Doctor of Philosophy, Case Western Reserve University, 2018, Organizational Behavior

Social Inclusion is an emerging term, used most prominently by the United Nations to encompass ideas of equity, social, economic and civic participation, and the proactive protection of human rights. Posited as an antidote to the global phenomena of social exclusion, social inclusion is also increasingly understood as a process and outcome, rather than just an outcome. In the United States, one potential vehicle for the process of social inclusion is the development of mixed-income communities. Using a process perspective, this study explores the design and practice of social inclusion in the context of mixed income communities, by conducting a qualitative analysis of the federal Choice Neighborhoods Initiative, which funds mixed-income community development across the United States. Utilizing a combined content analysis and grounded theory analysis of archival grant reports and conducted interviews, this study aims to answer the question: How do mixed-income communities design and practice social inclusion? Within that question, what are the conditions for the practice of social inclusion? How do organizational structures, programs, and processes, enable the individual and collective practice of social inclusion? How is social inclusion designed and practiced at the structural, social, and individual levels? The content analysis focused on 55 Choice Neighborhoods planning grant Transformation Plans and 18 implementation grant narratives. This study also conducted and analyzed through grounded theory an additional 60 semi-structured interviews. The study generated an integrated process theory of social inclusion, through this analysis that identified 545 first order codes, 123 second order codes, and 24 aggregate dimensions. This study also presents the underlying dynamics that enable and limit social inclusion. In addition to this contribution to theory, this study will also contribute toward those working in the mixed-inco (open full item for complete abstract)

Committee: Diana Bilimoria Ph.D. (Advisor); Mark Joseph Ph.D. (Committee Member); David Cooperrider Ph.D. (Committee Member); Ron Fry Ph.D. (Committee Member) Subjects: Organization Theory; Organizational Behavior; Social Psychology; Sociology; Urban Planning

Doctor of Philosophy, The Ohio State University, 2007, Physical Activity and Educational Services

The purpose of this study was to examine the effects of an Adventure Education unit of instruction on the social interactions between students with and without disabilities in general physical education (GPE) classes. Participants were African American, Hispanic, and White American students (girls and boys with and without disabilities) who spoke either Spanish of English as their first language. A multiple baseline across participants design was used (Cooper, Heron, & Heward, 1987). The study was situated in contact theory (Allport, 1954). Data were collected on the social interactions that occurred between students with and without disabilities. Results show that effective facilitation of Adventure Education can potentially increase appropriate and positive social interactions and these results provide evidence that social interactions can increase through effective facilitation and the creation of an environment that encourages appropriate and positive interactions between students. Contact theory was partially supported in this study.

Committee: Samuel Hodge (Advisor) Subjects: Education, Physical

Ed.D., Antioch University, 2024, Education

The purpose of this study is to understand the prevalence of faculty members' abilities to incorporate cultural humility into their Masters of Science in Athletic Training (MSAT) program curriculum and barriers they feel they face in implementing this into regular practice. There is a severe lack of focus on issues pertaining to social justice within the athletic training profession, and implementation of cultural humility skills into MSAT programs can help address the systemic injustices within athletic training healthcare delivery. While there has been a focus on cultural competency in athletic training education, there is little to no current research on cultural humility and how it is used in programs currently, nor how comfortable faculty members are with teaching their students cultural humility in intentional and effective ways. A qualitative method was utilized to explore the research question, and to understand perceived barriers to implementation of culturally humble training within the current curriculum. Faculty members at accredited institutions were interviewed virtually, and it was determined that cultural humility is taught to various degrees within differing programs. Student identity, faculty identity, social determinants of health, open-mindedness, and commitments to action are some themes identified within the work. Identified barriers include time, identity, and legislative restrictions. This study looks to provide a foundation so future research can shift the focus to patient-centered care techniques that will serve people of all identities and backgrounds. Athletic training needs to become a pioneer profession of equitable and compassionate healthcare, setting the standard for other professions to overcome systemic inequities that decrease the quality of care delivered to diverse and historically marginalized patient populations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://e (open full item for complete abstract)

Committee: Leslie Jackson Ph.D. (Committee Chair); Emiliano Gonzalez Ph.D. (Committee Member); Christina Davlin-Pater Ph.D. A.T.C., E.M.T. (Committee Member) Subjects: Curriculum Development; Education; Educational Evaluation; Health; Health Education; Health Sciences; Higher Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Sports Medicine; Teacher Education

