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

This qualitative narrative study examined high achieving college Black STEM students who enrolled in precalculus, calculus I and II, differential equations, linear algebra, and applied linear algebra courses at Rhowlin Bonsu University (RBU). RBU is located in the Midwestern region of the United States. This investigation used a semi-structured interview with participants (7 University students in STEM) who provided narratives about their experiences in mathematics education, starting from high school and ending with their postsecondary studies. I used a narrative inquiry approach to explore student experiences through the lens of Critical Race Theory (CRT), with the goal of grounding the academic underpinnings of this study. To construct stories for their academic success, the interview addressed students' home and school experiences during the mathematics transition from grade K–12 and beyond. The findings suggest that Black STEM majors constructed their mathematics identities through vicarious experiences in the transition, which made them resilient mathematics achievers who engaged and participated in the classroom, wrestled with mathematical concepts, and understood the norms within academic practices and tasks. An analysis of student narratives regarding the processes involved in their high school to college transition revealed that students' racial identities strongly influence their mathematics identities. Implications for practice and policy, as well as future research, are suggested based on the research findings.

Doctor of Philosophy, Case Western Reserve University, 2015, Management

There is a widely accepted sentiment that a large and growing segment of the developed world experiences life and work in a more dynamic and less predictable way than ever before. Many people, across a wide spectrum of age cohorts, will engage in frequent transitions throughout their lifetimes. Some will relocate multiple times and will traverse numerous peaks and valleys of change during those career and life transitions. Streams of research have been dedicated to the negative consequence of dealing with these disruptions as compared to a stable and settled existence. Large bodies of research and commentary have been produced on how to manage the difficult process and negative consequence of accelerating change. In contrast, my research offers empirical evidence that such transitions can result in positive consequences for one's well-being. It is a study of how thriving can become a “normal” outcome of experiencing change and how we might revise the lexicon and expectations of engaging in transitions. I conducted three studies on the ontological experience of thriving in transition. Using an exploratory, sequential and embedded mixed-methods approach, I identified social, cognitive, psychological and behavioral factors that contribute to thriving in transition. As a result of the current study, I elucidate an abstract system that contains four representative ontologies of change forming a skeletal framework for a descriptive model on thriving and surviving in uncertain times. The 4-quadrant model is divided by the degree of change together with an individual's ontological organizing principle relating to the phenomenon of change; stability is the norm or change is the norm. This abstract model has predictive value in identification of cognitive, social and behavioral resources at a time of change. At any given point in one's life, a transition can be interpreted in terms of the magnitude of change (how big or how little the change) and the individual's ont (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This study involved the effect of career development classes on traditional aged college students' identity development and career self efficacy as well as the examination of the relationship between identity status and career self efficacy. Significant correlations were found between high identity status and high career self efficacy. Positive significant differences were also found in career self efficacy between those who had taken career development courses and those who had not. Positive, although not significant, differences were found in identity status between those students who had taken career development courses and those who had not. Instruments used in the study were the Extended Objective Measure of Ego Identity Status 2 (EOM-EIS2) and the Career Decision Making Self Efficacy Scale (CDMSES).

Doctor of Philosophy, University of Akron, 2013, Sociology

Background: Using the self-evaluation theory of legitimation (Della Fave, 1980; Shepelak, 1987; Shepelak and Alwin, 1986; Stolte, 1983, 1987) and the work of Matthew O. Hunt (1996, 2001, 2003, 2004, 2007; Hunt et al., 2000; Hunt and Wilson, 2009; Merolla, Hunt and Serpe, 2011), this study sought to understand the differences in the process of self-evaluation that emerge for different racial and ethnic groups, when taking several social-psychological constructs in to account. Methods: This study uses the Legitimation, Attribution and Self-Verification (LAS) Questionnaire (n= 1,107). These data were collected to measure people's thoughts and feelings about social behavior, such as how people attribute success to themselves and others at work, the perceptions that individuals have about poverty in the United States, how education impacts the life chances of an individual and much more. Group Structural Equation Modeling (GSEM) was used to analyze the racial/ethnic group differences. Results: The group differences that were uncovered in the current research at as follows: First, for white respondents, demographic characteristics tend to be important for social psychological measures, namely mastery, but there does not seem to be an overriding pattern that determines how this group will self-evaluate. Black respondents as a group tended to place more emphasis on external measures, such as locus of control and reflected appraisals, for the process of self-evaluation. Latinos in this study were more influenced by internal social psychological processes – namely mastery – in their self-evaluative processes as a group.

