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

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Maureen Walker PhD (Committee Member); Christine Sleeter PhD (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Ethnic Studies; Inservice Training; Middle School Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Personal Relationships; Psychology; Secondary Education; Social Psychology; Social Research; Sociology; Teacher Education; Teaching

PhD, University of Cincinnati, 2019, Design, Architecture, Art and Planning: Architecture

The nomination of Iraqi marshes and the cities of Uruk, Ur, and Eridu as UNESCO World Heritage Sites in July 2016 is an opportunity to reflect on the success and shortcomings of conservation in Iraq. Although there is an increased interest in the cultural heritage and conservation of many important historical sites in Iraq, this dissertation argues that there is insufficient knowledge for preparing the UNESCO nomination dossier according to regulations and criteria. This dissertation focuses on a rare historical photographic collection at Penn Museum that John Henry Haynes captured during his tenure at the Pennsylvania Excavation campaigns from 1889 to 1900 which examines the area of Nippur, Iraq and its surrounding marshes. Through this inquiry it is evident that, even with the submission of Nippur for the designation of UNESCO World Heritage, and its subsequent placement on the tentative approval list, the archival material and Haynes's photographs at the Penn Museum have not been used as evidence for the dossier submitted to UNESCO. These photographs are the earliest documentation showing that the Nippur area and the surrounding marshlands were previously more extensive and also include the life of its inhabitants. This research presents the significance of Haynes's photos, and critiques what has been excluded from the UNESCO designation, specifically the vernacular reed architecture and the intangible cultural values of the region. It argues that the importance of the Iraqi marshlands is not only because the region is environmentally endangered due to the rapid disappearance of the marshes, but it is also endangered due to the disappearance of the cultural landscape, and the loss of socio-cultural values of the indigenous people of these regions. This research revisits and re-constructs tangible and intangible aspects of the cultural landscape of Nippur and the Iraqi marshes in general, through the lens of John Henry Haynes's photographic catalog. The stud (open full item for complete abstract)

Committee: Aarati Kanekar Ph.D. (Committee Chair); Edson Roy Cabalfin Ph.D. (Committee Member); Patrick Snadon Ph.D. (Committee Member); Jeffrey Tilman Ph.D. (Committee Member) Subjects: Architecture

Doctor of Philosophy (PhD), Ohio University, 2010, English (Arts and Sciences)

Dementure's overarching theme is the historical and generational losses that have come in the wake of and as a consequence of colonialism, losses that have been maintained through the oppressive heteropatriarchal practices of sexism, racism, classism, and gender- and homophobia. The thematic threads of loss of home, loss of education or educational oppression, loss of equitable work or alienated labor, loss of self or misplaced identities, and the role and place of people of color in the U.S. and the tactics used to enforce and keep them in their correct positions demonstrate the impacts of colonialism, so that Dementure highlights the specific shapes loss takes in the twenty-first century and the decolonial responses to the permanence of this historical disenfranchisement and displacement. In addition, a sub-theme running through the narrative of Dementure is the idea of work and labor—mental, physical, and psychical—involved in living out of a displaced life. Emerging at a crucial moment in the history of U.S. imperialism, Dementure takes stock of what it means to live out of generations of socio-cultural, economic, and political policies that have come to define the very structure of U.S. society and to shape our interactions with each other. The work also illustrates to what extent some go to break from and interrupt patterns of loss, and, in the throes of attempting this, of living out of colonized identities, what it means to keep one's sanity. It is a body of work that highlights contemporary threads in a history of generational loss, uncovering new patterns of dominance that rearticulate old practices, all of which speak significantly to ideas about the place of people color in the U.S. and their relationship to a country many call home.