Doctor of Business Administration (D.B.A.), Franklin University, 2024, Business Administration

This research study explores how employee resource groups (ERGs) impact individual employee voice behaviors. The study is grounded in the spiral of silence theoretical framework (Codington-Lacerte, 2020; Noelle-Neumann, 1974), with the concepts of psychological safety, social identity, social exchange, and self-efficacy explored as mediating factors. The study consists of a qualitative, single case study at an organization that recently established ERGs. Seventeen employees were interviewed, representing eleven of the organization's twelve ERGs. Results from the study support the application of the spiral of silence theoretical framework at the individual employee level. Thematic analysis was used to identify themes in the data, which demonstrate that ERGs impact individual voice behaviors through building relationships, creating cultural change, and empowering individuals.

Committee: Michelle Geiman (Committee Chair); Susan Campbell (Committee Member); David McCurry (Committee Member) Subjects: Business Administration; Business Education; Communication; Labor Relations; Management; Minority and Ethnic Groups; Organization Theory; Organizational Behavior

Doctor of Philosophy, The Ohio State University, 2017, Social Work

Financial inclusion programs have seen remarkable growth throughout the last two decades, with continued annual growth of up to 15% predicted for micro-credit along in the Sub-Saharan African region over the next three years. However, as private investment funds begin to dominate microfinance funding streams, there is debate about the benefits of microcredit for the population most targeted with these funds: women in the Global South. One aspect of this debate concerns the need for social capital, resources embedded in social networks, for the success of microcredit lending. While its necessity is acknowledged, the way that social capital is created, structured, and employed in women's groups is not adequately understood. By better understanding these aspects of social capital, microcredit programs can be better designed, and the ethical implications of expanding microfinance services can be better understood. Employing a mixed methodology of qualitative interviewing and social network analysis, this study explores the phenomenon of social capital across a diverse sample of 12 women's collective financial groups, including both informal savings clubs and micro-credit groups located in the West African urban capital of Conakry, Guinea. A multi-dimensional model of social capital developed by the World Bank was modified for use with this research population and included six domains: Access to Resources, Trust, Communication, Cooperation, Social Cohesion, and Empowerment. In depth qualitative interviews with 84 members of collective finance groups were analyzed to answer the question: What are Guinean women's experiences as members of collective financial groups? Upon developing an understanding of the groups, this study then asked: How is social capital structured in the groups, and how do the social capital networks of collective financial groups function? Sociometric network analysis examined a global measure of social capital as well as analysis of each of s (open full item for complete abstract)

Committee: Mo Yee Lee PhD (Committee Chair); Sharvari Karandikar PhD (Committee Member); Keith Warren PhD (Committee Member) Subjects: African Studies; Social Work; Womens Studies

Master of Arts, The Ohio State University, 2013, Psychology

The current study explores social outcomes for adults with ASD in comparison to adults with other disabilities by investigating the relationships between social relationships, community inclusion, access to services/supports, and choice to address the following research question: how do individuals with ASD differ from individuals with other disabilities in their reported levels of social relationships and community inclusion? How do reported levels of choice and access to services/supports relate to social relationships and community inclusion for individuals with ASD? Are these relationships different for individuals with disabilities other than ASD? The National Core Indicators Adult Consumer Survey 2009-2010 and 2010-2011 datasets were used as a population from which two samples were drawn, individuals with ASD and individuals with other disabilities. Exploratory and confirmatory factor analyses were used to test the measurement model of the latent constructs of interest, then structured means analysis was used to compare latent variable means, and SEM was used to test a structural model of the relationships of the constructs of interest. Results indicated a measurement model differing from the factor structure consistent with the organization of the NCI survey yielding three novel factors: Social Determination, Social Participation and Relationships, and Personal Control. Individuals with ASD had lower levels of Social Determination and Friendships than individuals with other disabilities. SEM analyses yielded significant relationships between constructs of interest. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD.

Committee: Marc Tasse (Advisor); Susan Havercamp (Committee Member); Betsey Benson (Committee Member) Subjects: Psychology

Doctor of Education, Ashland University, 2009, College of Education

This study explored the quality of life of employed college graduates with disabilities. A mixed methods approach was utilized. Quantitative elements involved the measurement of self-efficacy and purpose in life perceptions. The results were comparable to the general population. The qualitative elements employed a case study approach. Participants reported strong parent advocates, possessed appropriate interpersonal skills, demonstrated determination, developed helpful social networks, and acquired the ability to become self-advocates. In the educational setting, participants reported benefiting from the principles of universal designs such as differentiated instruction and the incorporation of technology. The results of this study indicated a need for schools to do more to recognize individual potential and put emphasis on successful transitions for individuals with disabilities.

