Search results

Title: Using State Policy Determinants to Predict For-Profit Undergrraduate Enrollment Share at Degree-Granting Institutions.
Creator: Kleuver, Steven A., Park, Toby J., Hu, Shouping, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description: For-profit institutions are thought to fill the educational gap when traditional nonprofit colleges fail to serve the needs of an evolving student population. Over the past several decades, the enrollment share of undergraduate students attending for-profit institutions in lieu of traditional nonprofit institutions has expanded substantially. While this growth has been noted by researchers, comparatively little is known about what determinants impact the state enrollment share of students...
Show moreFor-profit institutions are thought to fill the educational gap when traditional nonprofit colleges fail to serve the needs of an evolving student population. Over the past several decades, the enrollment share of undergraduate students attending for-profit institutions in lieu of traditional nonprofit institutions has expanded substantially. While this growth has been noted by researchers, comparatively little is known about what determinants impact the state enrollment share of students attending for-profit institutions. Furthermore, the chronicling of state policy directed at for-profit institutions has not been completed in a concise and accessible manner. This study uses a panel dataset spanning the years 1997 to 2015 to measure for-profit enrollment to determine the effects of select state-level policy variables on the undergraduate enrollment share of for-profit institutions. Results of this study showed that state policies do impact for-profit enrollment share. After cataloging relevant state policies, 18 laws across 10 states were found to directly address the for-profit sector. As predicted, laws favorable to for-profit institutions (positive laws) were found to increase for-profit enrollment share and laws regulating for-profit institutions (negative laws) were found to decrease for-profit enrollment share. Educational appropriations per student FTE and the existence of a consolidated governing board were also found as controllable variables that impact for-profit enrollment share.
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Date Issued: 2019
Identifier: 2019_Summer_Kleuver_fsu_0071E_15147
Format: Thesis

Title: Distance Education and Horizontal Stratification in U.S. Higher Education.
Creator: Boggs, Kaley Dyan, Reynolds, John R., Schwartz, Robert A., Padavic, Irene, Brewster, Karen, Florida State University, College of Social Sciences and Public Policy, Department of...
Show moreBoggs, Kaley Dyan, Reynolds, John R., Schwartz, Robert A., Padavic, Irene, Brewster, Karen, Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: Purpose: Distance education has become an increasingly common mode of instruction in U.S. higher education, and today more than a quarter of students are enrolled in distance courses or programs that are fully online. This dissertation asks two fundamental questions related to the growing presence of distance-based instruction in U.S. higher education. First, does increased college access in the form of distance enrollments contribute to horizontal postsecondary stratification? Second, is the...
Show morePurpose: Distance education has become an increasingly common mode of instruction in U.S. higher education, and today more than a quarter of students are enrolled in distance courses or programs that are fully online. This dissertation asks two fundamental questions related to the growing presence of distance-based instruction in U.S. higher education. First, does increased college access in the form of distance enrollments contribute to horizontal postsecondary stratification? Second, is the adoption of distance education indicative of academic capitalism? I make use of two broad theoretical perspectives to frame my analysis and develop a set of hypotheses concerning the types of colleges and universities that enroll greater percentages of undergraduates in at least one distance course or completely online degree programs. Drawing on the “effectively maintained inequality” (EMI) perspective, I hypothesize that enrollment in distance courses and programs will be higher at less selective colleges and universities and will vary by institutional sector. Regarding sector, I hypothesize that distance enrollments are highest at for-profit institutions, and higher at public institutions than at private. Based on the “academic capitalism” perspective, I hypothesize that institutions with lower levels of financial resources will rely more heavily on distance education as a revenue source and a means of reducing costs. Methods: I test these hypotheses using the NCES Integrated Postsecondary Education Data Set for 2015-16. The sample of consists of 2,180 four-year postsecondary institutions. Hypotheses are tested using one-way and two-way ANOVA models and bivariate correlation analyses. Results: Enrollment in distance education varies significantly by level of selectivity, sector, and financial resources. As hypothesized, less selective institutions have significantly higher percentages of distance enrollment, but interesting subtleties emerge between sectors. Within public institutions distance course and program enrollment are fairly steady across selectivity levels, while enrollment differs substantially among private colleges and universities. Additional analyses of student composition by sector and selectivity confirm that social inequalities by race and class are not likely diminished by distance education. Institutions with fewer resources and expenditures have higher levels of distance education, as expected. Specifically, private institutions with fewer financial resources have greater distance course and program enrollment, and for-profits with fewer resources have greater distance program enrollment. However, overall revenue and expenses are not related to distance enrollment among public universities. Exploratory analysis of detailed revenue and expenditures paint a more nuanced picture of the financial resources that vary with greater reliance on distance courses and programs. Conclusion: The growth of distance enrollments does not reduce social stratification in higher education because distance enrollment growth is occurring disproportionately at less selective private and for-profit colleges and universities—institutions that are costlier to attend, have lower economic payoffs, and disproportionately enroll students of color and lower income college students. The growth of distance enrollment is also consistent with depiction of higher education as an academic capitalist regime, in that distance enrollment appears to function as a revenue source for colleges and universities, particularly for those outside the public sector.
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Date Issued: 2019
Identifier: 2019_Spring_Boggs_fsu_0071E_15073
Format: Thesis

Title: Development of Student Skill, Will, and Self-Regulation through Participation in a First-Year Seminar Course.
Creator: Cavanah, Megan, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department...
Show moreCavanah, Megan, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: One issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion,...
Show moreOne issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion, institutions are using high-impact interventions, such as first-year seminar courses, to equip students with these attributes early on in their academic careers. This study examined the relationship between participation in a compulsory first-year experience course and students’ skill, will, and self-regulation using regression methods.
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Date Issued: 2019
Identifier: 2019_Spring_Cavanah_fsu_0071E_14976
Format: Thesis

Title: Understanding the Transition Experience of Students Transferring from a Latin American International Branch Campus to Its Us Main Campus.
Creator: Anyfanti, Alexandra, Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education,...
Show moreAnyfanti, Alexandra, Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Students are in constant transition as they move from one academic institution to another, from one academic level to another, from one major to another, or from college to the world of the work (Killam & Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the increasing diversity of student mobility requires additional attention to cover non-traditional or international transitions. With a growing attention on the internationalization of...
Show moreStudents are in constant transition as they move from one academic institution to another, from one academic level to another, from one major to another, or from college to the world of the work (Killam & Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the increasing diversity of student mobility requires additional attention to cover non-traditional or international transitions. With a growing attention on the internationalization of education and cross-border education, International Branch Campuses (IBCs) have expanded in number and significance. The transition of students that transfer from a Latin American IBC to its US main campus offers the opportunity to draw attention to a unique group of students. This study used a sequential mixed methods research design in order to explore the transition experience of the students that transfer from a Latin American IBC to its US main campus upon completing their sophomore year. Most feedback about their experience so far has been anecdotal, and there has not been an empirical study to reveal how these students—mostly international--experience the transition and how they handle the changes. Schlossberg’s (1981) Transition Theory provides a relevant theoretical framework to delineate the transition from the international branch campus to the main campus, and to capture the developmental stages that the transfer students experience. The results of this study can have practical implications for the administrators in both locations. Understanding this transition experience from the vantage point of the students can pave the way for informed changes, additional support mechanisms, and tailored resources. Key words: student transition, international branch campus, Schlossberg, transition theory, mixed methods.
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Date Issued: 2019
Identifier: 2019_Spring_Anyfanti_fsu_0071E_15061
Format: Thesis

Title: Effects of a Mathematics Vocabulary Tutoring Intervention.
Creator: Hollingsworth, Leah Nicole, Jakubowski, Elizabeth M., Schwartz, Robert A., Whalon, Kelly J., Root, Jenny Rose, Florida State University, College of Education, School of Teacher...
Show moreHollingsworth, Leah Nicole, Jakubowski, Elizabeth M., Schwartz, Robert A., Whalon, Kelly J., Root, Jenny Rose, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: The purpose of this study was to examine the effects of a vocabulary tutoring intervention with defining key vocabulary terms and algebraic problem-solving skills of students who struggle with mathematics. Literature shows that there is a need to further explore how students with mathematical learning difficulties learn mathematics vocabulary at the post-secondary level. The participants for this study included five college-aged students, 18 years or older, who self-identified as struggling...
Show moreThe purpose of this study was to examine the effects of a vocabulary tutoring intervention with defining key vocabulary terms and algebraic problem-solving skills of students who struggle with mathematics. Literature shows that there is a need to further explore how students with mathematical learning difficulties learn mathematics vocabulary at the post-secondary level. The participants for this study included five college-aged students, 18 years or older, who self-identified as struggling with mathematics. Each participant completed two vocabulary tutoring sessions each week and complete layered-look books during each session. The layered-look books included the vocabulary word, definition, an example, and non-example. The dependent variable was the percentage of correct answers on a six-question test. Each test will contain three vocabulary short answer questions and three multiple-choice algebraic exercises. The researcher used a multiple probe across behaviors, replicated across participants design to determine what effect mathematics vocabulary tutoring has on a student’s ability to define vocabulary terms and what effect mathematics vocabulary tutoring has on a student’s algebraic problem solving. The study included three phases: baseline, vocabulary tutoring (intervention), and maintenance. The researcher followed a modeling and guided practice teaching strategy to tutor the student. Based on the results of this study, it was concluded that the vocabulary tutoring intervention did help students learn the vocabulary. Three of the five participants showed a functional relationship between the vocabulary intervention and defining key vocabulary words. However, the vocabulary tutoring intervention did not help participants with the algebraic problem-solving examples. None of the five participants had three demonstrations of effect.
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Date Issued: 2019
Identifier: 2019_Spring_Hollingsworth_fsu_0071E_14995
Format: Thesis

Title: The M-DCPS iHEAT Experience: Teacher Perceptions of the Relationship between the Program and Instructional Practices.
Creator: Pham, Kathleen T., Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show morePham, Kathleen T., Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This qualitative case study examined the professional development practices at 2 of the 9 schools involved in the Incentives for Highly Effective Administrators and Teachers (iHEAT) Program in Miami-Dade County Public Schools from 2013-2017. The iHEAT Program was funded through a Teacher Incentive Fund (TIF) grant and provided participating schools with Peer Review Teachers who were fully released from classroom duties and served as full time instructional coaches, and provided job-embedded...
Show moreThis qualitative case study examined the professional development practices at 2 of the 9 schools involved in the Incentives for Highly Effective Administrators and Teachers (iHEAT) Program in Miami-Dade County Public Schools from 2013-2017. The iHEAT Program was funded through a Teacher Incentive Fund (TIF) grant and provided participating schools with Peer Review Teachers who were fully released from classroom duties and served as full time instructional coaches, and provided job-embedded professional development. The program also awarded stipends for certain professional development activities and for highly effective teaching performance, as measured by the district’s teacher evaluation system. This research was conducted to determine how the teachers who participated in the program both experienced the program and perceived the relationship between those experiences and their instructional practices. Background on the history of professional development, important definitions, and current professional learning standards are all provided. The literature review starts with studies giving the definition and history of professional development in the United States. It then builds on that information by summarizing research on the current state of professional development in the United States and in other countries. The review also provides a local context, by explaining the state of professional learning in Florida generally, and in Miami-Dade County Public Schools, specifically. Finally, it explores the research on the importance of the teacher as a factor in instructional effectiveness. Some gaps in the literature on professional learning are identified. iHEAT participating teachers were interviewed, and the data collected illustrate the experiences and perceptions of the teachers. An analysis of these data shows the teachers’ perceptions of the relationship between those experiences and their instructional practices. Administrators at the 2 schools, including both principals and assistant principals, also participated in interviews designed to determine how they viewed the program and the teachers’ experiences, as well as whether they perceived a relationship between the teachers’ participation and their instructional practices. The interview data indicate that the iHEAT Program was positively received in the schools, that teachers learned and grew from their experiences, and that there are some practices which will continue in the schools after the conclusion of the program. Teachers and administrators noted improvements in the school culture and collaboration. They also provided examples of differentiation and increased use of data analysis in their practice. In addition, the educators reported aspects of the educational practices implemented during iHEAT that remain in the schools and contribute to the ongoing professional growth of the teachers. This study also provides lessons learned and conclusions about what aspects of the iHEAT professional development practices might be useful for educators in other contexts. District staff considering peer review programs, teacher leaders developing professional learning experiences, and classroom teachers involved in coaching programs all might find the results of this study relevant. As educational institutions shift from traditional professional development models to more collaborative modes of learning, for both teachers and students, a new approach is needed, and this study will suggest policies and practices that might be studied further or replicated.
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Date Issued: 2019
Identifier: 2019_Spring_Pham_fsu_0071E_14987
Format: Thesis

