in ways that can be reproducible for the next set of courageous role models. Using surveys, focus group discussions, case study scenarios, and exit tickets, ideas of how to incorporate bias training for teachers and teachable moments for students were discovered. Combining ethnographies, transformative leadership, critical race theory, implicit bias, social justice theory, and a willingness to change, this research shows one way that the status quo can be altered. By setting up small focus groups, trustworthy dialogues were able to occur and common themes such as childhood experiences, workplace experiences, classroom trust, and fear emerged from the conversations, leading to pathways that can be recreated by others.

Committee: Joel Malin (Committee Co-Chair); Sherrill Sellers (Committee Member); Lucian Szlizewski (Committee Co-Chair) Subjects: Educational Leadership; Teacher Education

Ph.D., Antioch University, 2021, Leadership and Change

There is a widely held and mainly fair view that Africa's contemporary leadership is deeply flawed. Reform is needed and this dissertation takes the position that the challenges to and desirable characteristics of leadership are understood and can be influenced by Africans living in the Diaspora. To explore the challenges and possible solutions, four focus groups were convened drawing on Diasporic Africans living in Rhode Island in the United States. Each group meeting was facilitated by the researcher and discussed several questions about the most needed changes in leadership in Africa today. These concerned the most desirable characteristics in political leadership in Africa and how Diasporic African leaders can support leadership improvement in Africa. All group discussions began with consideration of the philosophy and relevance of Ubuntu a tradition-based perspective that has re-emerged through Africa in the last 30 years. Groups discussed how leadership renewal and improvement related to reviving practices based on Ubuntu. Transcripts from these sessions were analyzed for the number of mentions of particular ideas. Results were condensed into clusters of related ideas and themes for purposes of discussion. The top responses to the first question about challenges were about incompetence; corruption; and the exclusion of good leaders and officials because of sexism, tribalism, and nepotism. The leading responses to the second question on desirable leadership characteristics emphasized honesty, personal qualities of leaders, achieving visionary leadership, and enacting democratic values. In response to the third question of involving the Diaspora, a diverse range of ways in which help would be given were enumerated. This work concludes with a synthesis of the perspectives of Diasporic Africans on how to restore sound leadership in home countries. This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Laura Morgan Roberts PhD (Committee Member); Richard Lobban PhD (Committee Member) Subjects: African Studies

Ph.D., Antioch University, 2020, Leadership and Change

The purpose of this research study is to share scholarly data that may assist in the recognition and cultural understanding of LatinX Chief DOs in higher education institutions. This multi-phase, qualitative study critically considers the participants' sociopolitical, psychological, and, cultural situated-ness as equity, diversity, and inclusion (EDI) leaders in higher education institutions (HEIs). Despite the psychological stressors, the participants described how and why they are energized by their commitment to creating change as social justice campeonas (champions). This study explains why LatinX DOs leading EDI institutional change in the 21st century, places them in precarious sociopolitical circumstances. Cultural values are identified by the research study participants as foundational to their identity, sources of motivation, tenacity, and, strength for leading EDI, institutional change. An interpretive phenomenological analysis (IPA) methodology is applied to this study describing, interpreting, contextualizing, and gaining in-depth insights into specific concepts of the phenomena; of “being” LatinX DOs in HEIs leading EDI. Eight participants were identified through a purposive process. Referred to here as “co-researchers,” they engaged as experts of their own interpretations, and as narrators of their own stories. This study included non-Westernized epistemological and ontological perspectives. A hermeneutic, subjective-reflective process of interpretation explored the co-researcher's social, contextual, and cultural truths—the wholeness of their experiences. The co-researchers engaged in a multi-phase, qualitative study which included individual interviews, and, two facilitated focus groups held over multiple days. The co-researchers developed a co-constructed, collective narrative highlighting the urgency to interrupt and change oppressive patterns and behaviors in themselves, in their respective institutions, and, the communities to which they belong. (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Elizabeth Holloway PhD (Committee Member); Angelo Gomez JD (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Hispanic Americans; Multicultural Education; Womens Studies

