Doctor of Philosophy (PhD), Ohio University, 2016, Curriculum and Instruction Mathematics Education (Education)

Math Teachers' Circles are content-focused professional development for K–12 mathematics teachers that engage teachers and mathematicians in intensive, collaborative problem solving. Typically, Math Teachers' Circles begin with a weeklong summer immersion workshop. This study explored the effects of participation in such professional development on elementary and middle school teachers' mathematical identities, their mathematics teaching identities, and the interaction of these identities. This investigation used an explanatory multiple-case study methodology. Extreme cases were identified from first-time participants at three Math Teachers' Circle sites across the United States. Shifts in these teachers' identities were explored through open-ended interviews, pre- and post-workshop surveys, and written reflections. Teachers' identities were understood as the extent to which the teachers' personal identities aligned with the normative identity of the Math Teachers' Circle. The teachers' mathematical identities evolved most significantly as a result of their participation. During the immersion workshop, the teachers found that perseverance and collaboration assisted in their success at solving challenging and open-ended mathematics problems, and their confidence and motivation increased over the week. As a result, teachers' sense of self, including mathematics self-concept and self-efficacy, became stronger, and their understanding of the nature of mathematics evolved to include patterns, connections, and open-ended problems. The immersion workshop also changed teachers' perceptions of effective mathematics pedagogy. The teachers in this study found that collaborating and struggling through nonroutine problems was useful to their understanding of the problems and of teaching and learning mathematics. The teachers intended to use similar problems and pedagogy in their classes. However, the teachers' perceptions of their teaching abilities remained relatively (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2017, Educational Studies

Traditional models of professional socialization have largely overlooked or sidelined the role that personal LGBTQ identity plays in the development of professional identity. Additionally, there has been limited research on the impact of LGBTQ identity based professional roles on personal LGBTQ identity. The purpose of this research was to investigate the narratives of identity for LGBTQ people who engaged in LGBTQ professional work in higher education settings. In particular, I was interested in understanding their professional development trajectories, their personal identity developments, the entanglement of their personal and professional identities, and descriptions of work. Using narrative inquiry methodology, data was collected through semi-structured, in-depth interviews with a diverse sample of twelve LGBTQ professionals spread across the United States who also identified as members of the LGBTQ communities. Narratives were analyzed using a categorical-content approach. Results were examined through the theoretical lenses of professional socialization and career construction theory, the development of LGBTQ identity across the lifespan, and considerations of intersectional, intersecting, and intrasecting identities. The results of this study created a cohesive narrative of LGBTQ professional work on college campuses. This included a clearly defined role that was focused on advocacy, education, and community building for LGBTQ students. The collective story also contained the necessary awareness of an attentiveness to climate as it related to LGBTQ students and performing work that was campus and context specific. In addition to the descriptions related to scope of role and the climate in which these role duties were performed, LGBTQ professionals were driven to help LGBTQ students and community members on their campuses because of their personal experiences with LGBTQ identity and because of their desire to help other LGBTQ students feel supported, ca (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2022, Higher Education (Education)

Despite a renewed focus on professionalism and professional identity in medical education literature, the experiences of students developing professional identity are still not well understood. Drawing on frameworks of Communities of Practice and Landscapes of Practice, the present study provides greater understanding of the medical student experience of professional identity formation at its earliest stages, during clinical years prior to graduating and entering residency training. This qualitative study gathered data from interviews with fifteen third and fourth year D.O. and M.D. medical students across seven U.S. medical schools. Interview data was coded and analyzed to gain insight into how medical students conceptualize and integrate their identity formation experiences within their community and landscape of practice, and how these learning experiences contribute to their emerging professional identity. Findings indicate that students' medical professional identity is rooted in a desire to help and serve others, enabled through meaningful interactions with all members of the landscape of practice, and refined through processes of identification and dis-identification with the values and behaviors of practitioners in the landscape of practice.