Title: Developing Strategy: An Examination of Strategic Planning Processes of Divisions of Student Affairs in Canadian Higher Education Institutions.
Creator: Murji, Shermin, Jones, Tamara Bertrand, Lamont, Bruce T., Guthrie, Kathy L., Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show moreMurji, Shermin, Jones, Tamara Bertrand, Lamont, Bruce T., Guthrie, Kathy L., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The current Canadian higher education environment is one in which there is competition for limited resources, learning must be measured and demonstrated, and student demographics are evolving and changing on a continual basis. The field of Student Affairs in higher education, which traditionally provides support services to students and is often referred to as co-curricular education, is a necessary and valuable Division in colleges and universities (Witt, 2005). The Division contributes to...
Show moreThe current Canadian higher education environment is one in which there is competition for limited resources, learning must be measured and demonstrated, and student demographics are evolving and changing on a continual basis. The field of Student Affairs in higher education, which traditionally provides support services to students and is often referred to as co-curricular education, is a necessary and valuable Division in colleges and universities (Witt, 2005). The Division contributes to the cultural context and identity of the institution as well as to the success of its students. It is integral Student Affairs Departments and Divisions have a clear purpose, vision, and mission, to ensure continued success and longevity. Strategic planning is a central process to this development and implementation. Strategic planning, adopted from the corporate industry, is prevalent in higher education institutions around the world (Bryson, 2011). Examining how Divisions of Student Affairs (DSAs) engage with strategic planning, however, has not been studied, especially in Canada. With its unique purpose, role, and structure, Student Affairs Divisions need to adopt a strategic planning process that works for them, but much more research must be conducted before we arrive at this goal. To respond to this need, this study examined existing strategic planning processes used by Divisions of Student Affairs in Canada. Tromp and Ruben (2010) created the Strategic Planning in Higher Education Framework (SPHEF) for use specifically in college and university contexts. This model was used to guide the study, and data were compared to this model to determine its relevance and appropriateness in Student Affairs settings in Canada. The data were collected using a mixed methods approach involving a survey followed by interviews. The survey was distributed to all Senior Student Affairs Officers (SSAOs) in Canadian colleges and universities, with support from the Canadian Association of College and University Student Services (CACUSS). After garnering 37 survey responses, a 19.1% response rate, five interviews were conducted with specifically selected individuals based on their survey data. The key findings indicate that SSAOs and DSAs are engaging in planning efforts, with most pursuing strategic planning. The importance of institutional alignment, engaging Student Affairs leadership and staff in the strategic planning process, and the extensive use of data are some themes that were recurring. Some common challenges or barriers to success were managing capacity and resources, varying terminology, and some resistance or hesitancy by staff to engage in planning. The majority of participants indicated they will continue with the same planning approach in the future, but there was enthusiasm and eagerness to create a community of SSAOs to discuss strategic planning and share experiences and lessons learned. Additionally, it was found that the SPHEF is not an appropriate tool to be used by SSAOs in Canadian Student Affairs contexts. Several recommendations for additional research and potential changes to practice are presented, which include a suggestion to determine if a single strategic planning process or model is even required. The data indicate that it is necessary to study the Canadian context as unique, and different, compared to other international settings, such as the United States of America. While this study begins to fill the large gap in literature and research in the area of strategic planning in Student Affairs, especially in Canada, additional investigation is required to validate these findings and build upon the valuable conclusions generated from the data.
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Date Issued: 2019
Identifier: 2019_Spring_Murji_fsu_0071E_15099
Format: Thesis

Title: An Investigation of a College Freshmen Study Abroad Program: Academic and Intercultural Communication Outcomes.
Creator: Carroll, Christina P., Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education,...
Show moreCarroll, Christina P., Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Participation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience...
Show moreParticipation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience in general, but provides little insight on outcomes for freshman students participating in first-year programs. Through a mixed methods approach, this study seeks to investigate academic and intercultural communication program outcomes of a full, first-year study abroad experience for a single freshman cohort. This study will provide institutional stakeholders their first outcomes assessment of a new and increasingly popular type of educational program. Additionally, the study will inform the field of study abroad through a descriptive analysis of participant data and their perceptions. The results have the potential to serve as a foundation for future research and the development of best practices.
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Date Issued: 2019
Identifier: 2019_Spring_Carroll_fsu_0071E_15094
Format: Thesis

Title: Bridge Inspection: Predicting the Retention of Academically Prepared First-Generation, Low-Income Students Participating in a Summer Bridge Program.
Creator: Anthony, Marshall Cedric, Schwartz, Robert A., Berry, Frances Stokes, Guthrie, Kathy L., Perez-Felkner, Lara, Florida State University, College of Education, Department of...
Show moreAnthony, Marshall Cedric, Schwartz, Robert A., Berry, Frances Stokes, Guthrie, Kathy L., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade,...
Show moreThe narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade, a growing number of postsecondary institutions have attempted to increase their commitment to serve FGLI students through targeted pipeline interventions, such as summer bridge programs (SBP). Summer bridge programs occur during the summer before incoming college students’ first Fall semester, and last four to six weeks. The majority of older and more recent studies have found positive relationships between developmental SBPs and the retention of academically underprepared and economically disadvantaged students attending community colleges and open-admissions four-year postsecondary institutions. However, fewer empirical studies have been useful predicting the retention of academically prepared FGLI students who participate in non-developmental SBPs at selective institutions. The present study expands our empirical understanding about the relationship between non-developmental SBPs and the retention of academically prepared FGLI undergraduate students attending selective four-year institutions. Specifically, this study focuses on academically prepared FGLI undergraduate students attending Excel State University (ESU), a public, four-year university located in the Southeast. Developmental SBPs are predictive of the retention of academically underprepared FGLI students, but the findings in this present study reveal contrasting results for academically prepared FGLI students in non-developmental SBPs.
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Date Issued: 2019
Identifier: 2019_Spring_AnthonyJr_fsu_0071E_15066
Format: Thesis

Title: Who Am I?: the LGBTQ+ Student Experience during Study Abroad.
Creator: Schoenberger, Lauren Keely, Khurshid, Ayesha, McDowell, Stephen D., Schwartz, Robert A., Zuilkowski, Stephanie Simmons, Florida State University, College of Education,...
Show moreSchoenberger, Lauren Keely, Khurshid, Ayesha, McDowell, Stephen D., Schwartz, Robert A., Zuilkowski, Stephanie Simmons, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Who Am I? The LGBTQ+ Student Experience during Study Abroad This dissertation takes an in-depth look at the unique experiences of five Florida State University study abroad alumni who self-identified as lesbian, gay, bisexual, transgender or queer after their experiences overseas. The purpose of this research was to understand if study abroad played a role in participants’ sexual identity formation. To examine participants’ lived experiences, this research used a qualitative life history...
Show moreWho Am I? The LGBTQ+ Student Experience during Study Abroad This dissertation takes an in-depth look at the unique experiences of five Florida State University study abroad alumni who self-identified as lesbian, gay, bisexual, transgender or queer after their experiences overseas. The purpose of this research was to understand if study abroad played a role in participants’ sexual identity formation. To examine participants’ lived experiences, this research used a qualitative life history approach. Data were collected through in-depth interviews. Results revealed two prominent themes: first, participants grew up feeling loved but not accepted; and second, study abroad provided an environment for students to “reinvent” themselves. Overall, this research illustrates that complex, emotional experiences such as studying in a foreign country can lead to a heightened awareness about one’s identity and sexual orientation. This study has implications for study abroad faculty and staff who may be exposed to students questioning their sexual orientation. Keywords: lesbian, gay, bisexual, transgender and queer, sexual identity development, study abroad experience
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Date Issued: 2019
Identifier: 2019_Spring_Schoenberger_fsu_0071E_14981
Format: Thesis

Title: An Examination of Stressors Experienced by Second-Year Students in an Online Medical Education Program.
Creator: Dexter, Nadine Doty, Schrader, Linda B., Iatarola, Patrice, Jakubowski, Elizabeth M., Park, Toby J., Schwartz, Robert A., Florida State University, College of Education,...
Show moreDexter, Nadine Doty, Schrader, Linda B., Iatarola, Patrice, Jakubowski, Elizabeth M., Park, Toby J., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Medical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the...
Show moreMedical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the quality of care for years to come. This study examines stressors experienced by medical students who are in their second year of medical education. This study also explores which coping strategies for managing stress were utilized by medical students. Finally, this study investigates which coping strategies succeeded for students and if those strategies were provided by their educational institution or were provided outside of the medical education environment.
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Date Issued: 2019
Identifier: 2019_Spring_Dexter_fsu_0071E_15089
Format: Thesis

Title: Like a Unicorn: A Narrative Inquiry Exploring the Leadership Experiences of Undergraduate Black Men.
Creator: Spencer, Dorsey, Guthrie, Kathy L., Roberts, Winston, Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show moreSpencer, Dorsey, Guthrie, Kathy L., Roberts, Winston, Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: There is an emerging body of research on the leadership learning of college students, but studies that examine the influence of racial or ethnic identity are minimal. Studies on the leadership learning of Black students and, more specifically, Black men is even scarcer. This dissertation study used a narrative inquiry methodology to explore how the experiences of undergraduate Black men influenced their leader identity. The study was grounded in a conceptual framework called experiential...
Show moreThere is an emerging body of research on the leadership learning of college students, but studies that examine the influence of racial or ethnic identity are minimal. Studies on the leadership learning of Black students and, more specifically, Black men is even scarcer. This dissertation study used a narrative inquiry methodology to explore how the experiences of undergraduate Black men influenced their leader identity. The study was grounded in a conceptual framework called experiential culturally relevant leadership learning that incorporates aspects of the culturally relevant leadership learning model (Bertrand Jones, Guthrie, & Osteen, 2016) and the experiential learning model (D. A. Kolb, 1984). An anti-deficit approach (Harper, 2012) was used to challenge the dominate narrative about Black men in college. The sample contained 15 undergraduate Black men from a predominantly White institution in the Southeastern United States. The findings suggest there are various formal and informal experiences that reinforce undergraduate Black men's leader identity as well as experiences that enhance it. The study also brings to light numerous challenges to the experiences of Black men who are student leaders.
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Date Issued: 2019
Identifier: 2019_Summer_SpencerJr_fsu_0071E_15259
Format: Thesis

Title: Bridging the Medical Pipeline: An Examination of a Medical Pipeline Program to Assess Student Perceptions and Benefits.
Creator: Collins, Rhonda, Park, Toby J., Glueckauf, Robert L., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show moreCollins, Rhonda, Park, Toby J., Glueckauf, Robert L., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Healthcare professions are faced with a problem, a shortage of underrepresented minorities (URM) who resemble the racial, ethnic, and gender structure of the community that they will one day serve. Further impacting this problem is the fact that fewer URMs are entering medical schools. Pipeline programs have been identified as one possible solution to increasing URM matriculation into medicals schools. This study aimed to determine the effectiveness of one medical pipeline program, the...
Show moreHealthcare professions are faced with a problem, a shortage of underrepresented minorities (URM) who resemble the racial, ethnic, and gender structure of the community that they will one day serve. Further impacting this problem is the fact that fewer URMs are entering medical schools. Pipeline programs have been identified as one possible solution to increasing URM matriculation into medicals schools. This study aimed to determine the effectiveness of one medical pipeline program, the Florida State University College of Medicine's Bridge to Clinical Medicine Program, in attaining student goals. Building on existing research about pipeline programs, the research asked about the pre-medical school characteristics of Bridge Program students, their academic outcomes, and perceptions about the program. Based on a review of pipeline program literature, an online survey was developed and distributed to all former Bridge Program students, approximately 150 students. Student academic data was obtained to include all 18 years of the Bridge Program to compare student performance. An analysis of the data and survey responses indicated the Bridge Program is meeting the student focused short and intermediate goals. Long-term goals were not addressed due to the small number of Bridge students that have graduated the program, medical school, and completed residency programs. Data and survey responses provided a better understanding of how Bridge students compared to other students admitted directly into the medical school program. Survey responses offered former Bridge student perceptions about their experiences and impact of the program. Based on the findings, the main recommendations include enhancement of existing mentoring and research activities, more high-stakes examination preparations, moving to a pass/fail grading system, as well as making the Bridge Program more visible through publicity, recognition, and additional research. Overall, the Bridge Program has met the student focused goals and could benefit from enhancements to current activities and continued research.
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Date Issued: 2019
Identifier: 2019_Summer_Collins_fsu_0071E_15356
Format: Thesis

Title: The Impact of Private School Choice Design – Program Type and Student Eligibility – on School District Enrollment and Expenditures.
Creator: Shim, Hyun-Ki, Iatarola, Patrice, Jakubowski, Elizabeth M., Herrington, Carolyn D., Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreShim, Hyun-Ki, Iatarola, Patrice, Jakubowski, Elizabeth M., Herrington, Carolyn D., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation examines how the impact of private school choice policy on school district enrollment and expenditure differs by design, specifically in program type (voucher and tax-credit scholarship) and student eligibility (universal, low-income, and failing school). Private school choice has been one of the strongest and most important education reforms in the last several decades. As of 2018, a total of 63 private school choice programs are currently implemented in 30 states. The...
Show moreThis dissertation examines how the impact of private school choice policy on school district enrollment and expenditure differs by design, specifically in program type (voucher and tax-credit scholarship) and student eligibility (universal, low-income, and failing school). Private school choice has been one of the strongest and most important education reforms in the last several decades. As of 2018, a total of 63 private school choice programs are currently implemented in 30 states. The expansion of such programs from 2010 to 2018 has been especially dramatic, increasing from approximately 70,000 to 466,000 students, and with 13 states starting 38 new private school choice programs. However, policymakers and researchers have paid less attention to revealing trends within school district enrollment and expenditures since private school choice programs were implemented. Considering that private school choice varies by state in terms of program type and student eligibility, an examination of public-school district trends is particularly important because it provides insight into the repercussions of private school choice design. Therefore, this study clarifies the difference in district enrollment and spending patterns after adoption of the school choice policy, representing the treatment effects using the Difference-in-Differences model comparing districts in states with the choice programs to the same measures of districts in states without the programs. Employing a district-year fixed effect with a school district matched sample from panel data spanning 19 years, 1997 through 2015, three conclusions were made. First, any form of private school choice policy has negligible impact on district enrollment but significant impact on per-pupil spending. Second, in terms of the relationship between district enrollment change and policy design, all program types and student eligibilities show a negative relationship with district enrollment change, except for the voucher program type and low-income eligibility. On the other hand, district per-pupil spending has a statistically significant relationship with each program type and student eligibility. The direction and size of effects is generally constant regardless of the model specification. This study aims to fill the literature gap by exploring the association between private school choice design and school district change. It is a good starting point for a systematical investigation of the effects of private school choice design on school district enrollment and spending. For future study, other components and features of the policy and their changes over time need to be considered for estimating the effects of school choice policy.
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Date Issued: 2019
Identifier: 2019_Fall_Shim_fsu_0071E_15539
Format: Thesis