Doctor of Philosophy, The Ohio State University, 2024, Communication

Scholars have long interrogated the boundary between possessions and the self. In this tradition, Belk (1988) proposed self-extension as the extent to which “we regard our possessions as parts of ourselves” (p. 139). A growing literature has applied it to possessions that are almost always on the self: mobile communication technologies. The transition from cellphones to smartphones has expanded how mobile communication technology informs and reflects the self. Accordingly, an increasing number of studies have examined smartphone self-extension. However, extant work suggests that smartphone self-extension is only loosely related to actual smartphone behavior, calling its real-world impact into question. This dissertation clarifies how self-extension relates to behavior by examining more granular and theoretically grounded behaviors derived from a large, multi-faceted dataset of digital traces. I integrate work on smartphone self-extension and extended cognition to provide rationale for hypotheses linking smartphone self-extension with digital trace measures. I measure smartphone self-extension based on its original functional, anthropomorphic, and ontological dimensions (Park & Kaye, 2019) as well as an identity dimension, which subsumes the anthropomorphic and ontological dimensions (Ross & Bayer, 2021). The digital trace measures include overall frequency of smartphone use, frequencies of using smartphone functions, variety of smartphone functions, smartphone use across spatial contexts, smartphone use across temporal contexts, and potential for reactibility. Ontological self-extension received partial support across almost all hypotheses and research questions; identity self-extension retained some of these relationships; anthropomorphic self-extension was only positively associated with certain frequencies of using smartphone functions (particularly social media); and functional self-extension was unrelated to digital trace measures. These findings were generally (open full item for complete abstract)

Ed.D., Antioch University, 2024, Education

The purpose of this research dissertation was to investigate and explore consciousness in millennial African American men. This study defined consciousness in the form of self-concept or self-conceptualization, the image we have of ourselves (Akbar, 1991; McLeod 2008). The research question under investigation is, How do African American college men define identity, masculinity, and self-concept under the umbrella of consciousness? This study also examines the relation to environmental factors which include type of schooling, household dynamics, high school mentorship, and college readiness. Investigative approaches also include asking questions regarding socio-economic status, academic achievement, and success. This research also included the sub question of, “How do African American men explain factors of identity as it relates to race, identity, masculinity, aggression, and overall existence”? The researcher utilized a qualitative approach. Participants for this study included African American men between the ages of 18–25 years old. The researcher conducted a convenience sampling of students at an Historically Black College or University (HBCU). The researcher initiated collection in phases. Phase I administration was a general survey given to 30 African American men who attended the selected university. This survey was constructed with the use of Google Forms and contained general background information questions: household income, type of schooling, and parental status. Phase II consisted of five individual interviews with students who iv reported less likely to have a strong identity score based on the Nigrescence model (Cross, 1991). Phase III was the conduction of the video ethnography which included video footage of participants answering in-depth questions surrounding identity and self-consciousness. Thematic analysis and findings included: the significance of single mothers, high-school mentorship pertaining to leadership programs, and the choice of HBC (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2023, Educational Leadership