Doctor of Philosophy (PhD), Ohio University, 2022, Curriculum and Instruction (Education)

Professional identity impacts the career choices, professional development, and wellbeing of the clinician educators (CEs) who are foundational to the evolving medical education and health care system. Physicians, who fulfill educator roles in an academic health center, can develop clinician educator identity (CEID) as they participate in longitudinal faculty development programs (LFDPs). It has also been demonstrated that after the program ends, professional identity salience depends on a participants' individual agency and ability to connect to supportive resources in the larger local context including regional and national educational societies. However, how CEID forms and what factors impact its salience remain unexplored. The central research question is, “How is an CEID formed and transformed in physicians?” In order to explore CEID formation, a collective case study was conducted of physicians with formal educational leadership roles. Data collection strategies included collecting documentary evidence, identity maps and curriculum vitae, as well as two interviews. Interview questions explored interpretations of experiences that influenced the formation of the participants' CEID as well as factors that influence CEID salience. The data were analyzed using qualitative methods informed by professional identity formation theory and literature. Participants in this collective 1) described their CEID as a profession, leveraging specialized competencies to serve others, 2) explored a unique career path in multiple communities of practice outside their local clinical departments, with guidance from mentors, role models and sponsors, and 3) associated the importance of their roles as a CE with its contribution to patient care as well as felt affirmed by recognition from import individuals in the medical education community. This study has implications for how professional developers imagine, implement, and evaluate the initiatives designed to encourage the developm (open full item for complete abstract)

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

This dissertation introduces the phenomenon of preference-crafting among professionals in training. Current theories of professional socialization assume that individuals have little discretion over how to enact their roles, and thus fail to account for the influence of the initial orientations that newcomers and learners may bring to the role. To develop new theory, I conducted a longitudinal study of nine clinical stage medical students as they navigated the transition from classroom to clinical training. Utilizing ethnographic methods, I captured student sensemaking around critical events in the course of their clinical training and the preferences for practice that emerged over time. Using grounded theory, I induced a typology of preferred role enactments and the process that allowed students to clarify their preferences for role (whether humanistic, technical or both). Drawing on socialization and identity theories, preference-crafting refers to identity work that allows individuals to define themselves during the liminal experience of professional socialization. Through preference-crafting, students transcended expectation-shattering experiences and established a values-affirming orientation toward the prospective doctor role. Orientations informed students' values-congruent choices of medical specialization. These findings suggest that discretion over professional roles can be exercised well before they are officially assumed, potentially offering insight into the orientations professionals adopt in enacting their role.

Doctor of Philosophy (PhD), Ohio University, 2013, Instructional Technology (Education)

The qualitative approach of grounded theory was used to better understand the perceptions of students concerning a professional online identity and the value of an eportfolio. Extensive research in the area of student created e-portfolios exists in the context of majors that have specific accreditation or licensure requirements. These majors, such as teachers, engineers, lawyers or those in the medical professions, have their own set of criteria that assist their students in forming a concept of what it means to be a professional in those given fields. The major of Retail Merchandising & Fashion Product Development at Ohio University does not have these types of guidelines or requirements and encompasses elements of both fashion and business. Because of these issues students find themselves in conflict with little guidance as they begin their transition from student to young professional. To further complicate today's creation of a professional identity is the fact that students already have an online identity that is available for employers to search as they transition to the work force. Because e-portfolios can be shared online they have the potential to help students create and manage their professional online identity as it develops. This study entailed analyses of students’ blogs completed as part of a professional development course, focus groups and individual interviews. The combination of students’ past experiences combined with the course content of the professional development class aids them as they explore what it means to be professional within their chosen industry and form their own professional identity. The eportfolio functioned as a means for students to actively engage in the process of what it means to be a professional in the fashion industry through the visual and content decisions they had to make. It also made them aware of possible consequences, both positive and negative, of sharing information online. E-portfolios (open full item for complete abstract)