Title: Hope for Whom?: A Critical Race Theory Policy Analysis of Florida's House Bill 7069 Schools of Hope Policy.
Creator: Ligon, George, Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show moreLigon, George, Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: In Florida, persistently low-performing schools generally service high concentrations of minority and free and reduced-price lunch students. As minority demographics grow throughout Florida (Florida Office of Economic & Demographic Research, 2017), so does the potential for increases in the number of persistently low-performing schools. In 2017, Florida lawmakers passed House Bill 7069, which includes the Schools of Hope policy. This policy incentivizes charter schools to compete for the...
Show moreIn Florida, persistently low-performing schools generally service high concentrations of minority and free and reduced-price lunch students. As minority demographics grow throughout Florida (Florida Office of Economic & Demographic Research, 2017), so does the potential for increases in the number of persistently low-performing schools. In 2017, Florida lawmakers passed House Bill 7069, which includes the Schools of Hope policy. This policy incentivizes charter schools to compete for the rights to educate students in areas of persistently low-performing schools. This critical race theory policy analysis examined Florida’s Schools of Hope policy at the intersection of race, poverty, education, and policy to explore its potential to address performance outcomes of economically disadvantaged Black students attending persistently low-performing schools. The use of critical race theory to conduct this critical policy analysis provided a framework to evaluate the Schools of Hope policy and its potential to remove or reinforce the status quo for large populations of economically disadvantaged Black students attending persistently low-performing schools. Additionally, the use of the critical race theory tenet narrative/storytelling and counter-narrative/counter-storytelling to conduct semi-structured interviews allowed key stakeholders to provide insights about the policy in their local context and be a part of the policy discourse. This policy analysis presented what was learned about the Schools of Hope policy when the four critical race theory tenets—critique of liberalism, interest convergence, permanence of racism, and narratives/storytelling—were used to analyze it.
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Date Issued: 2019
Identifier: 2019_Fall_LigonIV_fsu_0071E_15514
Format: Thesis

Title: In Pursuit of Indigenous Turkish Philosophy of Education: The Educational Thought of Mehmet Akif Ersoy.
Creator: Akdemir, Zeki, Milligan, Jeffrey Ayala, Hanley, Will, Schwartz, Robert A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational...
Show moreAkdemir, Zeki, Milligan, Jeffrey Ayala, Hanley, Will, Schwartz, Robert A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The role of religion in modern education is a discussion that vexed scholars from the Western world as well as Muslim scholars. There are different approaches to the problem. Some scholars argue that religion does not have space in public education while there are others who promote the existence of religion in modern education systems. Ersoy positions himself among the second group. He offers an education system which promotes both religious knowledge and science in schools. His main concern...
Show moreThe role of religion in modern education is a discussion that vexed scholars from the Western world as well as Muslim scholars. There are different approaches to the problem. Some scholars argue that religion does not have space in public education while there are others who promote the existence of religion in modern education systems. Ersoy positions himself among the second group. He offers an education system which promotes both religious knowledge and science in schools. His main concern to design an education promoting religious and scientific knowledge is to raise a generation to save the Muslim world from ignorance, poverty, and clashes. By doing so, he intends to serve Islam as he believes it is under threat of misinformed or ignorant Muslim society. Ersoy calls this generation Asım Generation which functions to save the Muslim world and builds bridges between the Western world and Muslims.
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Date Issued: 2019
Identifier: 2019_Fall_Akdemir_fsu_0071E_15171
Format: Thesis

Title: Get It How I Live: An Exploratory Qualitative Analysis of How Black First-Generation Low-Income Students Learn about Money through Community Cultural Wealth.
Creator: Harrison, Jamaal Andrew, Schwartz, Robert A., Jones, Maxine Deloris, Jones, Tamara Bertrand, Park, Toby J., Florida State University, College of Education, Department of...
Show moreHarrison, Jamaal Andrew, Schwartz, Robert A., Jones, Maxine Deloris, Jones, Tamara Bertrand, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Grounded in critical race theory, Yosso’s (2005) Community Cultural Wealth Model aims to capture unique ways that help students of color succeed in predominantly White institutions, and in society. This case study explores how Black first-generation low-income college students within a program at a predominantly White institution learn about financial knowledge through aspirational, social, familial, linguistic, navigational, and resistance forms of capital. This study explored how this...
Show moreGrounded in critical race theory, Yosso’s (2005) Community Cultural Wealth Model aims to capture unique ways that help students of color succeed in predominantly White institutions, and in society. This case study explores how Black first-generation low-income college students within a program at a predominantly White institution learn about financial knowledge through aspirational, social, familial, linguistic, navigational, and resistance forms of capital. This study explored how this financial knowledge influenced students’ financial behavior as college students. Findings suggest that students used familial and social forms of capital to access financial knowledge. These two forms of capital influenced students’ financial decisions related to money management, loans, and credit cards. Themes related to students’ definitions of financial knowledge, hardship experiences, and aspirations to achieve financial knowledge emerged as well.
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Date Issued: 2019
Identifier: 2019_Fall_Harrison_fsu_0071E_15512
Format: Thesis

Title: Ripples…It Shaped Me to Be a Leader: A Phenomenological Exploration of How Female Undergraduate Student Leadership Is Influenced by Divorce during Childhood.
Creator: Acosta, Danielle Morgan, Guthrie, Kathy L., Turner, Jeannine E, Perez-Felkner, Lara, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreAcosta, Danielle Morgan, Guthrie, Kathy L., Turner, Jeannine E, Perez-Felkner, Lara, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Expanding leadership learning and engagement to a more diverse student body is a critical component of American higher education, yet not enough attention is placed on how varied lived experiences may influence leadership development and practice. One such understudied lived experience is the phenomenon of parental divorce during childhood. Data suggests that over one-quarter of entering college students may have divorced parents, which literature indicates can have ongoing implications over...
Show moreExpanding leadership learning and engagement to a more diverse student body is a critical component of American higher education, yet not enough attention is placed on how varied lived experiences may influence leadership development and practice. One such understudied lived experience is the phenomenon of parental divorce during childhood. Data suggests that over one-quarter of entering college students may have divorced parents, which literature indicates can have ongoing implications over the course of time (Amato, 2000; Demo & Fine, 2010; Kennedy & Ruggles, 2014). Connecting divorce and leadership literature through the relational leadership model (Komives, Lucas, & McMahon, 1998; 2013), this phenomenological study explored how the parental divorce experience during childhood influences female undergraduate student leaders, an understudied population that may thrive in relational leadership settings. Nine undergraduate women enrolled in leadership certificate program courses at a research extensive university in the southern United States were interviewed. Participants reflected upon their parents’ divorce and shared ways they believed it shaped their knowledge, behaviors, and actions. Participants reported how their parents’ divorce influenced their leadership readiness, learning, and engagement as they described and engaged in leadership through the lens of their parental divorce experience. Presenting the parental divorce experience as a leadership context, this study contends relational leadership learning and engagement aids in the development of relational skills. Implications for future research and practice are discussed, including more attention to the parental divorce experience with regards to leadership and higher education.
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Date Issued: 2018
Identifier: 2018_Su_Acosta_fsu_0071E_14642
Format: Thesis

Title: Higher Education/Student Affairs Master's Students' Preparation and Development as Leadership Educators.
Creator: Teig, Trisha, Guthrie, Kathy L., Sinke, Suzanne M., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description: Student affairs practitioners’ work often includes expectations for leadership education and development of college students, aligning with the role of leadership educator. However, there exists no formal preparation process or curriculum for master’s students in higher education/student affairs graduate preparatory programs to access learning about becoming a leadership educator. This exploratory case study examines the experiences of a cohort of master’s students in a higher education...
Show moreStudent affairs practitioners’ work often includes expectations for leadership education and development of college students, aligning with the role of leadership educator. However, there exists no formal preparation process or curriculum for master’s students in higher education/student affairs graduate preparatory programs to access learning about becoming a leadership educator. This exploratory case study examines the experiences of a cohort of master’s students in a higher education/student affairs graduate preparatory program to understand more fully their access to leadership education communities of practice and their development of leadership educator professional identity. Through survey, document analysis, and semi-structured interviews, the qualitative inquiry explored the integration of a formal, required course for a cohort in their graduate preparatory program to understand the experiences of learning to be leadership educators.
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Date Issued: 2018
Identifier: 2018_Su_Teig_fsu_0071E_14646
Format: Thesis

Title: The Forgotten Topic: A Study on the Transition College Experiences of Former Foster Youth.
Creator: Kenton, David Hopeton, Guthrie, Kathy L., Roberts, Winston, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy...
Show moreKenton, David Hopeton, Guthrie, Kathy L., Roberts, Winston, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously...
Show moreThe educational trajectory of foster care students in the United States is often delayed. However, there are foster care students who have been able to successfully navigate the educational pipeline and complete a college degree (Batsche et al., 2012). The purpose of this study was to explore the transition experiences of foster care students from high school to a four-year university and to identify contributors to their adaption into the college environment. This study challenges previously held beliefs by focusing on the actual rather than perceived contributors to their success while in college. Data from this study came from demographic questionnaires and 60-90-minute interviews with 11 qualified study participants. The study participants provided multifaceted responses about their transition experiences to the university. Findings and themes which emerged from the study focused on the experiences of transferring from a state college, being homeless, and identifying helpful support resources during their transition process. Study participants discussed the need for utilizing campus resources, developing transition strategies, and the importance of networking and engagement. The study results also provided insight into practices not considered helpful by foster care students. The discussion and implication section provide suggested resources for foster care programs and university administrators who support this population. Future research recommendations focused on self-development and program effectiveness followed by concluding thoughts.
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Date Issued: 2018
Identifier: 2018_Su_Kenton_fsu_0071E_14552
Format: Thesis

Title: Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.
Creator: Watkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy...
Show moreWatkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals...
Show moreSome 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals who teach leadership training and development. Many of these professionals prepared for this aspect of their roles while on the job via campus-based professional education and development and at conferences hosted by professional organizations. Historically, these professional associations have played a key role in establishing leadership education as a priority in student affairs, informing professionals' knowledge and understanding of leadership concepts and theories, and advancing the emerging profession of leadership education. The purpose of this study is to document the role student affairs professional organizations played in the latter half of the 20th century to advance collegiate student leadership education programs. The historical narrative relies on sources from the National Student Affairs Archives located in Bowling Green, Ohio and interviews with key individuals active during the timeframe investigated. Understanding the formalization of student affairs practitioner as leadership educators offers the opportunity to recognize individuals and organizations significant in the process, to identify gaps in the scholarship, inform academic preparation programs, shape the efforts of professional organizations, and mold the programmatic efforts facilitated daily on college campuses. This historical investigation attempts to demonstrate how student affairs professional organizations and key individuals across the profession shaped student leadership training, education, and development in higher education in the late twentieth century.
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Date Issued: 2018
Identifier: 2018_Su_Watkins_fsu_0071E_14360
Format: Thesis

Title: Title I Funding in High-Poverty Schools: Is Equal Opportunity Really Equal?.
Creator: Pfister, Terri Margaret, Khurshid, Ayesha, McDowell, Stephen D., Schwartz, Robert A., Zuilkowski, Stephanie Simmons, Florida State University, College of Education, Department...
Show morePfister, Terri Margaret, Khurshid, Ayesha, McDowell, Stephen D., Schwartz, Robert A., Zuilkowski, Stephanie Simmons, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The purpose of this research was to generate an understanding of the impact of Title I funding on high-poverty schools. Although the Title I policy was designed to provide supplemental funding to high poverty schools, research has uncovered that the highest poverty schools are not always the schools that receive the supplemental funds. This study was motivation by two research questions: (1) How do teachers and administrators in two schools in a Central Florida school district describe their...
Show moreThe purpose of this research was to generate an understanding of the impact of Title I funding on high-poverty schools. Although the Title I policy was designed to provide supplemental funding to high poverty schools, research has uncovered that the highest poverty schools are not always the schools that receive the supplemental funds. This study was motivation by two research questions: (1) How do teachers and administrators in two schools in a Central Florida school district describe their experiences of working within high-poverty schools in years with and without Title I funding; and (2) How do the cases of these two schools help us understand the impact of the Title I funding allocation processes on the working of schools in one school district in Central Florida? Through a qualitative research approach these research questions were answered. Interviews were conducted across two school sites to explore the experiences of teachers and administrators within two high-poverty schools in years with and without Title I funding. The findings revealed that the loss of support that Title I funding provided caused a negative impact on the morale of teachers and students.
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Date Issued: 2018
Identifier: 2018_Su_Pfister_fsu_0071E_14613
Format: Thesis