Black urban youth face many obstacles in their personal development and future pursuits. Many of these obstacles result from systemic challenges that exist within their communities and cultural norms that negatively shape their self-concept and possible selves, a concept which argues that future self-concepts are constructed through personal evaluation of a current and desired future state. Corporate-education partnerships have recently been introduced to urban communities as a way to introduce youth to alternative professional pathways, although there are few studies about the extent to which Black urban youth are impacted by such partnerships. Using the possible selves theory, this study explored how one corporate-education partnership influences the self-concept and possible selves of Black urban youth engaging in a mentoring program, and the extent to which engagement in the program affected their view of themselves and future aspirations. This study focused on the Infinity Mentoring program, which is a partnership program between the Ascension corporation, Woodsby High School, and community-based organization Cincinnati Youth Connection (all pseudonyms). Findings from this study showed that participants in the program had improved feelings or self-concept about themselves and that participants gained increased motivation toward college, career, and their future aspirations as a result of the Infinity Mentoring program. The study adds to the scholarship on corporate-education partnerships, demonstrating the intrinsic impact these partnerships can have on Black urban students.

Doctor of Philosophy (PhD), Ohio University, 2022, Experimental Psychology (Arts and Sciences)

Prior works (Kernis & Goldman, 2006; Maslow, 1971; Sedikides et al., 2019) characterize “authenticity” as the tendency to behave in a manner that aligns with one's authentic self. However, self-perceptions are often inaccurate and biased (Alicke, 1985; Brown, 2012; Ziano et al., 2021). In this dissertation, I propose an alternative framework whereby authenticity is marked by self-enhancement: authentic selves are idealized versions of selves. Five studies (N = 1529) found that authenticity perceptions were elicited when participants self-enhanced. In Study 1, future (vs. past) behaviors were perceived as being more representative of authentic selves, and this difference was smaller when judging others' authentic selves. Study 2 replicated and extended Study 1's findings in the context of moral behaviors by demonstrating that future selves were idealized, and that future selves were more representative of authentic selves than past selves. Study 3 replicated Study 2's results and additionally found that idealization rather than future expectations was most responsible for this difference. Study 4 further revealed that participants who idealized (vs. criticized) themselves experienced more state authenticity and meaning in life. Lastly, Study 5 found that, when asked to recall an authentic experience, participants engaged in self-enhancement, which then further positively predicted meaning in life and thriving. Together, the findings demonstrate that authenticity judgments are subject to self-enhancing tendencies and interpretations.s

PHD, Kent State University, 2020, College of Arts and Sciences / Department of English

This project examines how appeals to ethos, pathos, and logos are employed in representing concepts of body and identity in online self-injury communities and, thereby, generate community interactions and values. The study demonstrates that statements posted by self-harmers are shared and reiterated throughout the community and help the community to develop shared meaning and support. The repetitive use of various lines of argument, manifested in rhetorical tropes also affect how individuals form ideas about identity and body and, in turn, help maintains a common understanding of identity and actions within the community.

Doctor of Philosophy (PhD), Ohio University, 2020, Communication Studies (Communication)

This study focuses on identity-based cultural conflict such as racial and gender injustice, as well as the inequality of sexuality. Building upon a reciprocally formative relationship between social dialogue and internal conversation, proposed by pragmatist and social psychologist George Herbert Mead, the dissertation advances an argument that social actors' responses to cultural conflict related to identity are inescapably shaped by their internal reflective processes and reflexive agency. Under this theoretical assumption, a second-order cybernetic critique of the Meadian inner representation of the social foregrounds critical self-dialogue as a disruptor of the dominant identity discourses, interrogating the socialization of identity branding as well as reconstituting the self through meaning reconstruction. The framework of "self of the self" then provides an interpretive and critical viewpoint for understanding the lived experiences of internal conversation in the subsequent qualitative project. I recruited and interviewed participants from activist groups engaging in identity-oriented cultural struggles. Data analyses revealed five key moments within participants' experiences of inner dialogue, including: (a) experiencing communicative conflict, (b) experiencing internal conflict and internal oppression, (c) experiencing epistemic motivations, (d) experiencing first-order reflexivity and second-order reflexivity, and (e) experiencing reflexive agency and internal reconstruction. In addition, data analyses uncovered four distinct trajectories of evolution in the meaning-making process of critical self-dialogue, including: (a) de(con)structing the dominant identity discourse, (b) adopting the ideal discourse, (c) (re)negotiating the impossible double bind, or (d) transcending intra(inter)subjectivity. Subsequently, I further explored and discussed the implications of findings related to advancing the theory of internal conversation and the framework of second-or (open full item for complete abstract)