Committee: Dinty Moore MFA (Committee Chair); Ayesha Hardison PhD (Committee Member); Janis Butler Holm PhD (Committee Member); Kimberly Little PhD (Committee Member) Subjects: African American Studies; African Americans; American History; American Literature; American Studies; Black Studies; Caribbean Literature; Caribbean Studies; Ethnic Studies; Gender; Gender Studies; Literature; Modern Literature; Womens Studies

MA, Kent State University, 2025, College of the Arts / School of Music, Hugh A. Glauser

This thesis delves into the tanbur in Yarsan, using Hegelian philosophy to review how this musical instrument has turned from a musical instrument to a deep symbol of spiritual and communal identity. The tanbur is shown to embody the dynamic interaction of material and cultural aspects within the Yarsan community, embodying the ongoing dialectical process of thesis, antithesis, and synthesis. This research contributes to ethnomusicology and philosophy by offering new insights into how cultural symbols like the tanbur shape and are shaped by religious and cultural identities, enhancing our understanding of their role within broader philosophical and cultural discourses.

Committee: Andrew Shahriari (Advisor); Eve McPherson (Committee Member); Frank Ryan (Committee Member) Subjects: Music

Doctor of Philosophy, Miami University, 2023, English: Composition and Rhetoric

In this dissertation, I articulate and reclaim African rhetorical traditions and apply an African rhetorical lens for examining how contemporary Ga communities can use digital communications to further cultural practices. I examine ancient Egyptian African rhetorical traditions, exploring the theories and practices of Maat so as to articulate themes and characteristics of African rhetoric. I focus on African rhetoric from Ancient Egypt and then highlight some of its practices in contemporary Ghana, including Akan and Ga rhetoric. This dissertation centers and attempts a practice of rhetoric to a local/Indigenous people, The Gas of Ghana, whose cultural and linguistic survival might depend on how they use the Internet and digital technologies to share and celebrate their rhetorics. The Gas, Indigenous to Greater Accra, the capital city of Ghana, have a rich culture similar to the Akans. However, their dwindling population, cycles of poverty, lack of education, and exclusion of their language (Ga) education in the teaching curriculum by successive governments have all contributed to a near-loss of a rich Indigenous cultural heritage. Drawing from interviews with cultural preservationists in Ghana and Ga leaders, I examine how the Gas have used and could use the internet to engage in rhetorical acts of survivance. Some of the research questions shaping this study are: (1) How might minority Indigenous peoples (specifically in this study the Gas of Ghana) use the digital to assert their cultural practices and achieve visibility and survivance? And (2) In what ways can we Africans contribute to the cultural design and decolonizing of our material and digital rhetorics? I apply a combination of local methodological frameworks to understand how local research works with Indigenous communities. These include Indigenous concepts like Sankofa, which means return to the past and fetch from it, Ga samai (symbols), decoloniality, Indigenous storytelling. Finally, I close my diss (open full item for complete abstract)

Committee: Heidi McKee (Advisor) Subjects: Rhetoric; Technical Communication

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

There are systematic barriers to educational equity in the U.S. higher education system, and the system overwhelmingly fails Latinx undergraduates more often than other students. It is crucial that evidence-based methods be used to reduce the existing postsecondary student success inequities. Scholars have linked specific educational practices to positive learning effects. A growing body of evidence has suggested these educational practices, coined high-impact practices (HIPs), provide amplified benefits to historically underserved students (HUS) and may be an effective tool for advancing equity and closing achievement gaps. The extant literature has neither adequately explained the reason(s) that HIPs provide an academic boost to HUS nor described their lived experience. Such qualitative research is important for understanding how HIPs contribute to HUS' learning and engagement, better support student success, and address inequities. Through narrative inquiry and inductive/emergent analysis, this study explored the lived experience of Latinx in HIPs at a 4-year public university. Deductive/a priori analysis drew from two theoretical frameworks: validation theory and cultural capital. This study investigated several guiding questions: In which curricular experiences do Latinx undergraduates experience the deepest learning and engagement? To what elements or aspects of the experiences do Latinx undergraduates attribute the learning and engagement? What are the key validating experiences or experiences that recognize/reward cultural capital? Findings revealed five major course elements as associated with deep learning and engagement: professor behaviors or traits, real-world and relevant content, preparation for future or career, relationships with peers, and diverse perspectives. A key implication for practice is that faculty are central to student success and through the application of teaching and curricular elements, every academic course can ensure deep learning (open full item for complete abstract)

