Master of Science (M.S.), University of Dayton, 2018, Civil Engineering

The Ohio Department of Transportation (ODOT) began installing median cable barriers in 2003 along highway medians for all roadways that were narrower than 59 ft. The central goal of this work was to prevent cross-median crashes (CMCs) that raised a concern due to their frequencies and severe injuries they caused when they occurred. Cross-median crashes occur when a vehicle leaves its travel way, enters or crosses the dividing median, and collides with vehicles moving in the opposite direction. This study received data from 41 locations totaling about 201 miles of installed median cable barriers in the years 2009-2014. These locations experienced 2,498 median related crashes before and after installation. The study involved a review of police reports to identify target crashes and the manner in which the vehicles hit or crossed the cable barriers, either by penetrating the cables, over-riding, under-riding, stopped, or redirected. A detailed analysis of cable hits was also conducted. The study found that median cable barriers were effective in stopping vehicles from breaching the barrier; 95.4 percent of all cable median barrier crashes had no penetration of the cable barrier, i.e., the vehicles where stopped or bounced by the cables. This thesis study summarizes some key findings of safety effectiveness evaluation of the median cable barriers in Ohio. The findings of overall statewide crash reduction after the median cable barriers compared to before period are based on the safety effectiveness percentages computed by Empirical Bayes (EB) before-after study method using the Highway Safety Manual's (HSM) procedures. Safety effectiveness of Ohio's statewide cable barriers was found to be 73.9 percent for total crashes, 80.4 percent for fatal and injury (FI) crashes combined and 80.1 percent for fatal, incapacitating, and non-incapacitating injury (KAB) crashes combined. Therefore, the estimated crash modification factors (CMFs) for median cable barriers installed in O (open full item for complete abstract)

Doctor of Psychology (PsyD), Wright State University, 2013, School of Professional Psychology

There is limited research on African-American college students and their participation in group psychotherapy in a university counseling center setting. This study examined the barriers to group psychotherapy for African-American college students. A 61 item survey was designed to obtain African-American college students' views on their willingness to participate in group therapy, expectations of group psychotherapy, expectations of group members, expectations of group leaders, coping skills when in distress, and multicultural considerations relating to group psychotherapy. Data collected from a sample (N = 108)was analyzed using descriptive statistics and regression analyses. Results of the this study found that coping strategies for African-American college students were predominantly based around family and friends, facing their problems directly, faith and religion and group psychotherapy was seen as a method less desirable than many other coping methods. Results also found that barriers to group psychotherapy included fear of being judged, fear of being discriminated against, fear of being stereotyped and a number of other salient factors. More should be learned about the barriers to group psychotherapy for African-American college students so as to identify effective ways to effectively recruit and retain African-American college to group psychotherapy.

Doctor of Education , University of Dayton, 2023, Educational Administration

The Education Center serves many adult learners that have the goal of receiving their high school equivalency. Adult learners face many barriers when pursuing this goal. The research in adult education focuses on the barriers that learners face and what drives them to succeed. There is limited research on what learners' perception of knowledge is. This study was conducted utilizing five case studies to explore learners' lived experiences and how those experiences affected their perceptions of knowledge. Findings showed that the barriers and motivations that they experienced affected how they perceived what success was and that the organization and its instructors need to take into consideration all individual learners experiences, barriers, and motivations to create individualized learning plans. An action plan was created to guide the organization towards creating an equitable learning environment and to improve success rates for all learners.