Psy. D., Antioch University, 2019, Antioch New England: Clinical Psychology

An earthquake measuring 7.0 on the Richter scale hit Haiti on January 10th, 2010. The earthquake, an urgent crisis, occurred in the context of persistent social dysfunctions, amplifying both the chronic poor living conditions and adversities for children and families. The purpose of the study was to enquire into the possible ways children in Haiti are socialized by the religiousness and other coping ways of their mothers and caretakers in the childhood contexts of societal and continuous trauma. Participants were Haitian mothers (N = 27) who participated in three focus groups that were conducted in their location of residence: Canaan-Damien (n=10), the Providence Orphanage (n=8), and Blanchard (n=9). Participants were also the children of these mothers (N=42). Religious and non-religious qualitative themes emerged from the focus group discussions. For example, some of the themes were: You talk to God to help you; God will not leave you; Parenting Factors, and Shame and Embarrassment. The themes and their frequencies formed five thematic clusters: (a) Positive Religious Cluster, (b) Negative Religious Cluster, (c) Positive Secular Cluster, (d) Negative Secular Cluster, and (e) Shame and Embarrassment Cluster. The correlations among the thematic clusters, as well as their relationships with the Resilience and Vulnerability scores of the children were studied. The Resilience and Vulnerability scores were derived from ratings of the children's House-Tree-Person (HTP) drawings reported in a previous study (Roysircar, Colvin, Afolayan, Thompson, & Robertson, 2017). Data-based similarities and differences between and among thematic clusters, as well as in the thematic clusters by the children's different locations, were investigated. There was a significant negative relationship between the Positive Religious Cluster and HTP Vulnerability. There was a significant positive relationship between the Shame and Embarrassment Cluster and HTP Resilience. All locations had a signi (open full item for complete abstract)

Committee: Gargi Roysircar EdD (Committee Chair); Donelda Cook PhD (Committee Member); Juris Draguns PhD (Committee Member) Subjects: Clinical Psychology

MA, University of Cincinnati, 2016, Arts and Sciences: Psychology

According to the National Health and Nutrition Survey (NHANES; 2009-2010), approximately one in three children are overweight or obese, including 23% of preschool age children (i.e., 2-5 year olds; Ogden, Carroll, Kit, & Flegal, 2014). Emerging literature highlights that the preschool age period is a critical time for establishing healthy behaviors and preventing obesity (Baidal, & Taveras, 2012). There are several child-related contributors to obesity, such as, child consumption and physical activity behaviors (Polacsek et al., 2009). Researchers have also identified parent-related contributors to obesity, parental modeling, reinforcing feeding practices, and foods provided in the home (Haire-Joshu et al., 2008). In addition to these risks, preschool age children from urban environments are often at increased risk for obesity due to environmental barriers, including limited access to healthy food options and low neighborhood safety (Biro & Wien, 2010). The overall aim of this study was to use focus groups and questionnaire data to examine parental perception of (1a) the current state of obesity and health behaviors in urban preschoolers (1b) critical child, parent, and environmental barriers related to obesity and healthy lifestyles; and (1c) what is needed to design and optimize effective healthy lifestyle and obesity interventions and programs.

Committee: Monica Mitchell Ph.D. (Committee Chair); Farrah Jacquez Ph.D. (Committee Member); Bridgette Peteet Ph.D. (Committee Member) Subjects: Public Health