Committee: Laurien Alexandre PhD (Committee Chair); Jon Wergin PhD (Committee Member); Marisol Clark-Ibáñez PhD (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration; Hispanic Americans; Teaching

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

This study examines teachers' pedagogical practices that sought to affirm students' cultural and learning experiences. The work of cultural affirmation seeks to value students' involvement in education and home knowledge. During the time of crisis (i.e., the COVID-19 outbreak), low-income immigrant students and their parents did not have access to equitable schooling and faced severe economic and health challenges. Drawing upon Culturally Sustaining Pedagogy(CSP)and Critical Race Theory (CRT) as theoretical frameworks, this study sheds light on the importance of practicing cultural affirmation through ePedagogy (i.e., the implementation of affirming students' cultural and learning experiences during the time of crisis that captures emergency, electronic, equity, empathy) and examines teachers' rationale for engaging culture in teaching. Crisis Methodology was employed to understand the teachers' pedagogical practices.The participants included seven teachers with diverse cultural backgrounds who taught immigrant youth in an after-school program in the Midwestern U.S. area. During the COVID-19 pandemic, teachers taught their students virtually to help them with their homework and meaningful lessons that sought to engage students in learning. The research utilized grounded theory and included online interviews, online FGD(Focus Group Discussion), and online observations. In addition, field notes, online journals, and classroom documentations were collected to obtain comprehensive data. The findings demonstrate that ePedagogy offers an advanced form of teaching and creative methods teachers employed in virtual settings. The study also explores teachers' agencies and commitment to support students that enable them to practice transformative approaches to teaching. Additionally, the study addresses how teachers recognize the isolating effects of online learning on mental health. Valuing cultural affirmation as a pedagogical practice, a recommendation to create online pr (open full item for complete abstract)

Committee: Binaya Subedi (Advisor); Adrian Rodgers (Committee Member); Michiko Hikida (Committee Member); Melinda Rhodes (Committee Member) Subjects: Education; Multicultural Education

Doctor of Philosophy, The Ohio State University, 2022, Anthropology

To deliver the level of care infants need for survival, the Homo genus evolved to engage in cooperative breeding. In fact, a large cross-cultural review found that most cultures have a set of structured postpartum practices to protect women and infants during the immediate postpartum—all requiring social support. Cooperative breeding researchers have focused on non-maternal support to older offspring and on infant outcomes, without regard for the vulnerable immediate postpartum or the reciprocal mother-infant impact. Considering the well-being of the infant without consideration for that of the mother, or vice versa, limits understanding of this integrated system. By including maternal mental health in the immediate postpartum, my project served to advance the cooperative breeding model, thereby providing a conceptual framework to further understand the development of postpartum depression. Finally, cooperative breeding models have examined social support primarily in terms of its presence or absence overlooking the fact that practices vary locally and recipients will thus expect and value different forms of support. Postpartum depression afflicts approximately 13% of women globally, with exceptionally high rates in Latin America. While it often resolves with only minor impact on subsequent quality of life, it does not always do so. In addition to creating serious mental health consequences for mothers, postpartum depression can result in serious and sometimes fatal results for infants. Despite our species' expectation of postpartum social support, very few studies have examined the relationship between mental health and postpartum practices, and among the few that have, there are methodological limitations that I addressed in this dissertation. My study objectives were: (1) describe the local cultural model of postpartum social support in Coatepec, Veracruz, Mexico; (2) determine the congruence of women's postpartum experiences with their cultural expecta (open full item for complete abstract)

Committee: Barbara Piperata (Advisor); Douglas Crews (Committee Member); Benedetta Leuner (Committee Member); Mark Moritz (Committee Member); Alejandra Núñez-de la Mora (Committee Member) Subjects: Physical Anthropology