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

This research addresses the barriers, support, and aspiration of single mothers participating in work-based training programs. This basic qualitative interpretive study aimed to fill a gap in the literature on understanding the barriers low-wage adult single mother service workers encounter while participating in voluntary workplace learning programs and the support, which has allowed them to persevere. The research considered the following: 1) What were the perceived barriers low-wage, single, adult mothers faced while participating in work-based voluntary training programs offered by their employers? 2) The types of support systems low-wage single adult female participants received while pursuing work-based voluntary training programs? 3) To what degree did participating in work-based voluntary training programs impact low-wage single adult mothers' career plans? Data were collected through face-to-face semi-structured interviews with 15 low-wage single mother participants working either full or part-time in one of two healthcare facilities in Ohio and Michigan. This study used the situational, dispositional, and institutional barriers to learning in Cross (1981) as its theoretical framework. The findings from this study indicate that low-wage single mothers faced obstacles such as lack of childcare, transportation, finances, and time. Time poverty was one of the most insidious barriers reported in this study. Additionally, this study showed how low-wage single mothers navigated their environment by seeking support from various resources as they participated in work-based training programs. The findings of this study suggest that public policy can play a pivotal role in addressing challenges specific to low-wage single working mothers by increasing their economic opportunity and possibly strengthen the fabric of communities across the nation. Of particular interest is how the government can best aid in assisting single working mothers to gain the financial secur (open full item for complete abstract)

Specialist in Education, Miami University, 2021, Educational Psychology

Over the last decade, mental health recognition and diagnoses for children, adolescents, and adults has increased. The need for mental health related services in schools is high, however there are many identified barriers to students receiving these services. Common barriers identified in literature included both structural (e.g. insurance, communication) and perceptual (e.g. stigma, discrimination) barriers. The current study was a local mixed methods evaluation of secondary school professionals' perceptions of barriers to mental health related services in schools. School referral process and pre-collected barrier data was also examined. Both structural (e.g., insurance, caregivers) and perceptual (e.g., stigma, language/culture) barriers were indicated in the results in addition to suggestions to overcome barriers. Study limitations and implications for practice will be discussed.

Doctor of Psychology (PsyD), Wright State University, 2014, School of Professional Psychology

While group therapy appears to be gaining popularity at University Counseling Centers, scant research has been done on Latino students' group therapy participation. The present study examined the barriers that Latino college students face in considering whether to join group therapy. Participants (N=81) completed three measures. The first measure was a demographic questionnaire. The second measure was a modified version of the Barriers Scale, originally developed by Harris (2012), a 44-item survey in which participants were assessed in terms of: their willingness to consider group therapy, group therapy modality preferences, expectations of group therapy, expectations of group members, expectations of group leaders, coping skills if in distress, and multicultural considerations. The final measure was the Short Acculturation Scale for Hispanics created by Marin, Otero-Sabogal, & Perez-Stable (1987). Data for this study were analyzed employing descriptive statistics, chi-square tests and Spearman rho correlations. Results found that coping strategies for Latino college students were mainly based around seeking help from family and friends, or facing their problems directly on their own. Group therapy was generally found to be one of the least desirable treatment modalities utilized as a coping method. However, results suggest that a barrier to group therapy for Latino college students may be that they do not know what are the purpose and benefits of group therapy. Moreover, when more information is given about types of groups, Latino college students' interest in group therapy increases. In addition, results indicated that other barriers to group therapy included: the expectation that group therapists should have knowledge about Latino culture, leader experience running groups with Latino members and a number of other important factors. Beyond the scope of this dissertation, further research should be done in the area of barriers to group therapy for this population i (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2023, Maxine Goodman Levin College of Urban Affairs

This study examined the relationship between life satisfaction and perception of educational and career-related barriers. Perceived barriers threaten career development and can subsequently enhance negative appraisals of personal worth and ability. Coping efficacy, an individual's belief or confidence in their ability to manage and overcome challenging or stressful situations, was evaluated as a mediator of this relationship among a sample of 208 undergraduate college students. The findings of this study suggest a significant negative relationship between the perception of barriers and life satisfaction, which indicates that individuals with higher levels of perceived barriers endorsed lower life satisfaction and vice versa. Additionally, individuals with higher coping efficacy exhibited higher life satisfaction, and those with lower coping efficacy endorsed higher perceptions of barriers. Contrary to expectations, coping efficacy did not mediate the relationship between the perception of barriers and life satisfaction. Implications for research, practice, and theory are discussed. Increased understanding of the relationship among coping efficacy, perceived barriers, life satisfaction, and career development will facilitate the creation of more effective interventions and inform targeted approaches for working with clients.