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This research study's goal was to understand the factors that influence the perceptions of professional identity (PI) in athletic trainers across a variety of employment settings. Years' experience, mentorship behaviors, social influences and experiences were also investigated to see how they impact professional identity formation (PIF) in athletic trainers. This study was guided by the social identity (SI) theoretical framework. The present research study utilized the modified Profession Identity and Values Scale (PIVS; Eason et al., 2018) to assess whether there are differences in patient care and advocacy (PC&A), professional engagement and collaboration (PE&C), and personal wellness and values (PW&V) in athletic trainers amongst employment settings. No differences were noted in any of these factors across employment settings. Post hoc data analysis revealed that athletic trainers with less experience (0–3 years) had significantly higher PC&A, PE&C, and PW&V scores than athletic trainers in the more experienced groups. Open-ended questions and semi-structured interviews were utilized for qualitative data collection. Qualitative findings from the survey revealed that SI and PI coincided among the majority of the participants. Experience, having a growth mindset, gaining confidence, mentorship, and different social influences were the main factors that influenced PI in athletic trainers. Interview data revealed that setting/environment, developing relationships, being an educator/mentor, and having a better appreciation for the athletic training profession influenced PI. The importance of feedback from mentors and colleagues was also evident in the development of PI among our participants.

Doctor of Philosophy, Case Western Reserve University, 2021, Music Education

The purpose of this research was to examine women high school band directors' perceptions of the relationship between their gender and professional identities and how this perception related to other aspects of their professional lives. The perception of the relationship between gender and professional identity was examined through the construct of gender and professional identity integration (GPII), an individual difference variable indicating the extent to which individuals perceive their identities as compatible or conflicting. Variables related to the professional lives of women high school band directors included age, professional background, teaching position attributes, same gender role models and mentors, gender-related experiences in professional contexts, and intended career trajectory. Data were collected from women who were members of the Band Directors Group on Facebook (N = 206) using an online questionnaire. Results indicated that GPII was significantly related to age and also the number of years teaching high school band, but this relationship was weaker than between GPII and age. GPII was significantly higher for those teaching only band. Surprisingly, there was no relationship between GPII and the presence of same-gender role models or mentors. However, GPII did differ depending on whether participants perceived they were acknowledged and respected by other band directors and also if participants reported they had experienced sexism or gendered treatment in work contexts.

Master of Science, The Ohio State University, 2021, Agricultural and Extension Education

To maintain job satisfaction, occupational commitment, self-efficacy, and levels of motivation, it is important for a teacher to develop a professional teaching identity that tells them who they are (Day, 2002). The purpose of this study was to better understand the development of teacher identity in preservice agriscience teachers during an early field experience (EFE) placement. Data for this phenomenological study were triangulated through the collection of written reflections and photovoice reflections along with a in a semi-structured exit interview after the completion of their early field experience. Data were analyzed with an axial and open-coding process where “key words” can help to outline important information within the reflections (Corbin & Strauss, 2008). Four themes that emerged from this study: 1) Change of Personal Feelings from Excitement to Anxiousness; 2) Understanding Multiple Roles of the Agriscience Educator; 3) Adoption of Professional Roles Throughout the EFE; and 4) Understanding the Need for Passion with the Profession. Throughout the experience, preservice agriscience teachers experienced a change in emotions, understanding of the roles of an agriscience teacher, and ultimately decided whether they could see themselves entering the profession. Further research was recommended to develop deeper understanding of the identity development in preservice teachers before student teaching.