Ph.D., Antioch University, 2019, Leadership and Change

The purpose of this study was to unearth how adolescents with substance use disorders achieve the task of identity formation and the construction of self-concept in the midst of the drug culture and society that exists. It sought to uncover the social constructs designed to ignore and/or remove human complexities and allow an intersectional approach to be brought to a study on this population. Historically, there has been a failure to investigate the underlying social attitudes and behaviors that impact the very delicate and vulnerable process of finding self. Psychosocial and relational adjustment are strongly influenced by the extent to which adolescents successfully develop a coherent and structured sense of identity. One's life pathways and decisions are guided by a consolidated sense of self. An understanding of key identity literature led to a methodological design using both Grounded Theory Methodology and Situational Analysis to provide a thorough description and understanding of the entire situation around identity development for adolescents with substance use disorders. The detailed analysis of the interviews provided by 20 adolescent females served as the basis for the development of a theoretical model depicting the findings from both the dimensional analysis and situational analysis. The research provided empirical evidence that adolescents in this situation form a pseudo-identity to achieve a sense of belonging that has pervaded their existence due to familial, social, and cultural factors. This pseudo-identity is reinforced by acceptance into drug-seeking and substance-using groups, as well as by leadership and practices in treatment, therapy, healthcare, criminal justice, and other macro forces. The research provides practical implications for prevention and intervention practices, as well as leadership practice. Recommendations for future research invite further exploration into whether the situation for the participants in this study hold true acr (open full item for complete abstract)

MS, Kent State University, 2019, College of Education, Health and Human Services / School of Health Sciences

The purpose of this study is to explore the relationship between the Black identity, nutrition self-efficacy and self-rated healthiness of the diet of Black college students. This was a non-experimental correlational design, conducted with a convenience sample of Black students (students between the ages of 18-24; n=133) at a midwestern university. The strength of the Black identity was assessed using a subset of questions from the Multigroup Ethnic Identity Measure (MEIM) (Phinney, 1992). Nutrition self-efficacy was measured using a subset of questions from the Healthy Weight and Self- Efficacy Scale (HEWSE) (Wilson-Barlow, Hollins & Clopton, 2014). The questionnaire also assessed self-rated healthiness of their diet, modified from the self-rated health indicator (Benyamini, 2011). A positive association was found between NSE and self-rated healthiness of diet (p<.001). Though no association between cultural identity and nutritional self-efficacy was found (p>.05), an association between the strength of cultural identity and self-reported healthiness of diet was found in the study (p=.035). There is reason to believe that a strengthened Black identity may be associated with a higher self-rated healthiness. Due to the nascent research and narrow literature on the topic, more research is needed on Black identity and nutrition self-efficacy of Black students.

Psy. D., Antioch University, 2018, Antioch Seattle: Clinical Psychology

With video game usage--and criticism on its activity--on the rise, it may be helpful for the psychological community to understand what it actually means to play video games, and what the lived experience entails. This qualitative, phenomenological study specifically explores user behaviors and decisions in the simulated life video game, The Sims. Ten participants completed one- to two-hour long semi-structured interviews, and the data was transcribed, organized into 1,988 codes, which were clustered into 30 categories, and from which six themes ultimately emerged. These resulting themes are: self-representation; past, present, and future; purpose for play; self-reflection; co-creation; and familiarity. The essence of playing The Sims includes a degree of self-representation through gameplay choices, projecting one's own past, present or future into the game, and play that is motivated by distinct reasons or benefits. Gameplay in The Sims also involves a sense of familiarity, the interaction of inspirations coming from both the user and the game, and the users' reflections on the connection between themselves and the game. Relationships between the six resulting themes and the current literature on video game psychology are reviewed, and future research and clinical implications are discussed.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2017, Higher Education Administration