Committee: Carla Edlefson PhD (Committee Chair); Cynthia Bowman PhD (Committee Member); Maria Sargent PhD (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Behaviorial Sciences; Continuing Education; Curricula; Education; Educational Evaluation; Educational Psychology; Educational Sociology; Educational Theory; Elementary Education; Higher Education; Multicultural Education

Ed.D., Antioch University, 2024, Education

This study addresses university leadership and the need to affirm diversity, equity, and inclusion in order to institute organizational change for social justice. My key research question is “What are effective ways for leaders to advance diversity, equity, and inclusion with the goal of achieving social justice?” There is much research in the areas of racial equity, Critical Race Theory, and Culturally Sustaining Pedagogies, but the connection to leadership development models is new terrain. This study will add a Connective Leadership Theory framework to the lens of Critical Race Theory to analyze the potential of university leaders to enhance organizational change for diversity, equity, and inclusion metrics. The study will be explanatory mixed methods research including both Likert Scale surveys and follow-up interviews. The implication of this research is to create a template for university administrators and employees on how to use diversity, equity, and inclusion measures to work toward organizational change and social justice. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Emiliano Gonzalez Ph.D. (Committee Chair); John Scott Ph.D. (Committee Member); Gary Delanoye Ed.D. (Committee Member) Subjects: Education; Educational Leadership

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2023, Health Programs

The purpose of this qualitative single site case study was to measure from the perspective of direct service professionals how well clients with Intellectual and Developmental Disabilities (IDD) are being socially included in the community. The research question pursued was the following: How does the Direct Service Professional's (DSP) measurement of successful inclusion in the community impact clients with IDD living in supportive living homes? A literature review of social inclusion and quality of life for individuals with intellectual and developmental disabilities indicates the focus of studies has been on the family members who are a natural support to the clients. Limited research exists on the perspective or measurement of Direct Support Professionals who are closest to the clients in many cases and provide support and care. Primary data for this qualitative study was from semi–structured, open–ended interviews with 11 (DSPs) at a single site agency. The primary goal of this research is to determine from the lens of DSP staff if clients are being successfully socially included in the community.

Committee: Alyncia Bowen (Committee Chair); Gail Frankle (Committee Member); Eliot Jackson (Committee Member) Subjects: Behaviorial Sciences; Health Care; Social Research

Ph.D., Antioch University, 2023, Antioch New England: Environmental Studies

Climate change affects everyone but lack of racial diversity in the climate movement makes it challenging for it to be truly inclusive, champion solutions that are equitable, and affect transformative change. This dissertation describes a two-part study of diversity in the climate movement using a survey of 1,003 climate activists and interviews with 17 people of color who work or volunteer in the U.S. climate movement. The study analyzes differences between Whites and people of color in terms of their (a) demographics, (b) engagement in climate action, (c) experience of climate impacts, (d) worries, (e) challenges and barriers to participation, and (f) proposed strategies for diversity, equity, and belonging. My research provides the following takeaways: (a) Progress has been made in terms of diversity in the U.S. climate movement, but diversity is insufficient without equity belonging. (b) Anti-racism must go beyond symbolic gestures towards deep transformation at the individual, interpersonal, institutional, and systemic levels. (c) Oppression is intersectional, with racism intersecting with other oppressions of gender, age, class, physical ability, among other identities. (d) People of color and those with marginalized identities contribute essential perspectives and skills to the climate movement. The discussion includes implications for theory, practice, and further study.

Committee: Abigail Abrash Walton Ph.D. (Committee Chair); Jason Rhodes Ph.D. (Committee Member); Carolyn Finney Ph.D. (Committee Member); Marcelo Bonta (Committee Member) Subjects: Climate Change; Demographics; Environmental Justice; Environmental Studies; Minority and Ethnic Groups; Sociology

Doctor of Education , University of Dayton, 2022, Educational Administration

This qualitative study examines the experiences of general education students in an inclusion class. Previous research on the phenomenon of inclusion has primarily focused on the perspectives of individual(s) with disabilities, and thus has left out the general education student perspective. The primary data collection method was in-depth interviews over the duration of two semesters. This research proved that general education students overwhelmingly support inclusion class experiences. The more positive experiences, the more empathetic talk and a broader sense of community. It is recommended that the current inclusion course program continue. Stakeholders are encouraged to focus on creating new and different inclusion experiences on campus as the benefit of such spaces is apparent in this research.