EdD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Curriculum and Instruction

The professional identity of an educator frames one's decision making as they navigate within K-12 systems. A teacher's ability to contribute to the profession of teaching and learning creates teacher leaders who experience a renewal of skill development, increased engagement, and the transfer of knowledge in building a culture of collaboration, commitment, and shared leadership. When opportunities for teacher leadership are lacking, teachers become isolated within K-12 systems, disenchanted with teaching, and disengaged from the teaching profession. The problem will persist if conditions for educator development are incremental and isolated (Fullan, Galluzzo, Morris, & Watson, 1998). Using professional identity as a conceptual framework for teacher leadership, the purpose of this qualitative case study is to investigate how the development of professional identity of 17 STEM teacher leaders form within embedded organizational structures of leadership activities. A case study was conducted to accomplish the purpose of understanding how experienced STEM teacher leaders perceived teacher leadership and how their professional identity was influenced as a teacher leader by their interactions within organizational structures of teacher leadership support. Qualitative research methods including semistructured interviews, online surveys, and program and district documents, were used to obtain narratives of the professional identity of seventeen participants. Data were analyzed using the analytical framework of York-Barr and Duke's (2004) dimensions of practice to understand the influences organizational factors of beliefs, contexts, and activities have on the development of STEM teacher professional identity. The study yielded evidence that (a) perceptions of teacher leadership are dependent upon self-efficacy, agency, skills, dispositions, and content knowledge within K-12 systems; (b) interactions within K-12 systems develop skills and dispositions for op (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2016, Educational Leadership

This dissertation is a qualitative study on how White teachers at a suburban, Midwestern school district interpret their Whiteness through a professional learning community. The study was designed using a hybrid professional learning community over ten weeks. The participants responded to various written online prompts using a discussion board along with two face-to-face group meetings. The prompts were designed to generate critical self-reflection surrounding White racial identity and privilege. Gary Howard's White orientation model was used as a framework to discuss the fluidity of each participant's interrogation of their Whiteness. The dissertation also discusses limitations to the study and implications for future research.

EdD, University of Cincinnati, 2011, Education, Criminal Justice, and Human Services: Counselor Education

The counseling profession continues to make progress in establishing a unified counseling identity, a goal that will lead to multiple benefits for professional counselors and the clients they serve. Counselor educators who train future counselors have a fundamental impact on counseling students' developing professional identity. However, little research exists regarding the professional identity of counselor educators. Within the fields of nursing, medicine, pharmacy, occupational therapy and dentistry, academic clinical practice has been studied and recognized as an important component in professional identity. Similarly, within psychology, the scientist-practitioner model maintains that an emphasis on both clinical practice and research will result in more effective training of new psychologists, while allowing science to inform their work with clients. The present mixed method study investigated the prevalence of counseling faculty clinical practice and how practicing and non-practicing counselor educators understand and construct their professional identity. Of 138 surveyed counselor educators, 66.7% reported that they have engaged in clinical practice while a faculty member with an average of 8.35 years in practice (SD = 9.49). Participants also indicated that 48.6% currently spend time in clinical practice. Faculty rank (p < .01), holding a PC license (p < .001), and number of years in the mental health field (p < .05) were all significantly related to clinical practice while serving as a faculty member. Holding a psychology license was significantly related (p < .024) to currently occurring clinical practice. Qualitative interview data of six self-selected participants revealed five themes related to counselor educators' understanding and construction of their professional identities: (a) mentoring and supervisory relationships both during and after master's and/or doctoral training had a profound impact on the participants' views of themselves as professiona (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2010, Psychology

This study concerned how male psychotherapists construct and negotiate the relationship between their identities as men and as therapists. Narrative identity and life-story approaches were utilized to draw attention to five male psychotherapists' meaning-making processes concerning this topic. Poetic transcriptions and dialogue derived from written stories and in-depth interviews inform the discussion of the participants' personal narratives. Participants identified particular problematic experiences with clients and more general experiences in the profession as the basis for their reflections. The narratives depict how processes of gender and professional identity formation bear on participants' current identities as men, their identities as therapists, and the bi-directional relationship between these identities. Particular attention was focused on the times in which participants experienced the intersection as problematic and how they characterized the process of negotiating these identities. Narrative analysis brought attention to the content of participants' personal narratives, as well as the interaction between the researcher and the participants as a way of illustrating the research process. The results extend knowledge pertaining to men's issues in therapy and the critical study of men and masculinities more generally.