Bachelor of Arts, Ohio University, 2022, Political Science

Girls in developing countries face many barriers when it comes to obtaining an education. These girls face economic, cultural, and health and safety barriers that decrease their rates of enrollment and attendance. Many of these barriers that exists within these countries have been acknowledged by institutions like the United Nations and the World Bank and have been challenged by the introduction of policies. This thesis aims to analyze these barriers, the policies that are in place to mitigate them, and introduce policy recommendations. The barriers that girls face in education systems are, but not limited to, child marriages, poor infrastructures, school-related gender-based violence, poverty, national crises, and language barriers. While these challenges remain in certain nations, this thesis will also highlight the barriers and the progress that has been made as a result of policy implementation within a country's education system.

DNP, Otterbein University, 2016, Nursing

Rural residents at all income levels are significantly less likely than urban residents to participate in cancer screenings. Furthermore, rural women face common significant barriers to mammography, including: knowledge deficit, lack of primary care provider, no health insurance, fear, decreased access, transportation issues and financial constraints. The purpose of this project is to investigate factors influencing participation in screening mammography among rural women in Adams and Highland counties. Both of these Southern Ohio counties have lower than average rates of screening mammography. For this project, a non-experimental, cross-sectional design was utilized. Data was collected using a survey, based on the revised Champions Health Belief Model Scale. One hundred women voluntarily signed consent and participated in the survey, ninety of the women met the inclusion criteria. Quantitative data analysis was performed, as well as qualitative inquiry on the open-ended questions. A two proportions test found with statistical significance that women who have a primary care provider are more likely to participate in screening mammography than women without a primary care provider. It was also found that the majority of rural women surveyed, unless there is a positive family history of breast cancer, do not view themselves as susceptible to breast cancer. The qualitative data provided valuable insight regarding the attitude of rural women towards participation in screening mammography. “Time constraints” was the most common reason given for not having a mammogram in the past 12 months. A “reminder card” is what the participants believed made it easy for them to get a mammogram regularly. Consistent with the literature, the findings reiterate the importance of the role of the primary care provider in health promotion among rural women.

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

According to available literature, controlling type 2 diabetes through self-management prevents additional complications that will increase healthcare costs. Nurses are in the first line for providing patients with self-management education and training, they typically get to know the patients on a more personal level than the physicians and address feelings and attitudes rather than just the disease itself. The fact that self-management education being provided by nurses is not consistent despite positive results and policy enforcement/recommendation is concerning. This study aims to assess the perceived attitudes and perceived barriers that exist thus contributing to the literature by describing the perceived self-management provider barriers that exist in a city funded Public Health system serving under represented communities, where the need for providing said self-management education is crucial. This study will address the following research objectives: 1. Describe adult medicine nurses perceptions that make giving diabetes self-management education challenging. 2. Describe adult medicine nurses level of training and ability to provide diabetes self-management education. 3. Describe techniques used by adult medicine nurses when providing diabetes self-management education to adult patients. This is a descriptive study utilizing a triangulation technique employing pre-collected de-identified data from both a questionnaire and focus groups/interview to optimize the objectives of the study. The data was collected as a quality assurance program by a second year Master of Public Health candidate completing Practicum hours at a large public health department in a major metropolitan American city. The sample utilized was convenience sample; thirty four participants (both nurses and CMAs) for the questionnaire and eight total nurses (from five different clinics) for the focus groups/interviews. None of the available participants declined participation. The (open full item for complete abstract)

Master of Science in Engineering, Youngstown State University, 2013, Department of Civil/Environmental and Chemical Engineering