Title: Examining the Role of Cultural Responsiveness in Leadership Education among Diverse College Students.
Creator: Chunoo, Vivechkanand Sewcharran, Guthrie, Kathy L., Padavic, Irene, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and...
Show moreChunoo, Vivechkanand Sewcharran, Guthrie, Kathy L., Padavic, Irene, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Since the early 2000s, the number of leadership education programs in the United States has more than doubled (Riggio, Ciulla, & Sorenson, 2003; International Leadership Association, 2015). Despite this proliferation, very little attention has been paid to the role of cultural responsiveness in leadership education. Cultural responsiveness is vital to future success of leadership studies programs because they, just like all higher education, act as cultural capital-building mechanisms. If...
Show moreSince the early 2000s, the number of leadership education programs in the United States has more than doubled (Riggio, Ciulla, & Sorenson, 2003; International Leadership Association, 2015). Despite this proliferation, very little attention has been paid to the role of cultural responsiveness in leadership education. Cultural responsiveness is vital to future success of leadership studies programs because they, just like all higher education, act as cultural capital-building mechanisms. If greater attention is not paid to the experiences of students from diverse backgrounds, leadership studies programs will continue to perpetuate the existing social order, ultimately undermining the goal of creating leaders capable of positive sustainable change. The present study focused on the nexus between cultural responsiveness, leadership education, and cultural capital. It sought to answer the following research questions: (1) What do leadership educators identify as cultural responsiveness in their instruction?; (2) What classroom experiences do leadership students identify as honoring their multiple, intersecting social identities?; (3) Where do reports of cultural responsiveness among leadership studies instructors and students converge, and where do they diverge? Answering the first research question required semi-structured interviews with leadership instructors to uncover their efforts toward cultural responsiveness. This information was used to create a survey to gauge student experiences along the aspects described in the interviews. The second research question was addressed through descriptive quantitative analysis of survey data. The final question was answered through inferential quantitative analysis of survey information. Findings and results uncovered substantial evidence of cultural responsiveness within the leadership studies program under investigation. Instructors’ social identities, personal histories, professional preparation, and academic training impacted their cultural responsiveness abilities. Similarly, nuanced leadership education philosophies, unique motivations, and varied paths to leadership education impacted how instructors approached students’ cultural and academic development. Course syllabi, textbooks, assignments, and speakers were just some of the ways instructors infused cultural responsiveness into their distinctive styles of leadership education. Moreover, a broad spectrum of pedagogical choices characterized instructors’ capacity for cultural responsiveness. Augmented by the theory-to-practice-to-theory framework of the Undergraduate Certificate in Leadership Studies, instructors were empowered to teach and change courses toward cultural responsiveness. The survey resulting from instructors’ reports demonstrated reliability and validity for use in the present study and captured students’ perceptions of cultural responsiveness. Results of quantitative analyses indicated students perceived their instructors as culturally responsive across numerous facets of education. Perceptions varied by student identities and among the courses in which they were enrolled. Future research should focus on intersections of social identities, the unique experiences of transfer students, and supporting courses not included here. Practice implications include careful consideration of cultural responsiveness among students from diverse religious backgrounds, transfer students and nontraditionally aged students. Curricular implications should include focusing on the culturally responsive leadership learning environments created in Leadership in Group and Communities, Latinx Leadership, and Peer Leadership.
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Date Issued: 2018
Identifier: 2018_Sp_Chunoo_fsu_0071E_14315
Format: Thesis

Title: An Exploration of the Underrepresented Minority Medical Student Experience.
Creator: Gadson, Leekemase, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education,...
Show moreGadson, Leekemase, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The medical school learning environment can be an emotionally and academically demanding environment that impacts the student experience. These experiences may cause distress that can lead to overall mental health concerns. Research suggests that underrepresented minority medical students are more vulnerable than their non-minority counterparts when experiencing the medical school learning environment and are more likely to be at risk of delayed graduation or withdrawal. Students that have...
Show moreThe medical school learning environment can be an emotionally and academically demanding environment that impacts the student experience. These experiences may cause distress that can lead to overall mental health concerns. Research suggests that underrepresented minority medical students are more vulnerable than their non-minority counterparts when experiencing the medical school learning environment and are more likely to be at risk of delayed graduation or withdrawal. Students that have adverse experiences related to race are more likely to have high emotional exhaustion and screen positive for depression, which can be troublesome for medical schools that are hoping to increase their enrollment and graduation rate of underrepresented minority students. The purpose of this study was to understand how the medical school learning environment impacts the experience of underrepresented minority medical students, particularly their mental health and their knowledge and use of support services. A case study method was used to gather information from 10 underrepresented minority students along with a descriptive analysis of the Association of American Medical Colleges Year-Two Questionnaire. The findings of this study indicate that underrepresented minority students do experience medical school differently and have a less positive perception of the learning environment than their non-minority peers. Factors such as prior experiences, knowledge gaps, cultural experiences, access to resources and support systems along with differences in lived experiences create disparities in experiences for underrepresented minority medical students. These factors often lead to social isolation and stereotype threats that impact students’ mental health and help-seeking behaviors which impacts there academic success. This study seeks to encourage medical school administrators and educators to adjust current practices and gain new knowledge and practices to develop a learning environment with educational programs and support systems that promote a culture of openness, cultural awareness, and a culturally competent administration that retains and graduates confident and competent underrepresented minority students.
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Date Issued: 2018
Identifier: 2018_Sp_Gadson_fsu_0071E_14443
Format: Thesis

Title: Limited-Resource Institutions as Casualties of the NCAA's Academic Reform: A Predictive Analysis of Historically Black Colleges and Universities' Male Student Athletes.
Creator: Ositelu, Monique O. (Monique Oluyemisi Oluseyi), Schwartz, Robert A., Taylor, John, Rutledge, Stacy A., Park, Toby J., Florida State University, College of Education, Department...
Show moreOsitelu, Monique O. (Monique Oluyemisi Oluseyi), Schwartz, Robert A., Taylor, John, Rutledge, Stacy A., Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Since the implementation of the National Collegiate Athletic Association’s (NCAA) Academic Progress Rate (APR), Historically Black Colleges & Universities’ (HBCU) male student athletes have disproportionately received more APR academic penalties than other groups of athletes (NCAA, 2016b). Each Division I team receives an APR score based on athletes’ eligibility and retention as a means to monitor graduation (Paskus, 2015). Calculating each team’s score, the NCAA uses a cut score to guide the...
Show moreSince the implementation of the National Collegiate Athletic Association’s (NCAA) Academic Progress Rate (APR), Historically Black Colleges & Universities’ (HBCU) male student athletes have disproportionately received more APR academic penalties than other groups of athletes (NCAA, 2016b). Each Division I team receives an APR score based on athletes’ eligibility and retention as a means to monitor graduation (Paskus, 2015). Calculating each team’s score, the NCAA uses a cut score to guide the distribution of penalties (Blackman, 2008; New, 2015). Penalties are sanctioned to teams that fail to meet the designated cut score. However, Black colleges have historically lagged behind predominantly White institutions in regards to equal resources (Ashe, 1988b). Consequently, the distribution of APR penalties is disproportionately greater at institutions with limited resources, e.g. HBCUs (NCAA, 2015b; NCAA, 2017e). Imposing uniform academic standards across member institutions disadvantages HBCUs and their athletes and conflicts with the intent of the APR metric — which was to increase graduation rates for all athletes (Harrison, 2012; Paskus, 2012). The exploratory analysis in this study found that the NCAA was not fully enforcing the APR penalty system. During the first five years of APR implementation, fewer HBCU male teams were below the 900 threshold compared to non-HBCU male teams. However, HBCU male teams disproportionately received more severe APR penalties compared to non-HBCU male teams with comparable multi-year APR scores. This study sought to investigate the action-policy-conflict to determine: whether the NCAA’s enforcement of APR penalties had an empirical relationship with graduation rates for penalized Division I male teams; whether a differential relationship exists between graduation rates and penalties assigned to HBCU male teams; and what would the impact of APR penalties on graduation rates be if the NCAA had fully enforced the APR penalty system for all teams below the benchmark (intent-to-treat)? To answer the research questions, the NCAA’s publicly accessible APR and Graduation Success Rate (GSR) databases, and the National Center for Education Statistic’s Integrated Postsecondary Education Data System (IPEDS) were used as data sources. Multiple regression analysis was used to predict the relationship between APR penalties and six-year team graduation rates for the academic years of 2005-2006 and 2009-2010. Results of the study found that in the first year (2005-2006) and towards the latter year (2009-2010) of the original APR penalty system, historical penalties were not statistically significant predictors on six-year team graduation rates. Although HBCU male teams disproportionately received more historical penalties than non-HBCU male teams with similar multi-year APR scores, the penalties had no differential impact on the six-year team graduation rates for HBCU male teams. Had the NCAA fully enforced historical penalties to all teams below the 900 cut score, receiving the penalty would not have been a statistically significant predictor on Division I male team graduation rates for the two years of interest in the study. The results from the study are thought to be the first empirical study to examine the NCAA’s APR penalty system (Harrison, 2012; Paskus, 2012). This study provides empirically supported recommendations for the NCAA to consider if the APR penalty system is continued.
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Date Issued: 2018
Identifier: 2018_Sp_Ositelu_fsu_0071E_14604
Format: Thesis

Title: Graduation Caps for All: A Case for Cross-Curricular Reading Instruction in High Schools.
Creator: Stanford, Laura, Iatarola, Patrice, Jakubowski, Elizabeth M., Schwartz, Robert A., Schrader, Linda B., Park, Toby J., Florida State University, College of Education, Department...
Show moreStanford, Laura, Iatarola, Patrice, Jakubowski, Elizabeth M., Schwartz, Robert A., Schrader, Linda B., Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This study investigates one school’s approach to increasing high school graduation rates through the use of a school-wide support model. The leadership team at the study site sought to identify and address the primary barriers to graduation at that school. An assistant principal at the study site conducted an independent analysis of student-level data and determined that the primary barrier to graduation was students’ inability to pass the state reading assessment. One subgroup in particular...
Show moreThis study investigates one school’s approach to increasing high school graduation rates through the use of a school-wide support model. The leadership team at the study site sought to identify and address the primary barriers to graduation at that school. An assistant principal at the study site conducted an independent analysis of student-level data and determined that the primary barrier to graduation was students’ inability to pass the state reading assessment. One subgroup in particular who seemed to struggle with the reading requirement were those identified by the Florida Department of Education as being At Risk (AR). AR students are defined by the FLDOE as being individuals who failed both the reading and math assessments in Grade 8 and they carry that designation throughout high school, regardless of performance on subsequent test administrations. In order to improve graduation rates, the leadership team at the study site conceptualized and implemented a Cross-Curricular Reading Program (CCRP) to provide necessary reading interventions in all core classes to assist all students in reaching their academic goals. The purpose of this quantitative research study was to perform a program evaluation on the CCRP at the study site using the regression model difference-in-differences to answer two primary research questions: (1) did the CCRP increase the overall 4-year graduation rate for All Students at the study site and (2) did the CCRP increase the graduation rates of At-Risk and/or Not At-Risk students at the study site? The findings of this study indicate that after controlling for school, teacher, and study characteristics, graduation rates increased for Black At-Risk students. Other findings from the model show increases, but lack statistical significance.
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Date Issued: 2018
Identifier: 2018_Sp_Stanford_fsu_0071E_14498
Format: Thesis

Title: Student Diversity in Higher Education: Are Alumni Part of the Equation?.
Creator: Guilbeau, Jason Paul, Hu, Shouping, Berry, Frances Stokes, Park, Toby J., Perez-Felkner, Lara, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreGuilbeau, Jason Paul, Hu, Shouping, Berry, Frances Stokes, Park, Toby J., Perez-Felkner, Lara, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Although postsecondary institutions have been charged with serving the public good by expanding opportunity for racial minority and low-income students, over the past few decades, state funding has shrunk while the price students pay for a credential has continuously increased. For those students who do cross the stage at commencement, they are donating record-breaking amounts of money to their alma maters annually. However, the impact of private financial support for a public entity serving...
Show moreAlthough postsecondary institutions have been charged with serving the public good by expanding opportunity for racial minority and low-income students, over the past few decades, state funding has shrunk while the price students pay for a credential has continuously increased. For those students who do cross the stage at commencement, they are donating record-breaking amounts of money to their alma maters annually. However, the impact of private financial support for a public entity serving a public good remains an unexplored domain. Through a blended sociological and economic conceptual framework based on work from Perna (2006) this study employed ordinary least squared and fixed effects regression models for a sample of 87 public and 198 private four-year institutions. Using a modified variability measure based on work by Chang (1996, 1999), results indicated a negative relationship between institutional diversity and the Whiteness of an institution’s alumni as well as the percent of alumni who made a financial contribution to their alma mater. However, the adjusted dollar amount of gifts from alumni (controlled by enrollment) showed a positive relationship with the institution’s diversity. As an exploratory study, this research provides a foundation through a conceptual framework, diversity measures, and results for further testing the relationship between private giving to a public good oft thought to be the responsibility of funding by tax payers. While the institutions in the sample were shown to expand access and opportunity, gaps remain between the diversity of the freshmen class and the graduating class as well as between institutions who benefit the most from their alumni support and those who face limited financial resources all around.
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Date Issued: 2018
Identifier: 2018_Su_Guilbeau_fsu_0071E_14640
Format: Thesis