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

Childhood trauma has a profound effect on students' academic, behavioral and social-emotional growth and development, negatively affecting their success in school and adulthood. Students who have had a traumatic past may have extreme difficulties functioning in the school setting, culminating in disciplinary reactions that include office referrals, detentions, suspensions, and in many cases expulsion. With over 50% of children reporting being exposed to traumatic events and its effects, educators need to be more sensitive in how they handle these situations and deal with these students. Strategies and interventions need to be implemented at schools to help students overcome the effects of trauma. Much of the research has been on defining trauma, trauma effects, and trauma informed care. There is a gap in the literature that examines educational leaders' capacity for trauma-informed care and their ability to implement effective practices. This study provides the foundation for future research on administrators' attitudes toward the trauma-informed care model and the impact it has on their readiness to implement intervention strategies such as restorative practices. The researcher used the Attitudes Related to Trauma Informed Care (ARTIC-45) scale and five qualitative questions to survey principals in the first ring districts of northeast, Ohio to determine their level of trauma informed care and perceptions of restorative practices. Overall, administrators had favorable attitudes about trauma-informed care. The findings reveal racial factors that impact Black students and Black administrators. The findings also reveal the need for system-wide supports, collaboration, resources, training, and personal support for the implementation of restorative practices. Best practices for implementation of restorative practices are included in this study.

Committee: Jane Beese EdD (Advisor); Charles Vergon JD (Committee Member); Kristin Bruns PhD (Committee Member); Richard Rogers PhD (Committee Member) Subjects: Education; Educational Leadership

Master of Science, The Ohio State University, 2016, Horticulture and Crop Science

The grape and wine industry contributes nearly $800 million to Ohio's economy each year. However, the economic sustainability of this industry is limited by climatic constraints, primarily seasonal freezing temperatures. In 2014 and 2015, Ohio vineyards experienced significant cold damage, with the grape species Vitis vinifera sustaining bud and trunk injuries and even vine death. Due to lack of published research on managing injured vines, growers have often relied on anecdotal information. Mitigation of freezing injury could be achieved, in part, through cultural practices such as proper cane size and training selection for trunk renewal of recovering vines. The purpose of this research is to better understand the mechanisms responsible for freezing tolerance (FT) of economically important V. vinifera wine grape cultivars. My aim was to identify strategies to mitigate freezing injury in grapevines and to recommend best methods for trunk renewal in regions prone to freezing damage. Specifically, the objectives of this thesis were to: 1) evaluate the impact of cane morphology on FT of bud and vascular tissues in relation to water content, carbohydrate concentrations and anatomical structures of V. vinifera Cabernet franc, and 2) evaluate several training systems for trunk renewal ii including cost, growth, yield, and fruit quality in three important cultivars in Ohio. In the first study (Chapter 2), the research vineyard in Wooster was exposed to multiple freeze events of -20°C or lower in 2015, resulting in complete damage of above ground V. vinifera Cabernet franc. Shoots (suckers), originating from spurs located at the trunk base, had large and medium (normal) sizes based on morphological differences in internode diameter, weight, number and length of shoot laterals. These canes were collected monthly from August 2015 through April 2016 to determine FT, water content, carbohydrate concentrations, and anatomical features of bud and vascular tissues. Large cane (open full item for complete abstract)

Committee: Imed Dami (Advisor) Subjects: Horticulture

PHD, Kent State University, 2014, College of Arts and Sciences / Department of English