Committee: Corinne Brion (Committee Chair); Karen Lovett (Committee Member); Fritz Ettl (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

The number of students with visual impairments in general education schools has been increasing in the United States as well as worldwide. Research needs to investigate the experiences of individuals with visual impairments in general education classrooms. The developmental niche theory was used to explore how people with visual impairments describe social and academic experiences in primary and secondary general education schools. The purpose of this qualitative study is to explore the experiences of students with visual impairments in primary and secondary general education classrooms. Research data was obtained from people with visual impairments who attended general education classrooms in primary, elementary, or high school. The participants were adults who already graduated from high school. Online semi-structured interviews were conducted with seven individuals with visual impairments who received some part of their education in primary and secondary general education classrooms. Good relationships with some general education and resource room teachers, acceptance by some teachers and classmates, and being academically successful in some classes are the main positive social and academic experiences of students with visual impairments in general education classrooms. Teacher support, personal attributes of students, extracurricular activities, positive attitudes of classmates and teachers, and a safe and inclusive school and classroom environment led to positive social and academic experiences for students with visual impairments in general education classrooms. Bullying is the most common social experience, and lack of accommodations is the most common academic experience in this study. In addition, Math is the most difficult class for most of the participants. Physical education is the other class those which students with visual impairments were mostly not included due to a lack of accommodations. Future research should examine suggestions or solutions f (open full item for complete abstract)

Committee: Tiffany Wild (Advisor) Subjects: Special Education

Doctor of Education (Educational Leadership), Youngstown State University, 2022, Department of Teacher Education and Leadership Studies

This dissertation attempts to locate the general and specific theories and practices that account for the incentives and obstacles for low-income and marginalized persons' structural incorporation into corporate governance. Factors related to health/human services and community development organizations that purport to engage in work for the betterment of such low-income and marginalized persons are explored. Through a mixed-methods model, this dissertation, especially after the 50th anniversary year of the War on Poverty, explores the perspectives of board members and others about perceived and real obstacles and incentives to participate in such governance. Unlike in the past with the War on Poverty, a new moment, or punctuated equilibrium, may provide a new opportunity for low-income voices to be heard and institutionalized. The Delphi panelists held strong consensus in agreement that it is important to include low-income persons on boards, but it is not a requirement. The panelists hold in strong consensus of agreement that training is needed to help understand the issues faced by low-income persons and communities, and training needs to help all members deal with problem-solving skills. The panelists hold in strong consensus in disagreement that it is no longer important for low-income persons to serve on boards. There is a critical finding that as the new governance and accountability movements attest, there is not an urgency, though with some nuances, for some form of structural inclusion of low-income persons on boards of community service agencies. This work adds to the social theoretical literature pertaining to operative political-economic perspectives and values, institutional isomorphism, and network diffusion concerning the inclusion of diverse voices and its real and practical impact on nonprofit board governance.

Committee: Karen Larwin PhD (Committee Chair); Sherri Harper Woods DM (Committee Member); Amanda Fehlbaum PhD (Committee Member); Patrick Spearman PhD (Committee Member) Subjects: Education Philosophy; Education Policy; Educational Leadership; Organization Theory; Public Policy; Social Work; Welfare

Doctor of Education , University of Dayton, 2022, Educational Leadership

Through a critical phenomenological approach, this study captured the lived experiences of directors in the Ohio Private Academic Libraries (OPAL) consortium and their responses to dual pandemics, the COVID-19 pandemic and the pandemic of racism. Individual qualitative semi-structured interviews were conducted with ten OPAL directors to examine their roles as leaders in times of upheaval. Findings indicate that the pandemics amplified challenges in emotional and practical ways. Directors contended with emotional labor marked by ambiguity and burnout. Practical challenges (staff reductions, enforcing safety protocols, and the Great Resignation) further impacted morale. Racially just, equitable systems encourage workplaces defined by compassion, autonomy, and respect. Thus, directors must prioritize antiracism actions to dismantle white supremacy and racial capitalism in their libraries.