Master of Science, The Ohio State University, 2014, Allied Medical Professions

Due to significant advances in prevention, early detection, and treatment of cancer, the number of cancer survivors increases dramatically each year. However, as a result of the effects of cancer treatment, genetic predisposition, and lifestyle behaviors, cancer survivors are at much greater risk for multiple comorbidities. Indeed, in healthy populations, access to fresh produce in an urban garden-based setting has been effective in improving dietary intakes, physical activity levels, and social support. Despite these findings, no harvesting interventions specific to cancer survivors have been published. Three focus groups consisting of 28 adult cancer survivors were conducted to determine if an urban harvesting initiative improved perceptions of health and wellness in cancer survivors. Participants' responses resulted in four major overarching themes: (1) perceptions of improved mental and physical health, (2) adherence to a plant-based diet and healthy modifications in cooking and meal planning, (3) greater sense of community and social support, and (4) challenges to harvesting. These findings provide preliminary results supporting positive outcomes associated with harvesting at an urban garden setting for cancer survivors. These results will inform future interventions aimed at improving overall adherence to evidence-based guidelines for cancer survivorship.

Committee: Colleen Spees Dr. (Advisor); Amy Darragh Dr. (Committee Member); Kay Wolf Dr. (Committee Member); Felisha Lyons (Committee Member) Subjects: Health; Nutrition

Ph.D., Antioch University, 2013, Leadership and Change

This dissertation study explores Tribal College and University (TCU) faculty collegiality utilizing qualitative and indigenous research methodology approaches. Since collegiality is a multidimensional construct, a Rolling Survey process was developed to provide a vehicle for discussion. Within focus group settings, TCU faculty participants created a composite about their relationships, communications, and professional development. Dialogue affirmed important professional relationships and explored issues that contribute or detract from TCU faculty work experiences. The results of this study further suggest wider applications for leadership and businesses in general, affirming the importance of and the need to support professional working relationships. The electronic version of this Dissertation is at the Ohio Link ETD Center at http://ohiolink.edu/etd.

Committee: Carolyn Kenny PhD (Committee Chair); Jon F. Wergin PhD (Committee Member); Cassandra Manuelito-Kerkvliet PhD (Committee Member); Tina Ngaroimata Fraser PhD (Other) Subjects: Education; Education Philosophy; Educational Leadership; Higher Education; Native American Studies; Native Americans; Native Studies; Organizational Behavior; Personal Relationships

PhD, University of Cincinnati, 2008, Allied Health Sciences : Communication Science and Disorders

Current students in today's audiology programs must demonstrate knowledge and skills acquisition that their preceptors may not have had access to when they were in academia themselves. The purpose of this study was to develop the framework for a short-term workshop for experienced audiologists focused on strengthening relationship-centered care (RCC). The workshop was developed to raise awareness of RCC and improve clinical skills related to RCC. The study was conducted in 3 phases using a mixed methodology: Phase I-Subjects participated in a pre-workshop on-line survey (Supervisee Levels Questionnaire-SLQ) and on-line focus group regarding comfort with relationship-building skills. Phase II-Subjects attended a full day workshop focused on relationship-building skills. Phase III-Subjects participated in a post-workshop on-line survey (SLQ) and on-line focus group. The SLQ was used to quantitatively measure change in subjects' confidence with counseling skills as expressed by an increase in scores across three developmental divisions. The focus group questions were used to collect qualitative data in the subjects' own words to add value and support to the quantitative findings. There were 13 subjects (licensed audiologists) who participated in all three phases of the study. The workshop proved to be a manageable way for experienced, licensed audiologists to gain access to information on RCC skills. There was a statistically significant change in subjects' scores expressed by one developmental division of the SLQ (Dependency-Autonomy) after attending the workshop focused on strengthening relationship-centered care. Subjects reported “counseling” as an area of strength, but recognized these skills as more informational vs. personal adjustment counseling. The subjects did report the RCC skills (whether learned for the first time or renewed awareness) proved beneficial in clinical practice. Subjects acknowledged the benefits of collaborating more with other allied heal (open full item for complete abstract)

Committee: Laura W. Kretschmer Ed.D. (Committee Chair); John Greer Clark Ph.D. (Committee Member); Susan G. Stanton Ph.D. (Committee Member); Nancy Steinberg Warren M.S., CGC (Committee Member) Subjects: Audiology