Abstract Krishnan, Uma., Ph.D., December 2014 English A CROSS CULTURAL STUDY OF THE LITERACY PRACTICES OF THE DABBAWALAS: TOWARDS A NEW UNDERSTANDING OF NONMAINSTREAM LITERACY AND ITS IMPACT ON SUCESSFUL BUSINESS PRACTICES ( 204 PP.) Dissertation Advisor : Brian Huot This dissertation examines the literacy practices of the lunch box carriers in India. The 5000 Mumbai Dabbawalas (DW), pick up and deliver 400,000 lunch boxes with close to one hundred percent timely accuracy. Western and Eastern researchers have praised the DW for their business acumen, even as they deprecated the literacy levels of the DW, themselves. This study employed multiple data streams, including videotape of interviews, observations and shadowing focused on the literate practices of the DW. An analysis of over six hundred pages of coded, transcribed and translated data reveal that the DW use a variety of literacies, specific to their community and relevant for their business goals and objectives. The invention and use of their coding system for lunch box delivery and return is embedded in the geographical location, situation, context of transaction, language, cultural rhetorics, and social practices (Street, 1984; Barton and Hamilton, 1998; Gee, 2000). This code allows the DW to harness the logistical power of the Mumbai Railroad for their business purposes. Ironically, this study ultimately argues that the DW's business success is not in spite of their low literacy levels, but because they can use multiple literacies to ensure customer communication. The study concludes with a call for Western and Eastern researchers to reconsider their methods and conclusions while examining cross-cultural literacy research.

Committee: Brian Huot (Committee Chair); Pamela Takayoshi (Committee Member); Iswari Pandey (Committee Member); Joanne Dowdy (Committee Member); Jocelyn Folk (Committee Member) Subjects: Business Community; Communication; Literacy

Ph.D., Antioch University, 2014, Leadership and Change

The evolution of technology in the 21st century has led to a greater understanding of the benefits and the challenges of expanding work relationships across geographical boundaries. This expansion has contributed to the development of a global society with over three million employee teleworkers (Global Workplace Analytics and the Telework Research Network, 2013). In spite of the advances in connecting across the globe technologically, the importance of successfully working together in a virtual work environment is grounded in relationships that foster individual growth and group cohesion. The human elements of connectivity are primary to the success of organizations as well as fulfillment of the individual. This study explores the importance of relationship within the world of virtual work and investigates the various aspects of virtual work environments to understand overall virtuality. The Relational Health Indices (RHI) were used as a foundation to build the means for measuring relationship quality among teammates. These were then explored as a means to provide insight into the importance of relationship within the world of virtual work. The primary research question for this study was: "What is the nature and influence of relationship on success in a virtual work environment?" Success is defined here as perceived team goal achievement, job satisfaction, and relationship satisfaction. The research design consists of a mixed-methods, descriptive, and correlational study looking at the nature and influence of relationship on success in a virtual work environment based on a hierarchical multiple regression analysis of data collected from an online survey. A content analysis of participant responses to open-ended survey questions was employed. Major findings include: the development of a tool to measure relationship quality teammates; the factors that influence perceived success; demographic differences in relationship quality; difference in importance of relations (open full item for complete abstract)

Committee: Elizabeth Holloway PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Carol Baron PhD (Committee Member); Ron Rabin PhD (Other) Subjects: Business Community; Management; Occupational Psychology

Doctor of Philosophy, The Ohio State University, 2012, Spanish and Portuguese

The Kaqchikel Maya inhabit the fractured and dissonant society of contemporary Guatemala: increasing religious plurality, economic and ethnic inequality, drug-related violence and the legacy of military violence and discrimination. The Mayas face ongoing lack of recognition and voicelessness in a society that values them only insofar as their culture can be appropriated for a growing tourism industry. The Kaqchikels respond to this environment by using their spirituality to generate legitimacy. Mayan spirituality with its pre-Columbian episteme, when viewed in this social context, becomes a means by which the Kaqchikels articulate their agency. Both Mayas and foreign tourists regard the knowledge communicated through spirituality as one of the great achievements of the ancient Mayas. The contemporary Mayan populations consider this knowledge to be inherited, as they expertly wield its tools in a manner that sometimes, in their assessment, even supersedes the abilities of Western knowledge. This indexical past and relevant present make spirituality a salient practice for the contemporary Kaqchikels to utilize as they seek to redefine the relationship between their group and the state, as well as vis-a-vis foreign influences brought about by increasing tourism. This research posits that contemporary Kaqchikels utilize spirituality as a means to resist continued domination and the lingering effects of colonialism. For these reasons, although the revitalization of Kaqchikel spiritual practices is not generally discussed in the pan-Maya cultural movement, it should be understood as a parallel initiative to rearticulate constructions of Mayan culture. I analyze Kaqchikel ceremonial practices that seek to reclaim, rearticulate, and (re)traditionalize ancient Mayan episteme. Moreover, I examine how the trickster Rilaj Mam challenges models of religious syncretism, instead helping the Kaqchikels to process what is felt as hybrid in their social world. Finally, the Kaqchikel (open full item for complete abstract)