The purpose of this study was to explore the relationship between the perceived leadership behaviors of upper-level student affairs officers and levels of psychological ownership among entry-level employees working in student services roles in higher education in the United States. Specifically, this study identified whether there are leadership behaviors, as measured by the Multifactor Leadership Questionnaire (Bass & Avolio, 2004), that relate to higher feelings of psychological ownership as measured by the Psychological Ownership Questionnaire (Avey & Avolio, 2007) among entry-level professionals. The relationships between institution type and leadership style and psychological ownership were also assessed. Both the MLQ and POQ are valid and reliable instruments (Avey, Avolio, Corssley, & Luthans, 2009; Bass & Avolio, 2004); however, the responses of the participants in this study did not align with the models as proposed by the developers of the instruments. Based on the results of exploratory factor analysis, the models were modified. The new modified models reflected the overarching theoretical constructs of the original models. Significant results were found in the relationship between participants' perceptions of leadership as measured in the MLQ and their feeling of psychological ownership as measured in the POQ. Additionally, there were several combinations of MLQ predictor variables which resulted in higher levels of psychological ownership, including Inspirational Motivation, Intellectual Stimulation, Management-by-Exception Active, Individual Consideration, and Laissez faire. Surprisingly, neither perceptions of leadership nor feelings of psychological ownership were influenced by the type of institution were participants were employed. The results of this analysis provided support for Avey et al. (2009), who suggested that a relationship exists between psychological ownership and transformational leadership. Based on this research, it appear (open full item for complete abstract)

Master of Science (MS), Bowling Green State University, 2015, Applied Statistics (Math)

In this thesis, statistical methods are used to examine developments in ethnic identity and changes in ethnic/racial self-classification at a school district in North Central Ohio. Factor analysis and polychoric correlations are used to create a reliable scale measure of ethnic identity. Parametric and non-parametric analyses of variance and multiple comparison procedures are utilized to examine differences in the strength of ethnic identity among groups of students. In addition, a repeated measures analysis of variance model is utilized to examine developments in ethnic identity over time. Results show discrepancies in the strength of ethnic identity among gender/ethnicity groups in the district but minimal longitudinal changes in ethnic identity. Changes in ethnic/racial self-classification are examined through logistic and ordinal logistic regression, estimations of the proportion of change each semester, and a two-way table analysis. Certain groups of students are found to be highly likely to change ethnic/racial self-classification. In addition, interesting flow patterns between ethnic group classifications are discovered.

Master of Arts, The Ohio State University, 2012, EDU Policy and Leadership

This thesis draws upon the interrelated philosophies of constructivism, individualism, self-creation, and narrative identity, to propose a radically liberated and individualized vision of the curriculum. The curriculum is re-framed, here, not as a culturally-prescribed canon of important knowledge and skills, but as a process of aided student self-creation toward their own projected professional and social identities. Finally, a system – with applications of emerging technologies and descriptions of interfaces – is tentatively suggested, towards the aim of recording, managing, and guiding such a profoundly individualized curriculum.

Master of Science, The Ohio State University, 2009, Human Development and Family Science

The present study uses secondary telephone conversational data to explore how the abuse (power and control) used by an incarcerated perpetrator of intimate partner violence (IPV) influence(s) his victim's self concept. The study is a journey of Alex's influence on Allegra's self concept, most evidently as a means to an end (drop legal charges) in the unique context of impending legal charges. Using thematic analysis and the theoretical framework of Symbolic Interactionism (SI), Allegra's self concept is understood as an amalgam of three interrelated themes of context, roles and identities, and accounts. Alex influences Allegra's self concept through her salient identity of a romantic partner, and eventually forges a family identity. By virtue of being salient and relational (the identities include Alex), these identities are more susceptible to Alex's power and control. He heightens role taking to appeal to her salient identities and creates apologies and accounts that are ultimately successful in influencing her self concept to drop the legal charges. Of note is Allegra's identity of a worker which is resilient to the abuse tactics, highlighting the positive aspect of a self concept exposed to routine abuse. Amidst the juxtaposition of love and violence, Allegra works harder to diffuse contradiction and align her self concept with the salient identities. The study has implications for women in legally involved IPV cases and future research geared towards understanding the decisions women take in response to their abusive partner, including their decision to prosecute and/or to return to the relationship.