Master of Science, The Ohio State University, 2009, Occupational Therapy

Children are experiencing increasing levels of stress both in the school environment and at home. Yoga and mindfulness training are examples of less traditional methods being explored to help children manage this stress. The positive effects of these methods can include improved balance, strength and flexibility, as well as improved emotional health and behavior. Children who have participated in mindfulness programs have shown an increase in attention, relaxation, as well as decreased conduct and anger management problems. Following participation in a yoga and mindfulness program, twenty-one second grade children were participants in focus groups designed to explore their experiences and perceptions of the program. Using a qualitative approach, the children were asked predetermined open-ended question probes following an art-based activity used as an introduction. An iterative process was used to identify and confirm themes from transcripts of the focus groups. The children interviewed during the focus groups perceived that following their participation they had increased strength, attention and on-task behavior, and social emotional abilities. Equally, they were able to express ways that they were able to transfer those techniques to situations in and outside of the school environment. The outcome of this study seems to indicate that techniques such as these could be an integral part of improving a child's success in school and in developing better social relationships.

Committee: Jane Case-Smith EdD (Advisor); Maryanna Klatt PhD (Committee Member); Jill Clutter PhD (Committee Member) Subjects: Education; Therapy

Doctor of Philosophy, The Ohio State University, 2009, Women's Studies

“Care” in relationships between disabled and nondisabled partners is typically constructed as a binary between care-givers and care-receivers. In other words, the disabled partner is represented as only a care-receiver and the nondisabled partner as only a care-giver. This dependency dynamic desexualizes nondisabled/disabled relationships because the care burden is expected to interfere with sexual intimacy. This image of care and sexuality between disabled/nondisabled partners can be found in a variety of fields and discourses that touch the lives of people with disabilities and their partners. For example, in the applied fields (e.g., rehabilitation, medicine, counseling) the assumption that nondisabled partners experience only burden is frequently built into research designs and it is rare for such studies to even measure sexual and marital satisfaction or positive aspects of caregiving. Similarly, contemporary feminist research constructs nondisabled partners as victims of a system that refuses to help caregivers, statistically female. It is true that family caregivers need help, but it is symptomatic of our beliefs about disability in intimate relationships that the disabled partners are erased in much feminist care research. Even in the disability rights movement, care is often downplayed because, in a culture that views care so negatively, it is only a liability to draw attention to personal care needs. Disability rights advocates prefer to emphasize the similarities between disabled and nondisabled people. Thus, contemporary feminist research, the applied fields, popular culture and the disability rights movement—all relatively disparate discourses—engage in a surprisingly coherent, negative image of care in intimate relationships.The voices of people involved in disabled/nondisabled intimate relationships are missing from this picture. This project turns to self-representations of people in disabled/nondisabled intimate relationships to illuminate alternati (open full item for complete abstract)

Committee: Cynthia Burack PhD (Committee Chair); Brenda Brueggemann PhD (Committee Member); Christine Keating PhD (Committee Member); Mary Thomas PhD (Committee Member) Subjects: Womens Studies