Committee: Maureen Ahern (Advisor); Ulises Juan Zevallos Aguilar (Committee Co-Chair); Dorothy Noyes (Committee Member); Fernando Unzueta (Committee Member) Subjects: Folklore; Latin American Studies

Doctor of Philosophy, The Ohio State University, 2004, Educational Policy and Leadership

This study presents Puerto Rican Folk Healing Practices (PRFHP) as a cultural experience in an attempt to understand attitudes towards health from the healers' perspective and illuminate factors that resonate with the field of somatics studies, which regards individuals as whole (body-mind-spirit connection). Case studies were used to present the nature of six Puerto Rican folk healers and the practices they perform in the island of Puerto Rico. Qualitative research methods were used to gather the information. Semi-structured interviews, video observations, active participation, journals, and field notes were the tools used to capture the experiential approach of this research. Culturally grounded analysis was done in order to find common themes among six Puerto Rican folk healers and their practices. From the culturally grounded analysis, five major themes emerged. They are service, reverence to nature and natural cycles, the concept of medical mestizaje, physical and spiritual world as a continuum and the sense of embodiment. The second analysis explored how assumptions of the somatic framework relates to Puerto Rican Folk Healing Practices. The assumptions explored are a) perception of the world through the body. b) First person experience is privileged. c) Sarcal consciousness as a powerful guidance. d) reality as determined by the perception of the individual e) existence in the world as holistic f) The individuals as simultaneously interconnected with the world. g) The individual as a multi-dimensional being which transcends time and space. Findings from this inquiry present how the first three somatic assumptions, perception of the world through the body, first person experience as privileged and the concept of sarcal consciousness as a powerful guidance, gives discursive logic and a clearer explanation to the cultural theme of embodiment in PRFHP. However, culturally grounded research greatly expands the other four somatic assumptions, especially the last tw (open full item for complete abstract)

Committee: Seymour Kleinman (Advisor) Subjects: Education, Health

Master of Arts (MA), Ohio University, 2003, International Studies - African Studies

In Botswana orphan hood has recently become a major social issue with greater repercussions. Among the Batswana, caring for orphans has always been a natural and expected practice, which is rooted in society's beliefs and culture. The practice of caring for orphaned children depends on ties among families and the extended family form. However, with the advent of forces such as modernization and epidemics like AIDS, this system faces dire challenges. The government of Botswana, the family and community at large are grappling with ways in which to best provide care for orphans and other vulnerable children,such as those abused and abandoned. This study examines orphan hood in the context of Batswana traditions and culture. It is based on documents and published articles on orphans in Botswana, and published anthropological and sociological works on the Batswana. The study discusses cultural values and practices that have always guided and ensured care for orphans, how these practices have changed over time, and why they have changed. Issues surrounding difficulties in identifying the best methods of care for orphans are also discussed. This study shows that perceptions towards the care of orphans are deeply rooted in the cultural beliefs of the Batswana. Any effort to establish alternative forms of care not solely through family ties should be aware of cultural perceptions and should attempt to gain society's support. The main theme of the study borrows from the Ghanaian concept of Sankofa – which is “if you cannot find the answer to the problem in the present, return to tradition”. This study can be used to provide a reference for those engaged in policy development for the care of orphans and those working to develop guidelines for methods of care. Hopefully, it will provide insights into methods that are culturally understood and relevant to Botswana's social and political life.

Committee: Diane Ciekawy (Advisor) Subjects: Sociology, Public and Social Welfare