Master of Applied Communication Theory and Methodology, Cleveland State University, 2012, College of Liberal Arts and Social Sciences

Emerging technologies and the ever-changing climate of the Internet has helped social networking sites to foster relationships between sports fans and professional sports teams. This study focused on identification a Cleveland Browns fan feels with the team as a predicting factor of emotions, actions, self and group identity, and pronominal usage. An online survey was given to Cleveland Browns fans to determine their level of fandom, Cleveland Browns knowledge, overall media habits, feelings toward the city of Cleveland, personality traits, and demographic information. A content analysis was conducted to determine the pronominal usage, used to indicate a specific distance from the team based on its successes or failures, and whether the fan was more likely to distance themselves when speaking of the team's future. The survey found that Cleveland Browns fans were proud of the city of Cleveland based on its sports teams, will wear apparel regardless of a win or loss, and bigger fans with more knowledge and time spent on the Internet were more likely to speak out when in the minority opinion in response to topics related to the team. The content analysis found that bigger Cleveland Browns fans were more likely to use pronouns when speaking about the team, expressed positive feelings towards the future of the team, and reported negative feelings toward Art Modell, former owner of the team.

PHD, Kent State University, 2013, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274) Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.

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

This dissertation explores the persistent gender gap in partnerships at Big Four public accounting firms, employing a mixed-methods approach to examine both individual experiences and career trajectories. Despite women entering the profession at equal rates to men, only about 23% of partners are women. This study aims to understand why this disparity persists and how career paths influence partnership attainment. Study 1 utilized qualitative interviews with 11 female advisory partners to investigate their lived experiences in reaching partnership. Findings revealed a common internal mental model for evaluating the partnership career path, consisting of three iterative phases: partner inquiry, developing partner behaviors, and solidifying a partner identity. This process highlights the importance of personal reflection and identity development in pursuing partnership. Study 2 employed Optimal Matching Analysis to quantitatively examine the career trajectories of 312 partners (159 women, 153 men) across audit, tax, and consulting functions. Results showed no significant gender differences in time to partnership or career transitions. However, distinct patterns emerged among business units, with audit and tax partners typically achieving partnership faster than consulting partners. Notably, only about 40% of partners followed traditional linear career paths within their initial function. The integrated analysis of these findings revealed a complex interplay between individual mindsets and organizational structures in shaping the path to partnership. Key elements include early career goals, professional socialization, self-managed career progression moderated by sponsorship, and making a strong business case for partnership. This analysis highlighted that while women and men who make partner do so in similar timeframes, the journey to partnership involves navigating psychological transitions, organizational changes, and social dynamics that (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

The changes in medical education have not kept pace with societal expectations and the rapidly evolving business model for healthcare delivery. Meanwhile, the socialization process in medical education has remained relatively unchanged. This has resulted in physicians with a high level of technical competence but lacking a comprehensive understanding of the ethical pitfalls of being a physician. It is crucial for medical school leaders to develop proactive strategies that are coherent, coordinated, and explicit in training physicians capable of navigating conflicting values and managing transient stressors. The findings in this study challenge the fundamental premise that it is enough for medical school leaders to simply view professionalism as an array of behaviors expected of others who offer services according to a social contract. Nor is it sufficient to promote teaching professionalism guided by directives of prescribed and prohibited activities or by guidance from aspirational goals. Moreover, the means of assessing any behaviors deemed problematic or unprofessional are varied and imprecise, and they do not account for those behaviors that are hidden or unobservable. This study examined two relevant theoretical frameworks within moral psychology and social learning theory. Specifically, they include professional identity formation and communities of practice. These frameworks present different facets for viewing the fostering of professionalism in medical education through the lens of moral psychology and social learning theory. They provide greater detail, build upon, and occasionally challenge established theories based on cognitive theory and moral development. They may also serve as a beacon to higher education leaders by influencing support efforts to form the students' professional identity and identify communities of practice in the professional journey of medical students.