Doctor of Philosophy, The Ohio State University, 2009, Nursing

Child obesity among school age children is epidemic in the United States (U.S.). A critical review of literature was completed that concluded that Body Mass Index (BMI) screening for early identification and growth surveillance is needed for successful school-based obesity prevention intervention programs. This study used total survey design methods to identify the BMI screening practices of school nurses (SNs) and to identify the facilitating factors and barriers to BMI screening in public elementary schools among school age populations. Focus groups were used to identify current BMI screening practice in terms of facilitating factors and barriers. Survey methods were used to determine the validity of the barriers and facilitating factors identified in the focus groups. An adapted version of the Health People 2010 Determinants of Health Model guided this research.Results from 3 focus groups with SNs (N=25) working in public elementary schools indicated that SN BMI screening practice was conditional to policy, school social and physical environments, risk/protection, and access to quality health care. Themes related to geographic area emerged. All SNs described teachers as the most important facilitating factor. Suburban SNs identified that gym teachers were especially important to their BMI screening process. Urban SNs collectively agreed that trained personnel such as aides would be very helpful for data collection and BMI conversion. Rural SNs were also interested in collaborative work but focused on assisting one another as opposed to hiring assistance. Primary barriers voiced by SNs included lack of privacy, time, and policy. School size and amount of space the SNs had to assess a child were barriers, but for rural SNs this assumed there was a specific area designated as a clinic. For suburban SNs, having space to obtain BMIs located near a gym class was important. Urban SNs focused their concerns primarily on school organization and the logistic of obtaining (open full item for complete abstract)

Committee: Barbara Polivka PhD (Advisor); Rosemary Chaudry PhD (Committee Member); Mary Margaret Gottesman PhD (Committee Member) Subjects: Nursing

PhD, The Ohio State University, 2003, Political Science

Previous studies of African American politics focus on political cohesion in the form of bloc voting, party loyalty and notions of linked fate. This has been detrimental to understanding ideological diversity among African Americans. This project attempts to outline the connection between major tenets in African American political thought –based on degrees of subscription to integrationist and Black nationalist beliefs—and ideological adherence among ordinary citizens. There are three primary findings. First, it finds that this ideological dimension does exist, is methodologically reliable, and is an important ingredient in African American decision-making. It determines levels of internal racial awareness, support for leaders, and other issue positions. Second, like liberalism and conservatism, it is not foremost in ordinary citizens' political calculus. In the focus groups, for instance, Blacks have clear views about desirability of associations with whites, but for the most part, they do not offer ideological beliefs without prompts. Instead, what is found and echoed by the subsequent statistical analyses is that Blacks are ambivalent about their relationship to America. They fall into a middle ground, sometimes endorsing and embracing their “American-ness” and other times taking a more racially protective stance by developing and maintaining Black social and political structures. Last, the Integrationist-Nationalist Index created to measure this ideology can predict levels of political efficacy as well as support for a Black third party.

Committee: Paul Beck (Advisor) Subjects: Political Science, General

Master of Arts, Miami University, 2012, Psychology

The present study identifies the parenting challenges, support, and resources experienced by previously incarcerated mothers as they reenter society. Comparisons are made to non-incarcerated high-risk mothers to determine if and how the two groups differ. The sample consists of 32 participants divided into two groups, previously incarcerated (n=17), and non-incarcerated high-risk (n=15) mothers. Participants completed questionnaires to assess their parenting challenges, personal support, and family support. Both groups of mothers participated in focus groups to discuss their specific challenges and support systems. Findings suggest that previously incarcerated mothers experience unique parenting challenges associated with their incarceration and drug history. Previously incarcerated mothers and non-incarcerated high-risk mothers were found to experience similar levels of support and resources though their ability to benefit from the support differs. With the growing number of mothers being released from prison, these findings will contribute to programs that assist these mothers and their families.

Committee: Yvette Harris PhD (Advisor); Michelle Abraham PhD (Committee Member); Amanda Diekman PhD (Committee Member) Subjects: Developmental Psychology; Families and Family Life; Psychology; Womens Studies

Doctor of Education (Ed.D.), Bowling Green State University, 2011, Leadership Studies