Title: The Impact of Acculturation and Perceived Risk on Sport Consumption Behavior of Asian and Hispanic Americans.
Creator: Kota, Ryan W. (Ryan William), James, Jeffrey D., Schwartz, Robert A., Kim, Amy C. H., Newman, Joshua I., Florida State University, College of Education, Department of Sport...
Show moreKota, Ryan W. (Ryan William), James, Jeffrey D., Schwartz, Robert A., Kim, Amy C. H., Newman, Joshua I., Florida State University, College of Education, Department of Sport Management
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Abstract/Description: Hispanics and Asians account for nearly $3 billion in annual spending in the United States (Pew, 2016), positioning them as groups of interest for marketers. In the study of ethnic populations, scholars have identified two factors that have an impact on the consumer behavior decision making process – acculturation and perceived risk (Berry, 1997; Smith Castro, 2003; Trimble, 2003). Yet, sport marketers have by-and-large failed to adequately study these elements when examining differences in...
Show moreHispanics and Asians account for nearly $3 billion in annual spending in the United States (Pew, 2016), positioning them as groups of interest for marketers. In the study of ethnic populations, scholars have identified two factors that have an impact on the consumer behavior decision making process – acculturation and perceived risk (Berry, 1997; Smith Castro, 2003; Trimble, 2003). Yet, sport marketers have by-and-large failed to adequately study these elements when examining differences in sport consumer behavior across ethnic populations (Gacio Harrolle & Trail, 2007; Kwon & Trail, 2001). Through the use of quantitative research methods (i.e., survey distribution, statistical analyses), I investigated the impact that acculturation and perceived risk have on the consumption of sport in general and American football specifically. These inquiries were guided by the Theory of Planned Behavior (TPB; Ajzen, 1985; 1991). I first examined the impact that acculturation has on sport in general and football specific media and merchandise consumption (i.e., Research Aim 1). Second, six elements representing perceived risk were tested as mediating factors in the relationship between acculturation and consumption of American football media and merchandise (i.e., Research Aim 2). Based on previous findings in the literature, it was expected that significant and meaningful differences would be reported across both research aims. The results were dissimilar to previous findings in the literature. Through a review of the results I concluded the respondents are not avid followers or consumers of sport. I also found that both Asian and Hispanic respondents strongly disagreed with items representing perceptions of risk when consuming American football. No significant differences in sport consumption were reported across levels of acculturation. A conclusion from these findings is that degree of familiarity with the perceived culture in the United States does not seem to impact sport consumption behavior. Evidence was also provided in favor of significant mediating effects in the relationships between acculturation and consumption of American football. However, considering the low mean scores across all risk factors the mediating effects were not found to be significant or have a practical application for this group of respondents. Based on the comprehensive results from the study, I offer theoretical and practical implications for the study of minority ethnic groups. Specifically, I call attention to the results of the open-ended question and how individuals of minority status in the United States perceive risk in their daily lives. I conclude by outlining the several issues in the current study and provide several suggestions and directions for future scholarship on sport consumer behavior and consumption among ethnic minorities specifically.
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Date Issued: 2018
Identifier: 2018_Su_Kota_fsu_0071E_14663
Format: Thesis

Title: The Transferability of the American Community College Model into Indonesian Context for the Development of Its Akademi Komunitas.
Creator: Hidayat, Marzul, Milligan, Jeffrey Ayala, Darabi, Aubteen, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational...
Show moreHidayat, Marzul, Milligan, Jeffrey Ayala, Darabi, Aubteen, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Akademi Komunitas is a policy borrowing or policy transfer in Indonesian higher education system from the U.S. community college system. This policy officially started in 2012 under the Indonesian Law No.12/2012 on Higher Education with the objectives to expand access to higher education and to provide vocational education that will equip the students with skills and knowledge required by the global market demand. As a new higher education institution, what Akademi Komunitas is about and how...
Show moreAkademi Komunitas is a policy borrowing or policy transfer in Indonesian higher education system from the U.S. community college system. This policy officially started in 2012 under the Indonesian Law No.12/2012 on Higher Education with the objectives to expand access to higher education and to provide vocational education that will equip the students with skills and knowledge required by the global market demand. As a new higher education institution, what Akademi Komunitas is about and how it should be managed was not fully understood by the administrators. Fortunately, the U.S Department of State offered a Community College Administrators Program (CCAP) in 2014 and in 2015 to the Akademi Komunitas administrators to observe and learn about the American community college in the United States for the development of Akademi Komunitas in Indonesia. The purpose of this study was then to examine the perceptions of key Indonesian Akademi Komunitas administrators regarding the transferability or applicability of the features in the American community college model to the Indonesian context and to understand the likely challenges to transferring or applying those features of the US model for the development of the Akademi Komunitas. The subjects of this study were the Akademi Komunitas administrators joining the Community College Administrator Program (CCAP) in 2014 and 2015. The data were primarily collected through semi-structured interviews which were done in the U.S. at the end of the CCAP in 2015 and in Indonesia during the site-visit to Akademi Komunitas in 2016. Focus group discussion was also utilized for additional information on certain topics where the participants might have had different opinions or perceptions. The findings suggest that based on the perceptions of the Akademi Komunitas administrators, features like open access, articulation agreements, curriculum development, student support services, online learning, and partnerships were the transferable features of the American community college model, while dual enrollment and boards of trustees were the non-transferable features. However, the transferable features of the American community colleges as perceived by the administrators should be interpreted as the desirable features as they were not yet transferred or implemented by the administrators in their own Akademi Komunitas. It was because Akademi Komunitas did not start as an autonomous or independent institution and therefore had no authority to make a change to a policy or program. In addition, the centralization system in higher education institution suggested a top-down process or a bureaucracy which does not allow the people at Akademi Komunitas to do things without consent from the people at the Directorate of Higher Education. The transfer or the implementation of those features was not up to the administrators of Akademi Komunitas but they had to wait for instructions from the top management for what can or cannot be done. The administrators’ perception of constraints in the implementation of the transferable features in their own Akademi Komunitas were things such as the unautonomous status of Akademi Komunitas at early stage, the limited infrastructure of Akademi Komunitas, the very limited number of permanent teaching staff in Akademi Komunitas, the unequal resources of districts where Akademi Komunitas was established, and the centralization of higher education system. The results of this study confirmed the literature on policy borrowing or policy transfer on the importance of context for policy adoption and adaptation (Phillips and Ochs, 2004; Steiner- Khamsi, 2014). The “yes . . . but . . .” phenomenon as found in the participants’ responses (Akademi Komunitas administrators) to the questions about the transferable features of the U.S. community colleges to Akademi Komunitas suggested that those transferable features in the administrators’ perception were actually desirable features which were not yet transferred or implemented in their own Akademi Komunitas because of the constraints in the political and economic contexts.
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Date Issued: 2018
Identifier: 2018_Su_Hidayat_fsu_0071E_14492
Format: Thesis

Title: What Fire Chiefs Think and Organizational Directors Know: A Study of the Potential Benefits of Higher Education for the Fire Service.
Creator: Dilks, John D. (John Daniel), Clemons, Kristal Moore, Khurshid, Ayesha, McDowell, Stephen D., Zuilkowski, Stephanie Simmons, Schwartz, Robert A., Florida State University,...
Show moreDilks, John D. (John Daniel), Clemons, Kristal Moore, Khurshid, Ayesha, McDowell, Stephen D., Zuilkowski, Stephanie Simmons, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The fire chiefs of today realize the importance of higher education. This is evident in the seminal works of the 1966 Wing Spread I conference and the United States Fire Administration’s Fire and Emergency Services Higher Education Project (FESHE). Organizational directors charged with the responsibilities of recruiting and employing a fire chief must understand the educational qualifications needed to find the best candidate using available resources. This mixed methods study explored...
Show moreThe fire chiefs of today realize the importance of higher education. This is evident in the seminal works of the 1966 Wing Spread I conference and the United States Fire Administration’s Fire and Emergency Services Higher Education Project (FESHE). Organizational directors charged with the responsibilities of recruiting and employing a fire chief must understand the educational qualifications needed to find the best candidate using available resources. This mixed methods study explored organizational directors’ and fire chiefs’ perceptions on the evolving educational, professional credentialing, and experience requirements for the fire chief position. The study provides a foundation for aspiring fire chiefs to base future educational attainment goals. This study also highlights organizational directors’ perspectives on what current fire chiefs should attain regarding educational requirements for the position. The mixed methods approach demonstrated that the quantitative study results were more than adequate to provide a snap shot of Florida’s Fire Service in regards to their perception of necessity for higher education in the development of future officers. The qualitative results provided additional valuable information regarding the five themes deemed necessary to further enhance the qualitative experience. These themes included Perseverance, Experience, Position Relevant Roles and Responsibilities, Mentorship and Information Management. The rich personal experiences provided by the interviewees expounded in way that provided a real world perspective of the rewards and challenges of attaining higher education.
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Date Issued: 2018
Identifier: 2018_Sp_DilksJr_fsu_0071E_14379
Format: Thesis

Title: Wicor after High School: Avid Graduates' Perceptions of and Experiences with the Curriculum.
Creator: Fitch, Jack Camp, Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Park, Toby J., Iatarola, Patrice, Florida State University, College of Education, Department of...
Show moreFitch, Jack Camp, Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Park, Toby J., Iatarola, Patrice, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: College access programs like Upward Bound, GEAR UP, and AVID have long histories in education. Each of these have been thoroughly researched. This research shows mixed results on their effectiveness to improve the college-going nature of their respective participants. Most of the research on these programs is focused on academic outcomes rather than the curriculum taught in them and how that curriculum serves students once they graduate. There were three goals of this comparative, sequential,...
Show moreCollege access programs like Upward Bound, GEAR UP, and AVID have long histories in education. Each of these have been thoroughly researched. This research shows mixed results on their effectiveness to improve the college-going nature of their respective participants. Most of the research on these programs is focused on academic outcomes rather than the curriculum taught in them and how that curriculum serves students once they graduate. There were three goals of this comparative, sequential, mixed methods study. The first goal was to determine the usefulness of the WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) components of the AVID Curriculum to graduates of the program from the research district. The second goal was to discern differences in responses between AVID graduates who matriculated into post-secondary institutions and AVID graduates who did not matriculate into post-secondary institutions. The final goal was to find any suggestions for improvement the AVID graduates may have regarding the program. The findings of the study show that AVID graduates from the research district use the WICOR components to varying degrees. The findings also show that there is no discernable difference between the responses of AVID graduates who matriculated and those who did not. Finally, the findings indicate that AVID graduates would like to see the curriculum be differentiated in the later years of the program. Themes emerged from the research including the importance of the role of the AVID Coordinator and the community that is created within the AVID classroom. Implications for practice include ensuring program requirements are met, revisiting the WICOR components, and the need to cultivate community in the AVID classroom.
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Date Issued: 2018
Identifier: 2018_Sp_FitchIII_fsu_0071E_14444
Format: Thesis

Title: Understanding College Readiness Experiences of Rural High School Students in Pursuit of Postsecondary Education.
Creator: Corley, Angela J., Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of...
Show moreCorley, Angela J., Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This is an applied research study, designed to understand the college readiness skills and protective factors (i.e. non-cognitive skills) of rural high school students, who participated in different types of federal college preparedness programs. This investigation compares the college readiness experiences of three groups of twelfth graders, which are as follows: those who did not participate in any college preparedness program; those who participated in Federal TRIO programs, which are...
Show moreThis is an applied research study, designed to understand the college readiness skills and protective factors (i.e. non-cognitive skills) of rural high school students, who participated in different types of federal college preparedness programs. This investigation compares the college readiness experiences of three groups of twelfth graders, which are as follows: those who did not participate in any college preparedness program; those who participated in Federal TRIO programs, which are designed to assist low-income and potential first-generation college students with college enrollment; and lastly, those who participated in the school’s dual enrollment program, and completed college courses. This research is significant because rural students have lower college enrollment rates compared to other non-rural students nationally. Rural students are behind because they are typically minorities, from low-income households, who attend low performing schools. This study is framed by resiliency theory, which was used to understand how academic resiliency occurs for research participants in the study, in spite of the aforementioned drawbacks. An online survey and focus group interviews were the research methods used, which led to evidence that the rural students in this study had lower academic outcomes compared to the national statistics for college readiness indicators, such as ACT and SAT scores, grade point average, completed college applications, and knowledge of Federal student aid. Additionally, rural students in this study had very low non-cognitive skills (i.e. protective factors), which are predictors for success in college. Lastly, this study also provides practical steps that can be implemented to create a college readiness culture within the research setting.
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Date Issued: 2018
Identifier: 2018_Sp_Corley_fsu_0071E_14437
Format: Thesis