Committee: Meredith Wronowski (Committee Chair); Miriam Matteson (Committee Member); Thomas Oldenski (Committee Member) Subjects: Educational Leadership; Higher Education; Library Science

Bachelor of Arts, Wittenberg University, 2022, Business

Spirituality in the workplace focuses on creating space for meaning, purpose, and interconnectedness within community. Evidence and research suggest spiritual values (i.e., mindfulness, compassion, transcendence, and meaningful work), through an enhancement of the motivation of the workforce, contribute to increases in productivity. Spirituality can be implemented through including spiritual values in policies, procedures, and business decisions. When evaluating an organizational success with executing spirituality efforts in a business, three themes can be seen throughout the organization: inclusivity, leadership, and implementation practices. This study will analyze the aspects of spirituality in Ouimet-Tomasso Corporation, a Canadian frozen food manufacturing company. It will define and research spirituality as a whole within an organization, the importance of inclusivity in spirituality efforts, leadership's impact on spirituality, and implementation practices. The case analysis will include a background of the company's spirituality philosophies and evaluate its spirituality effectiveness within inclusion of all the employees' backgrounds, leadership of the organization, and practices implemented to represent the values expressed.

Committee: Sunny Jeong (Advisor); Scott Dooley (Committee Member); Ross Jackson (Committee Member) Subjects: Business Administration; Business Community; Labor Relations; Management; Organization Theory; Organizational Behavior; Spirituality

Doctor of Philosophy, Case Western Reserve University, 2022, Management

This research aims to look at the changes and inequities that minority women face in the financial services industry, specifically African American Women in Organizational Leadership. This research focuses on the differences and behavioral impact of these leaders, as well as the lack of representation at the “C-Suite” level, to better understand some of the challenges and barriers they faced that were unique from those faced by their peers, as well as success factors that allowed them to advance to senior-level management positions. Many consumers will unwittingly come across a section titled “Diversity and Inclusion” while browsing the websites of today's leading banks. Almost every bank in the world has made it a requirement to promote this relatively new policy, which aims to ensure that employees of all genders and backgrounds have an equal chance of being hired and progressing through their organizations in a fair manner. We've seen some progress in women's representation in corporate America over the last five years. Since 2015, the number of women in top leadership positions has increased. This is especially true in the executive suite, where female representation has increased from 17 percent to 21 percent. Although this is a step in the right direction, parity is still a long way off, particularly for women of color, who are underrepresented at all levels. Women's representation gains will eventually stall unless significant changes are made early in the pipeline. Women have a significantly harder time advancing in their careers than males due to gender bias. Gender bias, on the other hand, isn't the only roadblock to women's career advancement. Women whose social identities differ from the dominant workplace expectations—that is, women who are not White—face additional challenges, including navigating more precarious situations, being forced to conform to cultural norms that may contradict their social identities, and encountering biases other than gend (open full item for complete abstract)

Committee: Diana Bilimoria (Committee Chair); Yolanda Freeman-Hildreth (Committee Member); Corinne Coen (Committee Member); Paul Salipante (Committee Member) Subjects: African American Studies; Management; Womens Studies

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, Higher Education Administration

White senior-level student affairs professionals are well-positioned to address issues of social justice and inclusion, oppression, privilege, power, and Whiteness within the field of student affairs. Their level of responsibility, scope of interaction and influence, and professional position provide senior-level student affairs professionals with the opportunity to both engage with social justice and inclusion in their practice and make a difference in their institutions and in the field of student affairs. As White individuals, these professionals have additional power within their divisions, institutions, and society. Although student affairs professionals are expected to be competent in the area of social justice and inclusion, there is a gap in the literature that examines these professionals' experiences with this topic. The purpose of this study was to hear the stories of White senior-level student affairs professionals' experiences engaging with social justice and inclusion and addressing Whiteness in their student affairs practice. The research questions are: 1) What stories do White senior-level student affairs professionals tell about their experiences engaging with social justice and inclusion in their student affairs practice? 2) What stories do White senior-level student affairs professionals tell about their experiences addressing issues of Whiteness in their student affairs practice? To address this gap in the literature and answer the research questions, I utilized narrative inquiry and a transformative paradigm. I interviewed six White senior-level student affairs professionals from across the United States. Nine key findings emerged from this study. These findings are summarized as: positional power and White voice, sense of responsibility, unpreparedness, personal connection, influence of current events on action and awareness, policy and practice, Whiteness as a systemic issue, increased opportunities, and choice to engage with and addr (open full item for complete abstract)