This is an exploratory qualitative study whose focus was to ascertain social work field instructors' perceptions of the characteristics and attributes necessary in the provision of competent field instruction. It utilized case study as a framework of analysis. Moral reasoning and adult development provided a theoretical framework for the study. Nineteen field instructors working with an undergraduate program in social work participated in one of five focus groups, and responded to questions related to why they became and remain field instructors, their perceptions of the qualities and characteristics that comprise a competent field instructor, qualities and characteristics of excellent and unacceptable student interns, field instructors' roles in gatekeeping, and field instructors' perceptions of leadership as it relates to field instruction. Data analysis indicated that there are specific roles, personal attributes, practice skills, and environmental criteria perceived as necessary in order to perform competently as a field instructor. In addition, three themes permeated the discussion of characteristics, gatekeeping and leadership. These themes were role modeling, communication, and nurturing. Leadership skills and characteristics were explored and analyzed according to the models of leadership developed by Kouzes and Posner, and Hersey and Blanchard. Findings indicate that field instructors perceive themselves as learners, as well as teachers. They also do not recognize themselves as leaders, and are generally uncomfortable with the role and responsibility of gatekeeping. The study recognizes specific implications for practice, as well as future research. It provides social work field directors within the schools of social work with a list of criteria that may be used to select future field instructors, as well as evaluate current ones. The same criteria can be used by practitioners who wish to become field instructors to assess their readiness for that role and (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Thomas Chibucos (Committee Member); Christopher Frey (Committee Member); Joyce Litten (Committee Member); Gerald Strom (Committee Member) Subjects: Education; Ethics; Higher Education; Social Work

Ph.D., Antioch University, 2012, Leadership and Change

Women have played an essential role in the development of philanthropy in the United States. While their giving behavior and financial contributions have been studied extensively, other aspects of their philanthropy-namely leadership-have not been documented as completely. The giving circle-a new trend within philanthropy where groups of individuals pool their money, and through educating themselves about issues in their community, decide together where to award their funds-provides an ideal case for this study, as the majority of giving circle members are women. In order to gain a better understanding of women's leadership, focus groups were conducted with more than 35 members of six giving circles. This study asks the questions: What meaning, understanding, or insights about women's philanthropic leadership can be derived from the experiences and perceptions articulated by members of giving circles? What definitions, models, or new articulations of leadership can be discerned? and What are the implication of the stories of leadership that members tell for the formation, growth, and sustainability of giving circles? A multimethod analysis of the focus groups reveals that these women identify leadership in three primary ways: leading through relationships; leading with a focus on impact and change; and leading to create civic capacity. It is the third frame-leading to create civic capacity-that holds the most promise for an expanded understanding and a clearer articulation of women's leadership in philanthropy. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Philomena Essed PhD (Committee Chair); Lize Booysen DBL (Committee Member); Suzanne W. Morse PhD (Committee Member); Angela M. Eikenberry PhD (Other) Subjects: Behavioral Sciences; Organizational Behavior; Social Psychology; Social Research; Womens Studies

Ph.D., Antioch University, 2011, Leadership and Change

For this research, I explored contemporary resistance strategies that Black women executives in the corporate world use to oppose negative behaviors by others associated with their race and gender. The dissertation reviews scholarship about the major role the convergence of race and gender play in the day-to-day existence of Black women. Historically, negative images and beliefs have influenced the treatment of Black women in society. These same thoughts and images affect Black women executives in today's workplace. African-American women continue to see limited advancement to senior levels within the corporate organization, even though diversity programs abound. As leaders in the corporation jump higher hurdles to achieve executive level positions, Black women continue to be invisible in corporations. Using biographical inquiry, I explored resistance by Black women corporate executives to negative images. I identified specific acts and motifs of resistance in the workplace through questions designed to elicit career life histories through their personal stories. A final purpose was to connect the worlds of the corporate and the academic by sharing the career life history motifs from the interviews with Black women professors whose scholarly pursuits and interests are in the area of critical race and gender studies. I wanted to hear their suggestions for the practical application of this information toward further development and transference of knowledge in this area. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Philomena Essed PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Lize Booysen DBL (Committee Member); Stella Nkomo PhD (Other) Subjects: African American Studies; African Americans; Black Studies; Business Administration; Ethnic Studies; Gender; Gender Studies; Management; Minority and Ethnic Groups; Organizational Behavior; Personal Relationships; Social Psychology; Womens Studies