Title: Turkey's Imam-Hatip Schools: Threat to Secular Democracy or Model of Integration?.
Creator: Dag, Nuh, Milligan, Jeffrey Ayala, Gaiser, Adam R., Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership...
Show moreDag, Nuh, Milligan, Jeffrey Ayala, Gaiser, Adam R., Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The Imam-Hatip schools have long been a site of contestation between Turks who see modernization as synonymous with secularization and those who maintain that it is possible to be both modern and Muslim. But are contemporary Imam-Hatip schools a threat to modern Turkish democracy? If not, are they a useful model for other Muslim societies seeking to balance modernization and religious faith in their educational institutions? To answer these questions it is important to develop a more accurate...
Show moreThe Imam-Hatip schools have long been a site of contestation between Turks who see modernization as synonymous with secularization and those who maintain that it is possible to be both modern and Muslim. But are contemporary Imam-Hatip schools a threat to modern Turkish democracy? If not, are they a useful model for other Muslim societies seeking to balance modernization and religious faith in their educational institutions? To answer these questions it is important to develop a more accurate view of Imam-Hatip schools and to understand the contemporary role of Imam-Hatip schools in Turkish society. Therefore, this dissertation traced the historical development and contemporary social context of Imam-Hatip schools in Turkey as a prelude to the analysis of their basic philosophical assumptions by using the combination of historical, qualitative and philosophical methods to be able to address its research questions.
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Date Issued: 2018
Identifier: 2018_Sp_Dag_fsu_0071E_14459
Format: Thesis

Title: Teacher Perceptions and Practices of Effective Teaching in Racially Diverse Kindergarten Classrooms.
Creator: Mays, Taka S., Khurshid, Ayesha, McDowell, Stephen D., Clemons, Kristal Moore, Zuilkowski, Stephanie Simmons, Schwartz, Robert A., Florida State University, College of Education...
Show moreMays, Taka S., Khurshid, Ayesha, McDowell, Stephen D., Clemons, Kristal Moore, Zuilkowski, Stephanie Simmons, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation presents an overview of the accountability measures that shape kindergarten teachers’ definition and perceptions of effective teaching in racially diverse classrooms. The impact of school reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) has presented outcomes where teachers’ instructional practices and school administrators’ leadership styles have become the focal point. In addition to the scrutiny that teachers and school leaders face,...
Show moreThis dissertation presents an overview of the accountability measures that shape kindergarten teachers’ definition and perceptions of effective teaching in racially diverse classrooms. The impact of school reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) has presented outcomes where teachers’ instructional practices and school administrators’ leadership styles have become the focal point. In addition to the scrutiny that teachers and school leaders face, racially diverse students are facing great disparities in terms of their academic performance. These disparities are also known as the “achievement gap.” In Florida standardized test data from grades 3-10 show disparities in the achievement of racially diverse students. Research contends that the achievement gap is now evident as early as kindergarten. With scholarship suggesting the achievement gap starts in kindergarten, there was a need to understand the perceptions of kindergarten teachers as they implemented instructional practices in racially diverse kindergarten classrooms. The purpose of this qualitative case study was (1) to understand the teachers’ definition and perceptions of effective teaching in racially diverse kindergarten classrooms in a North Florida School District; (2) understand how accountability measures shaped their definition and perceptions of effective teaching in their racially diverse classrooms. The main finding of this study was that the teachers’ definition and perceptions of effective teaching was indeed shaped by the school’s accountability paradigm. Although their definition and perceptions were shaped by the same core values outlined in the schools’ accountability paradigm, they each implemented instructional strategies through high expectations differently. This final chapter of this dissertation includes how the findings interact with the conceptual framework of this study and recommendations for stakeholders and future research are listed.
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Date Issued: 2018
Identifier: 2018_Sp_Mays_fsu_0071E_14404
Format: Thesis

Title: Doctoral Students in the Virtual World: Online EdD Students' Program Experiences and Outcomes.
Creator: Peters, Allison B. (Allison Black), Schwartz, Robert A., Dennen, Vanessa P., Jones, Tamara Bertrand, Guthrie, Kathy L., Florida State University, College of Education,...
Show morePeters, Allison B. (Allison Black), Schwartz, Robert A., Dennen, Vanessa P., Jones, Tamara Bertrand, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Online graduate education accounts for the fastest rising portion of new graduate students in the United States (Allum & Okahana, 2015). Yet, their experiences are missing from the literature, and we know little about what drives their development and degree progression. The purpose of this study was to explore the experiences and perceptions of doctoral students enrolled or graduated from solely online education doctorate (EdD) programs at public, not-for-profit, research institutions in the...
Show moreOnline graduate education accounts for the fastest rising portion of new graduate students in the United States (Allum & Okahana, 2015). Yet, their experiences are missing from the literature, and we know little about what drives their development and degree progression. The purpose of this study was to explore the experiences and perceptions of doctoral students enrolled or graduated from solely online education doctorate (EdD) programs at public, not-for-profit, research institutions in the United States. This multiple case study, conducted at two online EdD programs, explored the intricacies of the online doctoral experience from the perspective of students themselves. The research was guided by the following questions: • How do education doctorate students in solely online programs at research institutions in the United States experience their degree programs? • How do student experiences help or hinder progression through the education doctorate degree? A multiple case study was conducted to begin research in this area with a focus on descriptive analysis and exploration of online doctoral student experiences. The case study research involved a survey and follow-up interviews with online doctoral students from each program. Survey data were subject to descriptive analysis, and qualitative survey data were coded and analyzed along with interview transcripts. A cross-case analysis allowed the researcher to identify differences in the student experience and perspectives on online doctoral study by program, highlighting differences in the student experience. Three themes emerged as key experiences during the doctoral program: (a) navigating expectations, (b) learning experiences, and (c) interactions while completing the doctoral program. Students' early experiences during the online doctoral program set the stage for their expectations of the program, their expectations of themselves as students, and what they believe the program expected of them. Using personal skills, such as time management and early feedback from faculty on expectations or class work, helped the student navigate the transition. Learning occurred through coursework and other formal program activities, but also through applied learning experiences. Students in both programs found value in the interactions they had with cohort members with diverse perspectives on education issues and practice. Interactions during the doctoral program occurred with many groups, and each became sources of support for students' success. Three groups mentioned most often by participants were peers in their cohort, faculty members and the major professor, and individuals beyond the program. In general, students felt they were experienced practitioners entering online doctoral programs. Most students perceived changes in their thinking as a result of coursework and interactions with diverse perspectives in the classroom. These changes were evident to students when they applied their knowledge in work settings, and these experiences left them feeling more confident in themselves and their abilities and poised to be a more capable contributor in the future. This is best described as becoming a "scholarly practitioner" over the course of the doctoral program, as students integrated their learning, research, and work experiences. As institutions expand doctoral programs through online offerings, and students continually turn to online EdD programs, these findings were both timely and relevant. These findings from this study are informative for graduate program directors, faculty members, and administrators seeking to improve or expand their online offerings at the doctoral level. Furthermore, findings will allow these individuals to better address academic, social, and developmental needs of students in online doctoral programs.
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Date Issued: 2018
Identifier: 2018_Fall_Peters_fsu_0071E_14853
Format: Thesis

Title: Self-Regulated Learning, Motivation Beliefs, and the Regulation of Motivation among College Freshmen.
Creator: Tackett, Samantha, Roehrig, Alysia D., Schwartz, Robert A., Turner, Jeannine E, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreTackett, Samantha, Roehrig, Alysia D., Schwartz, Robert A., Turner, Jeannine E, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This research investigated freshman college students' motivation beliefs and motivation regulation strategies (to manage their effort and persistence) in the context of an authentic college-level academic task such as studying for an exam. The unique elements of this research included the following: (a) studying exclusively freshmen students, (b) capturing their reported use of strategies in the context of a real academic task rather than hypothetical scenarios, (c) identifying whether...
Show moreThis research investigated freshman college students' motivation beliefs and motivation regulation strategies (to manage their effort and persistence) in the context of an authentic college-level academic task such as studying for an exam. The unique elements of this research included the following: (a) studying exclusively freshmen students, (b) capturing their reported use of strategies in the context of a real academic task rather than hypothetical scenarios, (c) identifying whether students used different strategies while studying for their second test than their first test, and (d) identifying the most difficult motivational problems reported by students. The freshmen students' reported motivation beliefs (i.e., self-efficacy, task value, test anxiety), use of self-regulation (i.e., metacognitive) and motivation regulation strategies (i.e., Regulation of Performance, Environmental Structuring, Self-consequating, Regulation of Mastery Goals, Regulation of Value, Regulation of Situational Interest), and their end-of-course grades were gathered. This research was a Quantitative-Qualitative mixed-method (Creswell, 2003, 2008) study design with a time-series cross-sectional sampling of survey data. That is, I sampled multiple freshmen students (N=189) at two points in time to examine students' reported use of motivation regulation strategies (e.g., which ones were used, to what extent did they change their strategies). The quantitative data was analyzed by conducting descriptive, correlational, repeated measures t-tests, and hierarchical regression analyses. The purpose of the qualitative portion of the study design was to identify (a) additional strategies that students used, (b) their perceptions of motivational challenges with academic tasks, and (c) explanations of any changes made to exam studying behaviors. Overall, the goals of this mixed methodology study (quantitative and qualitative) were to address gaps in research findings related to (a) surveying more diverse populations; (b) measuring students' strategy use with an academic task, such as studying for an exam, rather than a hypothetical scenario; (c) replicating findings regarding relationships among a student's motivation beliefs (e.g., self-efficacy) and their use of self-regulated learning and motivation strategies; (d) adding findings regarding students' perceptions of the most difficult challenges to their studying; (e) adding findings about students changing strategy use between Time 1 and Time 2; and (f) replicating findings in relationships among motivation beliefs, self-regulated learning and motivation strategy use, and course grades. The results of this study added diversity of populations (freshmen only) and findings regarding strategy use while studying for an exam to the motivation regulation (MR) research. Freshmen students reported using motivation regulating strategies (MRSs) descriptively more frequently while studying for an exam than reported in hypothetical scenarios (Wolters & Benzon, 2013). Positive, strong and significant correlational relationships existed among students' self-efficacy beliefs, self-regulated learning (metacognitive) and MR strategy use; whereas, a weak yet significant, positive correlational relationships were found between students' reported test anxiety and their use of the following strategies: (a) self-regulated learning (metacognitive), (b) self-consequating, and (c) regulation of mastery goals. Students (72%) reported distractions in environment, time to study, or boredom as the most difficult challenges to overcome while studying. The repeated measures results indicated that students reported using strategies to regulate mastery goals less frequently from Time 1 to Time 2. The reasons given by students for changes in how they studied for Test 2 emphasized pursuing better grades for the test or course and improving their retention of the learned information. Lastly, the hierarchical linear regression analysis indicated that students' self-efficacy and use of regulating strategies for sustaining one's value of the content and mastery-oriented learning while studying were positive predictors of course grades. At least three implications for practice are appropriate for those who support student success. First, help students to identify their "performance" early in their freshman semester and year. Because a portion of the freshmen surveyed perceived grades on the first test as the primary stimulus for change in studying as well as sustaining motivation while studying, it would be effective for students to identify indicators of performance sooner rather than later. A second implication for practice is to help students to identify productive changes that will accomplish their desired test or course outcome. A third implication for practice is that increasing a students' belief in their ability to learn the content may be more likely to positively influence students' grade outcomes. An implication for research is to identify beliefs and study behaviors among more diverse student populations.
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Date Issued: 2018
Identifier: 2018_Fall_Tackett_fsu_0071E_14857
Format: Thesis