Committee: Maureen Wilson Ph.D. (Advisor); Madeline Duntley Ph.D. (Committee Member); Katherine Stygles Ph.D. (Committee Member); Ellen Broido Ph.D. (Committee Member) Subjects: Higher Education Administration

Master of Arts, University of Toledo, 2021, Sociology

In most of the underdeveloped countries, the indigenous population does not have full citizenship rights due to social exclusion. In Bolivia, considering that about 60% of its population is indigenous (CEJIES, 2019), this lack of social inclusion is one of the most important obstacles for Bolivia's development. According to the United Nations, “social exclusion” is the involuntary exclusion of individuals and groups from society's political, economic and societal processes, which prevents their full participation in the society in which they live. Poverty is defined as the lack of economic resources, and so defined is an important cause of social exclusion in as much as the lack of those resources prevents participation. However, there are other important dimensions of social exclusion, which encompass a broader (complex and multi-dimensional) set of concerns. The history of post-colonial Bolivia is the history of the struggle of the indigenous to reach full social inclusion. After the 1952 Revolution in Bolivia, the indigenous population significantly gained more citizenship, but in practice their citizenships rights were never fully attained. For example, ownership of land is still an issue. However, the right to vote and its exercise has improved considerably, especially in the last democratic period. Bolivia, a landlocked country in the heart of South America whose main source of income is the export of natural gas, minerals, and raw materials, had a series of military dictatorships between 1964 and 1982. After the return to democracy, in 1982, Bolivia had a continuous democratic and constitutional period. Evo Morales, the first self-identified indigenous president, and the president with the greatest length of time in office (2006-2019), had a major support of the indigenous population to reach the presidency. His administration claimed to be anti-imperialist and supported some socialist policies. This work describes and analyzes the process of social incl (open full item for complete abstract)

Committee: Dwight Haase (Committee Chair) Subjects: Sociology

Doctor of Philosophy, University of Toledo, 2021, Higher Education

The purpose of this study was to identify the factors that influence international students' sense of belonging. An in-depth review of existing research on sense of belonging helped me identify 18 factors closely connected to the sense of belonging of international students. I categorized these factors into four groups: (a) academic integration, (b) social integration, (c) campus climate, and (d) transition factors, and developed a 41-item questionnaire for students. I administered the questionnaire to international students attending higher education institutions in the Great Lakes region, which consists of the states of Illinois, Indiana, Minnesota, Michigan, New York, Ohio, Pennsylvania, and Wisconsin. Ten variables connected to each of the four groups of factors emerged as statistically significant predictors of international students' sense of belonging: (a) academic involvement, (b) relationship with faculty, (c) friends/peer support, (d) learning community, (e) nationalism in host country, (f) on campus services (support staff), (g) diversity on campus, (h) dietary restrictions, (i) language ability, and (j) racism/discrimination. The results of the study suggest that the academic environment, campus services and resources, the racial climate of the campus in regard to diversity or lack of it, and the nationalism in a country play a role in an international student's sense of belonging. These results show that institutions must pay attention to a complex set of factors when trying to recruit and retain their international students.

Committee: Snejana Slantcheva-Durst Ph.D. (Committee Chair); Ling LeBeau Ph.D. (Committee Member); Ron Opp Ph.D. (Committee Member); Sammy Spann Ph.D. (Committee Member) Subjects: Higher Education

Master of Music (MM), Ohio University, 2020, Music Therapy (Fine Arts)

This exploratory study investigates the occurrence of music therapist behaviors in a dyad model intervention along with emergent participant social skills in response to the intervention. Participants were paired in blended dyads of one child with special educational social needs and one child without special educational social needs. Three blended dyads participated in six music therapy sessions. Each session included one intervention focused on supporting interaction between dyad partners, or Beat Buddies. The study followed an action research model; after each session, the therapist observed video recordings to collect data and inform the development of subsequent interventions. Findings describe the planned, spontaneous, musical, and nonmusical therapist behaviors that appeared to elicit social skills from a neurodiverse group of preschool-age participants. Results also suggest that the neurodiverse and inclusive nature of the project was essential for participants' successful demonstration of age-appropriate social skills.

Committee: Laura Brown (Advisor) Subjects: Music