Doctor of Philosophy, The Ohio State University, 2004, Educational Services and Research

This study examined the effects of a 10-week women's self-defense course on levels of assertiveness, hyperfemininity, and three types of self-efficacy: interpersonal, activities, and self-defense among college students who register for a self-defense course at a large Midwestern University. A post-test only control group design was utilized. Students in the treatment group (n = 68) completed a questionnaire at the end of their training period that consists of demographic information, including information about perceived athletic identity, the Rathus Assertiveness Schedule (RAS), the Hyperfemininity Scale (HFS), and an unpublished instrument that measures interpersonal, activities, and self-defense self-efficacy. The control group (n = 75) completed the same instruments prior to receiving self-defense training. It was hypothesized that students in the treatment group would evidence an increase in assertiveness and interpersonal, activities, and self-defense self-efficacy. Additionally, it was hypothesized that women with higher levels of hyperfemininity would have lower scores on the RAS and lower self-efficacy scores, and that women who report higher levels of athletic identity will report lower levels of hyperfemininity, higher levels of assertiveness, and higher levels of self-efficacy. A multivariate analysis of variance (MANOVA) examined the effects of the treatment on the dependent variables and two MANCOVAs examined hyperfemininity and athletic identity as covariates. Following the multivariate analysis, univariate t-tests were run to examine the relative effects of each independent variable. Results indicated that the women's self-defense course significantly affected women's levels of assertiveness, activities self-efficacy, self-defense self-efficacy, and interpersonal self-efficacy. Hyperfemininity and athletic identity were not significant covariates. The implications of these results are discussed.

Doctor of Philosophy (PhD), Ohio University, 2012, Curriculum and Instruction (Education)

The purpose of this dissertation was to examine the experiences of African American seventh-grade male students in an Afrocentric school located in Columbus, Ohio. This school's curriculum was based on the principles of Nguzo Saba and Ma'at from an African-centered perspective. The researcher investigated how these principles influenced the self-concept of African American seventh-grade male students based on the principles of Nguzo Saba, self-esteem based on the principles of Ma'at, and how both sets of principles influenced racial identity development. It was presumed that these principles assisted African American students in becoming well-rounded and grounded in their ancestral history, culture, values, and traditions, thus developing a positive sense of self. Although there had been numerous studies in the field of Afrocentric education, there was a lack of research that had examined the principles of Nguzo Saba and Ma'at together, which served as a foundation for Afrocentric education, or its influence on African American students, particularly adolescent male students. This was a qualitative research approach, specifically, a phenomenological case study, which was limited in scope to African American seventh-grade male students. The researcher employed qualitative methods of documentation and school observation. These included two focus groups of African American seventh-grade male students and interviews with their teachers, the school's principals, council of elders/committee members, and parents. There were three streams of classes: all males, all females, males and females; observations focused on the stream of all-male classes. Data were collected over a nine-month period. The data collected were analyzed in comparison to literature reviewed. The study used Cross' 1971 racial-identity model and Delgado and Stefancic's 2001 critical-race theory as the frameworks. The purpose was to examine the particular stage to which participants usually related in d (open full item for complete abstract)

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

The local dominance effect is the tendency for comparisons with a few people to have a greater impact on self-assessments than comparisons with many people. This review first presents a series of recent studies that provide direct support for the local dominance hypothesis. Next, a variety of potential explanations for the local dominance effect are presented including social categorization, information ease, self-enhancement, and physical proximity. Finally, the theoretical and practical implications of the effect, in addition to potential future directions in this research line are proposed.