Title: Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by Test-Based Accountability.
Creator: Neal, Brenda Gale Griffin, Rutledge, Stacy A., Roehrig, Alysia D., Preston, Courtney, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreNeal, Brenda Gale Griffin, Rutledge, Stacy A., Roehrig, Alysia D., Preston, Courtney, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation examines the complexity involved in teachers’ perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and burnout rate. Research literature has shown that teachers experiencing high levels of stress and burnout correlated with lower student achievement. Teachers, like all professionals, have a finite amount of time, and as the...
Show moreThis dissertation examines the complexity involved in teachers’ perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and burnout rate. Research literature has shown that teachers experiencing high levels of stress and burnout correlated with lower student achievement. Teachers, like all professionals, have a finite amount of time, and as the workload increases, less time is left for replenishment and personal family time. Time is a critical resource in schools, and how teachers navigate its use can determine the ultimate success or failure of students. In a variety of ways, researchers have shown an understanding of the relationship between time in school and student achievement. I studied three important aspects of time in a charter school in Florida: (1) How do 3rd grade teachers use their school-related time? (2) How do 3rd grade teachers and their principals perceive school time? and (3) How is high stakes accountability perceived to be shaping teacher time? Using observations and interviews, my goal was to give a voice to teachers and administrators regarding how they perceived school time. This was a phenomenological qualitative research study involving five third-grade teachers and two administrators in one K-12 charter school in Florida. It was a high achieving school with exemplary teachers, who fully experienced the time crunch brought on by test-based accountability. Third-grade was chosen because it was the first grade level at which students experienced repercussions due to achievement scores. With each teacher participant, I conducted semi-structured pre- and post-interviews, completed five full days of observations as a nonparticipant observer, and requested seven full days of time-use diaries for after work hours school-related activities. Two administrators were interviewed to obtain their perspectives on teacher time in order to compare teacher and administrator perceptions. After all data was collected, interviews were transcribed, and subsequently coded using NVivo software. During a preliminary exploratory analysis of the data, I developed themes and patterns relating to teacher time. Details of what occurred in the classrooms during a school week were used to cross-analyze the thematic data and to triangulate time perceptions. After the final analysis of the data, member checking was used to substantiate the accuracy of the findings. Findings related to time as a resource indicated that this third-grade team of teachers spent an average of 54 hours per week working on school-related activities, compared to their contracted workweek of 40 hours. Most often during school hours, teachers were engaged in several activities at once, or rapidly moving from one activity to the next, called context switching. Teachers did most of their instructional planning and professional learning outside paid schoolwork hours. Findings on teacher perceptions of time showed that teachers did not believe that theirs were finite, 9-5 type of jobs, as they spent many hours after contracted work hours completing tasks. Teachers felt they had enough time for instruction if they planned carefully, and left out creative activities. They described the three months before testing as “crunch time”, meaning they had to review, re-teach, and squeeze in any standards that were missed, and they shared how stressful this time period was. Administrators perceived that third-grade teachers used time effectively and produced outstanding results, but felt that teachers should have had enough time during paid work hours to complete all their work except grading papers. Responses from administrators on comparing their time with teachers’ time were mixed. One administrator thought that teachers had much more control over their own time than did administrators, and one thought exactly the opposite. In the third set of findings, teachers shared their perspectives on the precise pacing required by testing, and how instructional time was lost to time spent using pre-packaged test preparation materials during crunch time. Administrators noticed that teachers were allowed less leeway for creative activities in their instruction due to the time crunch. I found support in my data for six of the eight assertions of the Intensification Theory, suggesting that teachers’ time has become “intensified” due to test-based accountability. My findings regarding the pace of the school day for teachers and interrupted, fragmented time in the classroom confirmed what researchers have learned in the extant literature. Unlike the findings in the research though, Irvin School teachers in my study, were paid for a longer, contracted day than teachers in most schools in the surrounding areas of Florida, and they reported using that extra time to benefit students through greater teacher collaboration, increasing interest in lessons, and reflecting on student mastery of skills. Implications of this research include the need for further studies on teachers’ context switching during the school day and the contrast between teacher and administrator perceptions of teacher time.
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Date Issued: 2017
Identifier: FSU_FALL2017_Neal_fsu_0071E_14132
Format: Thesis

Title: Examining Hometown Environments and University Experiences: A Qualitative Study of Gay Latino College Students' Identity Challenges at Two Predominantly White Institutions.
Creator: Peña-Talamantes, Abráham E., Ueno, Koji, Schwartz, Robert A., Schrock, Douglas P., Reynolds, John R., Florida State University, College of Social Sciences and Public Policy,...
Show morePeña-Talamantes, Abráham E., Ueno, Koji, Schwartz, Robert A., Schrock, Douglas P., Reynolds, John R., Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: Using grounded theory methodology to analyze in-depth interviews, participant-taken photographs, and written reflections, this dissertation examines the hometown environments and university experiences of twenty-five gay Latino-identifying college students enrolled at predominantly white institutions in two separate US locations. This study finds that the participants’ hometowns influence their ability to explore, develop, and make meaning of the intersection of their sexual and ethnic...
Show moreUsing grounded theory methodology to analyze in-depth interviews, participant-taken photographs, and written reflections, this dissertation examines the hometown environments and university experiences of twenty-five gay Latino-identifying college students enrolled at predominantly white institutions in two separate US locations. This study finds that the participants’ hometowns influence their ability to explore, develop, and make meaning of the intersection of their sexual and ethnic identities prior to their transition to college and inform the motivations and expectations they have of the college experience. Upon arrival at the university, the participants find themselves in an unwelcoming campus climate and encounter situations that serve as barriers to fulfilling their original expectations of the college experience, including (1) the risk of discrimination and marginalization, (2) the limited ability to disclose sexual orientation, and (3) threats toward participants’ self-acceptance and self-worth. In seeking sexuality resource centers and Latino student organizations, the participants realize that the focus of these campus resources lies solely on one aspect of their identities – either sexuality or ethnicity – and that their services and programming do not take into consideration the compounding effects of their identities as gay Latino men. Given that previous work on identity and place has been primarily situated in ecology, environmental psychology, and geography, the findings of this dissertation extend our current understanding of hometown locations as sites of identity development and as social contexts that may be useful in helping us understand what types of challenges gay Latino college students may face in their current environments. Further, the qualitative examination of gay Latino experiences at predominantly white institutions and the benefits of campus resources for marginalized student populations is an important contribution to the literature given the dearth of research that currently exists in these two areas.
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Date Issued: 2017
Identifier: FSU_FALL2017_PenaTalamantes_fsu_0071E_14245
Format: Thesis

Title: Leading the Way: How First-Generation Students Navigate Leader Identity Development.
Creator: Piotrowski, Alishia Hendels, Guthrie, Kathy L., Ferris, Gerald R., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show morePiotrowski, Alishia Hendels, Guthrie, Kathy L., Ferris, Gerald R., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model....
Show moreThe goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model. Fifteen first-generation students, who had taken at least one leadership education course, participated in the study. Findings from the study aligned with current research on first-generation students and leadership identity development. The factors that had the greatest influence on the first-generation student experience were parental involvement, high school expectations, the influence of mentors or diverse peers, and the knowledge of how to get involved in engagement activities. Students also shared feelings about the negative consequences of being a first-generation student, including the fact that their parents often don’t understand their experience, they often experience financial struggles, and feel pressure to succeed. Some students, though, derived motivation from their first-generation student status. In addition to factors that influence a student’s first-generation student experience, the study revealed three factors that exhibited the greatest impact on a student’s leadership identity development. These factors were whether a student initially enrolled in leadership education out of an interest in leadership, the number of leadership classes a participant had taken, and whether or not a student was involved in engagement activities. The study furthermore revealed that both leadership education and participation in engagement activities were influential in participants’ leadership identity development.
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Date Issued: 2017
Identifier: FSU_FALL2017_Piotrowski_fsu_0071E_14187
Format: Thesis

Title: To Depart or Not to Depart?: Lateral Transfer Students' Experiences That Lead to Retention.
Creator: Marshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department...
Show moreMarshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine...
Show moreThis phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine lateral transfer students as an independent subpopulation. Two 30- to 60-minute interviews with 18 lateral transfer students were conducted. Of the 18 lateral transfer students, nine were enrolled at the research site for at least one year and persisted to a second year, and nine were in enrolled in their first semester at the research site during their interview process. Horizonalization (Moustakas, 1994) and imaginative variation were used to determine the reasons for departure and persistence across four-year institutions, in addition to discovering how lateral transfer students transition academically and socially.
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Date Issued: 2017
Identifier: FSU_FALL2017_Marshman_fsu_0071E_14175
Format: Thesis

Title: Challenging Legitimacy Gaps: Using Organizational Culture to Defend the Value of Outdoor Recreation Programming in Higher Education.
Creator: Gerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education,...
Show moreGerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: As college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such...
Show moreAs college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such organizations occurs because of “legitimacy gaps” (Sethi, 2005, as cited in Brummette, 2015). Organizational legitimacy hinges on public acceptance of an organization’s actions within a socially constructed system of norms, values, beliefs, and definitions (Suchman, 1995). The same components that create the basis for organizational legitimacy also comprise the foundations for organizational culture. To survive in the modern system, college outdoor recreation programs must be able to articulate how their mission, behaviors, and decisions add value to their campus community and to institutional goals. This study explored how successful college outdoor recreation programs leverage the outcomes of effective organizational culture-building to maintain organizational legitimacy using data from three nationally-recognized college outdoor programs. The primary research questions were: 1) how does a college outdoor recreation program create a “cultural fit” within the mission and strategic plan of its institution, and 2) how does the program articulate goal congruence with institutional stakeholders? The researcher conducted interviews with 18 participants and conducted a document analysis to explore how programs shared their value with stakeholders. Findings suggest that successful programs 1) garner support when their organizational culture reinforces the institution’s organizational culture, 2) establish value by being the sole provider of specific experiences in support of the institution’s strategic priorities 3) can best maintain and extend legitimacy by cultivating a web of strategic, collaborative partnerships.
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Date Issued: 2017
Identifier: FSU_FALL2017_Gerbers_fsu_0071E_13991
Format: Thesis

Title: From Orientation to Graduation: Diverse Student Experiences of Campus Traditions at Florida State University.
Creator: Dobiyanski, Victoria E., Jones, Tamara Bertrand, Rice, Diana Claries, Guthrie, Kathy L., Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreDobiyanski, Victoria E., Jones, Tamara Bertrand, Rice, Diana Claries, Guthrie, Kathy L., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Higher education institutions have campus traditions that are honored and repeated by generations of students, faculty, staff, and alumni (Manning, 2000). It is important to understand these traditions and the purpose and history behind the traditions, especially as the demographics of student bodies evolve (Cheng, 2004). According to Boyer (1990), “a university at its best encourages people to share rituals and traditions that connect them to the campus community and that improve the civic...
Show moreHigher education institutions have campus traditions that are honored and repeated by generations of students, faculty, staff, and alumni (Manning, 2000). It is important to understand these traditions and the purpose and history behind the traditions, especially as the demographics of student bodies evolve (Cheng, 2004). According to Boyer (1990), “a university at its best encourages people to share rituals and traditions that connect them to the campus community and that improve the civic culture and diversity of the institution” (p. 62). This study focused on a diverse student sample at Florida State University and their participation in campus traditions. Campus traditions such as Orientation, Convocation, Welcome Week, and Homecoming activities were studied to understand the students’ experiences. Although there has been previous research about campus traditions (Magolda, 2000; Manning, 1989, 2000; Van Jura, 2010), this study specifically focused on a diverse student sample and how the campus traditions create a culturally engaging campus environment (Museus, 2014).
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Dobiyanski_fsu_0071E_14008
Format: Thesis

Title: Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks.
Creator: Oakley, Catherine A., Schrader, Linda B., Iatarola, Patrice, Blomberg, Thomas G., Bales, William D., Schwartz, Robert A., Florida State University, College of Education,...
Show moreOakley, Catherine A., Schrader, Linda B., Iatarola, Patrice, Blomberg, Thomas G., Bales, William D., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework to apply to the Juvenile Justice Educational Enhancement Program policy. Three substantive policy frameworks that are applied to the Juvenile Justice Educational Enhancement Program in Florida, which was in existence from 1998-2010, include the Multiple Streams Framework, Advocacy Coalition Framework, and a Blended Framework. Analyses of the...
Show moreThe purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework to apply to the Juvenile Justice Educational Enhancement Program policy. Three substantive policy frameworks that are applied to the Juvenile Justice Educational Enhancement Program in Florida, which was in existence from 1998-2010, include the Multiple Streams Framework, Advocacy Coalition Framework, and a Blended Framework. Analyses of the frameworks and policy model are provided.
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Date Issued: 2017
Identifier: 2018_Sp_Oakley_fsu_0071E_14300
Format: Thesis