An investigation incorporating field observations and 11 fish species has been carried out in Northeast Ohio to determine the percentage of culverts that act as barriers for fish passage and to identify the design parameters that can be associated with passage success. From an inventory of 5,837 culverts provided by the Ohio Department of Transportation (ODOT), 55 culverts were chosen for analysis of passage success through stream simulation in two computer programs – FishXing and HEC-RAS. The results from FishXing analysis, ranging from the 25% low flow to the 2 year flood, suggest that out of the 54 culverts analyzed, 11% are partial barriers and 89% are complete barriers. A comparable analysis in HEC-RAS shows that, out of 40 culverts analyzed, 55% are partial barriers and 45% are complete barriers. The differences in the process of analysis between FishXing and HEC-RAS resulted in discrepancies in the computed velocities and depths of flow, which in turn resulted in the different predictions of complete barriers and partial barriers. Student's t-tests (p = 0.05) showed that the difference in the average perched height between partial barriers and complete barriers was significant for the output of both programs. Additional analysis was carried out in FishXing for greenside darter and largemouth bass by increasing diameter, decreasing length, decreasing slope, increasing Manning's roughness (n) of culvert material, and embedding the culverts with gravel substrate (n = 0.04) independently to examine the effect of those parameters on passage success. For greenside darter, embedding the culverts resulted in 36% of the culverts turning from complete barriers into partial barriers and had a greater impact on increasing passage success compared to varying other design parameters. Similar analysis for largemouth bass exhibited a less noticeable difference.

Bachelor of Arts, Ohio University, 2012, Psychology

Sexual assault is a major issue on college campuses (Fisher, Cullen, & Turner, 2000). Prosocial bystander behavior occurs when bystanders witnessing a potentially dangerous situation positively intervene. Recent research suggests that prosocial bystander behavior, in both men and women, can play a role in the prevention of sexual assault (Banyard, 2007). However, little research focuses on women as bystanders in situations of sexual assault. There are certain situational barriers that make it difficult to engage in prosocial bystander behavior (e.g., failure to notice, failure to identify a situation as high-risk, failure to take intervention responsibility, failure to intervene due to skills deficit, and failure to intervene due to audience inhibition). The current study examined predictors of prosocial bystander behavior, including the role of bystander attitudes and efficacy, personality traits, situational barriers to bystander behavior, and women's history of sexual assault. In the final regression, positive bystander attitudes were the only significant predictors of bystander intervention behavior, with one situational barrier (failure to intervene due to audience inhibition), marginally related (e.g. when participants were concerned about how an audience would perceive their intervention, or that others would think they looked foolish, they were less likely to intervene).

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2025, International Institute for Innovative Instruction

The Columbus Division of Fire provides tuition reimbursement to the members of the division. The purpose of this study was to examine the barriers that firefighters face in utilizing tuition reimbursement and the potential incentives that would entice them into using the tuition reimbursement. Data were collected from the members of the Columbus Division of Fire. Quantitative data were gathered through a multiple-choice survey distributed to each member of the division for basic descriptive statistics. Qualitative data were gathered through two sets of semi-structured interviews with members of the division, one set with those that had not used tuition reimbursement and one set with those that have used tuition reimbursement, which volunteered following participation in the survey. The analysis of the quantitative data were for descriptive statistics. The analysis of the qualitative data showed time, lack of information, mindset, and finance as barriers. The analysis of the qualitative data went on to show extra pay, additional education time, higher education requirements, and bonus point on a promotional as incentives that would entice firefighters to utilize tuition reimbursement. Policy recommendations based on the findings were to increase the visibility of the tuition reimbursement program, streamline the paperwork, and implement a pay incentive program.

Ed.D., Antioch University, 2025, Education

Efforts to advance diversity, equity, and inclusion (DEI) in higher education have gained momentum in recent years, yet struggle to achieve meaningful, lasting change. This dissertation critically examines whether institutional structures at a small liberal arts college are effectively supporting DEI initiatives, questioning whether institutional efforts align with the lived experiences of students, faculty, and staff. It challenges the notion that mission statements or policy reforms alone are sufficient to drive systemic change. Using an action research framework, students were engaged as coresearchers to explore the disconnect between institutional rhetoric and the realities of DEI implementation. A mixed-methods approach, incorporating surveys, focus groups, and interviews, revealed persistent structural inequities, performative DEI efforts, and the ongoing influence of White Supremacy Culture. Participants cited barriers such a lack of institutional accountability, insufficient faculty and staff diversity, exclusionary campus climate dynamics, and limited opportunities for meaningful student engagement in decision-making processes. This research contributes to the growing discourse on belonging and mattering in higher education by emphasizing that compositional diversity alone does not equate to inclusivity. Real equity requires institutions to evaluate how their policies and practices affect historically marginalized communities. The research also highlights the need for ongoing, structured feedback mechanisms to assess and adapt DEI efforts based on community input. The findings have broader implications for institutions seeking equity-driven reform. Key recommendations include reforming faculty hiring and retention practices, enhancing DEI training for faculty and staff, increasing transparency in institutional decision-making, and moving beyond symbolic gestures by adopting measurable, outcomes-based evaluation. This dissertation extends existing scholarshi (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2025, Department of Teacher Education and Leadership Studies