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Counselor Education

The professional identity of school counselors is an essential aspect of the profession as it guides them in their decision-making and helps define their role within the school system. Supervision presents an opportunity for school counselors to augment and refine their competencies in addressing the evolving and developmental necessities of pre-K-12th grade students (American School Counseling Association [ASCA], 2022b). Part of the supervision experience also includes how supervisees process and develop their professional identity. Navigating the intricacies of professional identity is a critical component of the supervision process, as it requires careful consideration of the challenges and nuances inherent in the field. However, maintaining a professional identity can be challenging given the complexities and dynamic nature of the profession. The purpose of this study was two-fold. First, to provide a comprehensive overview of the research on school counselor supervision and professional identity development, including the identification of the gaps in the current body of literature to address the ongoing needs in the field of school counseling supervision. The study introduced readers to a novel and innovative school counselor supervision model, the Consulting Triadic Supervision Model (CTSM). Secondly, this study sought to investigate the impact of that model on school counselors' professional identity by exploring their experiences after participating in the CTSM. The results indicated a significant enhancement in PSCI development following their participation in the CTSM. The results revealed six themes included (1) Say Yes – to CTSM, which included three sub-themes of (a) feeling new and (b) still developing, (c) mentoring, (2) School Counseling is a Culture, (3) CTSM - The Bi-directional Benefits of Supervision, (4) Triadic Supervision Synergy, with two sub-themes of (a) the Heart of PSCI and (b) cultivation of PSCI, (5) Bridging theory to practice, with t (open full item for complete abstract)

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

The development of leadership skills and promotion of Professional Identity Formation (PIF) are expected among residents who will soon enter the field of medicine as practicing physicians. This action research study aimed to bridge the gap among what is taught and what leadership skills are expected of Internal Medicine residents in the Multispecialty Residency Program (MRP) as well as enable the promotion of PIF to take place. This study engaged in qualitative data collection and analysis to identify what leadership focused educational activities could be used to develop leadership skills and promote PIF among MRP residents. Through purposeful convenience sampling, one observation, two focus groups, and two 1:1 interviews, participants expressed what leadership skills and PIF mean to them. A combination of in vivo coding, open-coding, axial coding, and selective coding occurred, and a deductive analysis approach took place using two established frameworks. The data yielded that Feedback & Reflection, Coaching, Culture, and Mentoring & Role-Modeling influence the development leadership skills and promotion of PIF among MRP's residents. Four activities related to each theme have been identified to mend this leadership gap.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

The purpose of this qualitative phenomenological study was to investigate the lived experiences of professional counselors embedded in NCAA Division I athletic departments. Specifically, what are the pre-professional, educational, and professional experiences of licensed or license-eligible professional counselors who are/have been employed by or embedded in NCAA Division 1 Athletic Departments? Since 2019, a variety of licensed mental health providers have been embedded into college athletic departments to support the mental health and well-being of student athletes. There is currently no literature that documents how licensed professional counselors approach their work embedded in college athletic departments nor how they prepare to do so. The problem this study was intended to address is the lack of preparedness and job clarity for licensed professional counselors working in college athletic departments. Similar studies exploring the experiences of social workers (Beasley et al., 2021) and registered dieticians (Antle et al., 2021) in NCAA Division I Athletic Departments have successfully used phenomenological inquiry to provide rich data and information used to help improve student athlete health outcomes and professional staff retention through exploration of professionals' experiences. This phenomenological study used data from 10 semi-structured interviews to understand the experiences of professional counselors embedded in college athletic departments. Analysis of the transcripts resulted in three major themes and eight subthemes: (1) Athletic Counselor Role & Professional Counselors Approach to Service Delivery, (2) Counselor Professional Identity, (3) Culture of Athletics. The participants identified systemic concerns related to their job positions, namely where they are housed physically and organizationally. The participants' ability to effectively deliver services was influenced by their proximity to the environment, ability to adapt clinical se (open full item for complete abstract)