Students with Type 1 diabetes (T1D) face unique challenges in accessing an equitable education due to medical, cognitive, and school-centered barriers. This study examines the overall educational experiences of students with T1D, quantifies the frequency of these barriers, and compares the perceptions of teachers and parents/caregivers regarding teacher preparedness and efficacy in supporting these students. Using a quantitative survey approach, two Likert-style surveys were administered to both parents/caregivers and teachers of students with T1D in U.S. public schools. The data, analyzed using SPSS statistics software, assigned an Educational Experience Score to 40 identified issues/barriers that these students face, categorizing them into six domains: Student-Centered Barriers, Teacher Attitudes and Competencies, School Healthcare, Accommodations, Nutrition, and Safety. Findings revealed significant gaps in support. Only 9% of parents/caregivers reported a positive school experience for their child, while 53% described it as negative. Respondents reported 19 out of 40 barriers as negatively affecting students with T1D. Discrepancies emerged between teacher and parent/caregiver perceptions of teacher competency, with teachers rating their preparedness higher than parents did. This misalignment in perceptions suggests that if educators overestimate their readiness, they may not seek necessary training and, therefore, perpetuate challenges for T1D students. The study highlights the urgent need for systemic reforms, including enhanced professional development, improved healthcare resources, and stronger collaboration between schools and families. Addressing these gaps is essential for fostering an inclusive and supportive learning environment that ensures equitable educational opportunities for students with T1.

Doctor of Philosophy, Case Western Reserve University, 2025, Sociology

This study explores the legal consciousness of Asian Indian immigrants in the United States and how it shapes citizenship construction. Legal consciousness is how people understand, experience, and act in relation to law. Asian Indians are one of the fastest growing immigrant groups in the U.S., yet their rates of naturalization are the lowest. This research examines how experiences of inclusion/ exclusion, immigration law, opportunities and public policy in the host country, shape immigrants' perspectives of citizenship. Modern citizenship can be understood in terms of the principle of equality of status. T. H. Marshall underscored the importance of social rights, where previously political and civil rights had been dominant. Contemporary theorists have posited multiple forms of citizenship with reference to emerging power hierarchies. Increasing migration in a globalized world calls for an understanding of not only how the construct of citizenship is viewed by immigrants, but how their lived experiences shape it. A qualitative analysis of 55 semi structured interviews was undertaken of skilled foreign born Asian Indian professionals and students, legally residing in the United States. These individuals typically enter the country via temporary visas and face terrains of restrictive policy and sometimes exclusionary social norms, in search of the “American dream.” The study illustrates the specific nature of barriers faced and how these are navigated. The data indicates that citizenship construction for Asian Indian immigrants, is strongly influenced by their legal status. I theorize around how skilled immigrants deploy citizenship practice though three forms of citizenship, namely, resourceful, resilient and ambivalent. These are presented through a citizenship typology which serves to highlight the nature of inequalities that exist legally and socially for skilled immigrants, who live with less than full membership of society. In an environment where mark (open full item for complete abstract)

Doctor of Philosophy, Case Western Reserve University, 2025, Management

As organizations navigate polarized perspectives on diversity, equity, and inclusion (DEI), understanding the interplay between DEI climate, trust, leadership behaviors, and key organizational outcomes has never been more critical. Through a mixed-methods exploratory sequential design, this research examines how leadership behaviors, trust, and DEI climate impact career advancement satisfaction and turnover intentions, particularly for underrepresented groups. The findings provide actionable insights for CEOs and executives tasked with aligning these constructs with measurable business results. This research explored the dynamics of trust, DEI climate, and leadership behaviors in shaping career advancement satisfaction and turnover intentions through a mixed-methods approach comprising three studies: one qualitative and two quantitative. The first study involved semi-structured interviews with 30 African American and Caucasian executives from diverse industries across the United States. These interviews revealed that trust plays a pivotal role in accessing leadership opportunities and navigating systemic barriers. Analysis of participants' experiences highlighted trust as a key differentiator in career trajectories, particularly for African Americans, who emphasized its importance in overcoming challenges related to representation and systemic inequities. Building on these qualitative insights, the second study analyzed survey responses from 692 professionals currently working across the United States. This quantitative phase revealed that while DEI climate is often associated with positive organizational outcomes, its effect on reducing turnover intentions was inconsistent. These findings prompted a deeper examination in the third study, which also used the sample of 692 professionals. The third study found that race moderated the relationship between DEI climate and turnover intentions, with Black employees showing a significantly stronger connection between (open full item for complete abstract)

Ph.D., Antioch University, 2025, Antioch Seattle: Counselor Education & Supervision

This qualitative study explored the help-seeking experiences and barriers of ethnic and racially marginalized individuals with OCD living in the United States through a sociocultural model of OCD. Participants included eight adults who self-identified as members of a racial or ethnic marginalized group and with an OCD diagnosis. Individual interviews were conducted to gain an in-depth understanding of participants' experiences and data was analyzed using a thematic analysis approach. Five themes emerged from the analysis: (1) OCD Emergence, (2) Barriers to Getting Help with OCD, (3) Desire for Help, (4) Ongoing Challenges with OCD, and (5) The Importance of Finding Support. Findings revealed significant barriers experienced by marginalized individuals in their help-seeking journey with OCD in the United States. Recommendations for future research and the implications for the field of Counselor Education and Supervision are included.

Doctor of Education , University of Dayton, 2025, Educational Administration

This study examines racial disparities in developmental education placement, focusing on the overrepresentation of Black students in such courses. Using a quantitative action research design, data were collected via surveys and document analysis to explore student experiences and institutional policies. Findings revealed that biased testing methods and insufficient support systems contributed to inequitable placement practices, disproportionately affecting Black students. The study underscores the need for alternative assessment strategies and targeted interventions to address systemic barriers and improve educational outcomes for marginalized students. These recommendations aim to create a more equitable and effective placement process, fostering academic success and inclusivity.

PhD, University of Cincinnati, 2024, Nursing: Nursing - Doctoral Program

Background: Due to the complexity of medical conditions in the intensive care unit (ICU), mortality rates are typically high in most hospitals. End-of-life care (EOLC) begins when curative treatments are no longer beneficial, shifting the focus to comfort and quality of life for patients and families. Despite EOLC being a standard part of ICU management, healthcare professionals encounter complexities and uncertainties when transitioning from life-saving treatments to comfort-focused care. Additionally, EOLC in the ICU is influenced by the cultural backgrounds of both nurses and patients. The nursing culture in Saudi Arabia reflects a diverse workforce, with a significant reliance on expatriate nurses from various countries, leading to cultural and language differences that can influence EOLC. Objectives: To explore the perceived barriers and facilitators of critical care nurses in providing EOLC in intensive care units, how cultural variations between nurses and patients impact care, and how nurses address and meet the cultural needs of dying patients. Method: The study employed a qualitative descriptive method, utilizing semi-structured interviews that were conducted virtually through Zoom. Purposeful sampling techniques and a homogeneous sampling approach were used to recruit participants. Open-ended questions were used from an interview guide to prompt the critical care nurses to share their viewpoints and experiences. Results: The exploration of the perceived barriers and facilitators of critical care nurses during EOLC for terminally ill patients in the ICU revealed three main themes: (a) EOLC barriers, (b) EOLC facilitators, and (c) suggestions to improve the EOLC and overcome barriers. The exploration of how cultural variations between nurses and patients impact care, and how nurses address and meet the cultural needs of dying patients revealed five main themes: (a) cultural practices and traditions of patients & families, (b) cultural competence during EOLC (open full item for complete abstract)