Title: Parental Perspectives on Their Children's Social and Emotional Skill Development at Home and at School.
Creator: Blalock, Jennifer, Gawlik, Marytza, Reynolds, John K. (John Kenneth), Schwartz, Robert A., Iatarola, Patrice, Florida State University, College of Education, Department of...
Show moreBlalock, Jennifer, Gawlik, Marytza, Reynolds, John K. (John Kenneth), Schwartz, Robert A., Iatarola, Patrice, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation examines parents’ perspectives on their children’s development of social and emotional skills, both at home and at school. It explores how parents view the school’s role and their own role; how they conceptualize and value social and emotional skills, both on their own and in relation to academic skills; what they do to nurture their children’s skill development; and how demographic and other external factors such as policy pressure, resources, and support may impact their...
Show moreThis dissertation examines parents’ perspectives on their children’s development of social and emotional skills, both at home and at school. It explores how parents view the school’s role and their own role; how they conceptualize and value social and emotional skills, both on their own and in relation to academic skills; what they do to nurture their children’s skill development; and how demographic and other external factors such as policy pressure, resources, and support may impact their perspectives and experiences. Its theoretical framework is guided by a pragmatic and constructivist philosophy and influenced by theories of skill formation and social and cultural capital. Prior research on skill formation has shown that social and emotional skills are important to children’s life outcomes, can potentially reduce inequality, and are most efficacious when developed in early childhood. Yet social and emotional skill development has been underemphasized in educational policymaking and in schools. Research on the roles of social capital and cultural capital in education and family life has demonstrated the significance of familial capital on children’s educational experiences and life outcomes. The different forms of capital that parents possess, along with their beliefs and actions, influence their children’s social and emotional skill formation, yet in schools and the policymaking process, parental perspectives are frequently marginalized. Changes can be made to education policy and practice at all levels to better support children’s social and emotional skill development. The relative neglect of social and emotional skills in schools is significant beyond their contribution to individual learning and life outcomes, impacting both inequality and the economy at a global level. This research contributes to the literature on skill formation and social and cultural capital theory by investigating how parents perceive and experience their children’s development of social and emotional skills. Data come from in-depth interviews with 16 parents of children attending two diverse elementary schools. Field notes, audio-recordings of the interviews, and interview transcripts were analyzed, looking for emergent themes and areas of commonality or difference. Findings reveal that education policy pressure has a nuanced impact on children’s social and emotional skill development at home and school, based upon the circumstances of the school environment and the individual child. Parents’ levels of social and cultural capital appear to shape their expectations of their children’s school regarding its role in social and emotional skill development, with parents possessing higher levels of capital also having higher expectations for the school and identifying fewer barriers to the school fulfilling those expectations. Capital also seems to influence the home-school relationship in terms of how parents view their role, whether as volunteers or in their relationships with teachers and other parents, and how their role is perceived by others. Furthermore, evidence emerged that parental capital may play a role children’s technology use in ways that could impact their development of social and emotional skills. However, despite possessing different degrees and varieties of capital, parents shared similar perspectives on the nature of social and emotional skills, the skills they value, and how they perceive their roles, actions, and confidence in helping their children develop social, emotional, and academic skills. Perceived similarity between parent and child emerges as a possible influence on how parents relate to their child’s skill development. Parents frequently compared their child’s skills with their own perceived skills and reported more confidence in their ability to help their children develop social and emotional skills when their child’s personality reminded them of their own. Stress and the role of their child’s other parent also appear to impact parents’ perspectives and experiences regarding their children’s social and emotional skill development by affecting them personally, their parenting practices, and the amount of resources and support they have available. This study’s findings reinforce several tenets of skill formation theory. Parents discussed the malleable and interrelated nature of skills, alluding to the concepts of self- productivity and dynamic complementarity. Findings also suggest a potential way of understanding the “rhetoric/reality gap” based upon how parents perceive the nature of skill development and the interaction between different types of skills.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Blalock_fsu_0071E_13936
Format: Thesis

Title: Dimensions of Undergraduate Research: Research Engagement, Researcher Role-Identity Salience, Awareness, Interest, and Career Attitudes Among Diverse Undergraduate Majors.
Creator: Nzekwe, Brandon Joshua Okechukwu, Losh, Susan Carol, Schwartz, Robert A., Phillips, Beth M., Becker, Betsy Jane, Hughes, Roxanne M. (Roxanne Marie), Florida State University,...
Show moreNzekwe, Brandon Joshua Okechukwu, Losh, Susan Carol, Schwartz, Robert A., Phillips, Beth M., Becker, Betsy Jane, Hughes, Roxanne M. (Roxanne Marie), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study investigated dimensions of undergraduate research among diverse academic majors at a large Southeastern public research university. Undergraduates' engagement in research, awareness of research opportunities, interests in participating in research activities, researcher role-identity salience, and research career attitudes were collectively examined. Special attention was paid to effects associated with gender, race/ethnicity, academic class level, first-generation college status,...
Show moreThis study investigated dimensions of undergraduate research among diverse academic majors at a large Southeastern public research university. Undergraduates' engagement in research, awareness of research opportunities, interests in participating in research activities, researcher role-identity salience, and research career attitudes were collectively examined. Special attention was paid to effects associated with gender, race/ethnicity, academic class level, first-generation college status, and academic major. The study proposed a researcher role-identity salience measurement model resulting from confirmatory factor analysis of a 4-factor solution that fit well to the data. Findings suggest that the proposed researcher role-identity salience model of this study is a useful instrument for measuring the extent to which undergraduates identify with a role of a researcher. Dimensions of undergraduate research varied significantly by gender, race/ethnicity, and college major. Specifically, research engagement, researcher role-identity salience, research career attitudes, research participation interest, and awareness of research opportunities tended to be most positive among male students, Asian/Pacific Islander students, and physical and life sciences majors. These dimensions of undergraduate research tended to be least positive among female students, Black/African-American and White/non-Hispanic students. Engagement in research intensive activities was found to positively relate to other dimensions of undergraduate research, particularly researcher role-identity salience and awareness of research opportunities; being a science major was found to positively relate to research participation interest. The results from this study may help explain undergraduates' attitudes toward and identification with prospective occupational role-identities, and assist in identifying undergraduate populations that may benefit from increased promotion and availability of research intensive experiences. Deeper understanding of these relationships will inform how undergraduate research experiences affect the next generation of research professionals through occupational identity development and career attitudes.
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Date Issued: 2017
Identifier: FSU_2017SP_Nzekwe_fsu_0071E_13501
Format: Thesis

Title: Giving Voice to the Man within: Exploring the Masculine Journey of Black College Men.
Creator: Pelzer, Danté L., Jones, Maxine Deloris, Jones, Maxine Deloris, Cox, Bradley, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show morePelzer, Danté L., Jones, Maxine Deloris, Jones, Maxine Deloris, Cox, Bradley, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The way Black masculinity is portrayed in American society is often negative. Black men are forced to wade through deleterious messaging and images that situate their masculinity within tightly defined stereotypes. Furthermore, Black masculinity is commonly associated with criminality, hyper-sexuality, and academic ineptitude. Black male college students are not immune to these messages. Moreover, these students have developed their masculinity within the context of these mischaracterizations...
Show moreThe way Black masculinity is portrayed in American society is often negative. Black men are forced to wade through deleterious messaging and images that situate their masculinity within tightly defined stereotypes. Furthermore, Black masculinity is commonly associated with criminality, hyper-sexuality, and academic ineptitude. Black male college students are not immune to these messages. Moreover, these students have developed their masculinity within the context of these mischaracterizations. Black men arrive to our college campuses having been socialized by their pre-collegiate environments, relationships, and general observations of the world around them. These sociocultural influences contribute to how Black male college students demonstrate their masculinity once they are on campus. The institutional context and history of a university also plays a role in how Black men demonstrate masculinity. Higher education scholars have noted that the legacy of exclusion and racism at predominantly White institutions present particular challenges to Black male college students. The purpose of this qualitative study was to critically examine how the interpretation, construction, and demonstration of masculinity is uniquely experienced and narrated by 10 Black male college students attending a predominantly White institution. While most higher education studies on Black masculinity have focused on how masculinity is negotiated on college campuses, they have not thoroughly investigated the ways pre-collegiate sociocultural environments and relationships have influenced the masculinity development of Black male college students. Grounded in Critical Race Theory and narrative research, this study explored participants' pre-collegiate and collegiate masculinity experiences. The findings of this study indicate that Black masculinity as demonstrated by the participants is best described as an act of resiliency. The men in this study constructed, interpreted, and demonstrated masculinity in ways that refute and challenge negative stereotypes of Black men. Despite the challenges they encountered on campus participants remained committed to demonstrating masculinity in ways that disrupt oppressive practices and reflect their individual beliefs, learned values, and personal identities.
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Date Issued: 2017
Identifier: FSU_2017SP_Pelzer_fsu_0071E_13763
Format: Thesis

Title: All Together Now: Barriers and Aids to Creating and Sustaining State College-University Partnerships.
Creator: Edel, Sharon, Hu, Shouping, Ferris, Gerald R., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description: All 28 colleges of the Florida College System (FCS) have made space in their budgets and on their campuses in order to attract upper-division partners, colleges and universities that represent the State University System (SUS), Independent Colleges and Schools of Florida, and other higher education institutions nationwide. Partnership relationships such as the ones negotiated between FCS institutions and upper division schools are defined as academic strategic alliances in higher education...
Show moreAll 28 colleges of the Florida College System (FCS) have made space in their budgets and on their campuses in order to attract upper-division partners, colleges and universities that represent the State University System (SUS), Independent Colleges and Schools of Florida, and other higher education institutions nationwide. Partnership relationships such as the ones negotiated between FCS institutions and upper division schools are defined as academic strategic alliances in higher education literature. Scholars have taken this terminology from business management lexicon wherein organizations respond to a competitive market by joining forces (Das & Teng, 1997). Accordingly, scholars from both fields emphasize the concept of collaboration packed inside the strategic decision of campus leaders to pool their resources partnerships (Adegbesan & Higgins, 2011; Eckel, Hartley, & Affolter-Caine, 2004). This study explored both sides of the state college-university partnership dynamic through the eyes of the administrators using themes from Gulati’s (1998) network embeddedness framework. I employed a qualitative research design to determine the influence of alliance initiatives on the social networks involved in their implementation. I used a collective-case study approach employing data triangulation (interviews, documents, and observation) to seek out any emerging themes. I also sought out institutional data to support this study. A majority of these FCS concurrent-use arrangements have persisted while others have failed. This study contributes to higher education literature by offering a means to expand the scope of previous academic strategic alliance studies. Instead of focusing on partnership dyads, this study explored how host and partner institution administrators operate within a social network embedded at the study sites. I propose fresh perspectives to explain how each member involved within a state college’s university partnership program can assert its own needs while working in concert to define common goals and objectives. My two key findings identified the perception of lack as the primary barrier and effective communication as the most influential aid to partnership creation and maintenance.
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Date Issued: 2016
Identifier: FSU_FA2016_Edel_fsu_0071E_13539
Format: Thesis

Title: Community College Development in India: Variations in the Reception and Translation of the U.S. Community College Model by Indian Administrators to Suit Indian Contexts.
Creator: Jerry, Mary Priya, Milligan, Jeffrey Ayala, Miles, Rebecca, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational...
Show moreJerry, Mary Priya, Milligan, Jeffrey Ayala, Miles, Rebecca, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The educational system in India is ready for a revamp and community colleges have been identified by policy makers as a vehicle for that change. Although they have existed since the 1990’s, the urgent focus of the Indian government in providing skills to its burgeoning youth population has resulted in a number of community colleges being granted permission to begin functioning as part of existing universities, colleges and polytechnics. The government has special interest in U.S. community...
Show moreThe educational system in India is ready for a revamp and community colleges have been identified by policy makers as a vehicle for that change. Although they have existed since the 1990’s, the urgent focus of the Indian government in providing skills to its burgeoning youth population has resulted in a number of community colleges being granted permission to begin functioning as part of existing universities, colleges and polytechnics. The government has special interest in U.S. community college models for its features like open access and industrial partnerships. However, it is not clear whether implementers faced with running the new community colleges have a clear understanding of the borrowed model or whether they are adequately supported. The literature review indicated that global movements of policy borrowing can be manifested in the adoption of foreign educational models. The literature on policy borrowing offered some popular models with which to interpret these national processes (Phillips & Ochs, 2004; Steiner-Khamsi, 2014). However, they do not seem to account for decision making processes at the strategic actors’ or stakeholder’s level. For now, what is apparent is the stance of the implementer after the decision has been made. Problems with this conception would be that decision - making appears to be rigid, linear, one- time processes. It also ignores the aspect of learning that implementers may find inherent in policy adaptation to suit the contexts. It appears that the current theoretical frameworks overlook the black box of decision making which influence an implementer to manifest resistance, non-decision or support. They suggest that internalization or indigenization are distinct processes removed from implementation (Phillips and Ochs, 2004; Steiner- Khamsi, 2014). Also, implementers of the policy may experience recontextualizing simultaneously with decisions on the suitability of a feature in the borrowed model. The literature also seems to overlook nuances in decision making that may result in changing stances. Experts have suggested that globalization trends can help understand how context affects development of the global educational policies (Robertson, 2012; Verger et al 2012). This study adds to the literature on community college development in India with a specific focus on how individual implementers approached translating a foreign educational model, and broadly adds to the literature on policy borrowing in education. The variations in the thought processes of implementers from India looking at community college models in the U.S. were studied using phenomenographical methods. The study involved 13 participants from all over India yielded five categories of description namely; ‘Conceptualizing community colleges’, ‘Assimilation of the new ideas afforded by the learning opportunity in the U.S’, ‘Discerning similarity or difference in the home country and target country’, ‘Identifying obstacles or constraints in implementation’ and ‘Finding solutions for implementation of selected ideas’. These findings indicate that 1. Community colleges are still a very fluid notion 2. New ideas are selectively filtered 3. Context plays a great role in determining what is perceived as constraints of implementation and 4. perhaps the most important finding, that stances assumed by participants can change when faced with new insights or through collaboration with peers. Decision (or non-decision) does not appear to be constant. This finding is significant because it would prevent non - decision or rejection of policy that is not properly understood. The study also revealed immense differences in context where the community college scheme is being implemented in India. As such this study provides insights for policy makers to avoid making one size fits all guidelines for implementation.
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Date Issued: 2016
Identifier: FSU_FA2016_Jerry_fsu_0071E_13623
Format: Thesis

Title: Teachers' Views and Uses of Hip Hop Culture.
Creator: Mannheimer, Andrew Herman, Reynolds, John R., Schwartz, Robert A., Padavic, Irene, Tope, Daniel B., Florida State University, College of Social Sciences and Public Policy,...
Show moreMannheimer, Andrew Herman, Reynolds, John R., Schwartz, Robert A., Padavic, Irene, Tope, Daniel B., Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: This dissertation investigates teachers’ views and uses of Hip Hop culture. Many sociologists have used cultural capital theory to explain educational disparities among social groups. Cultural capital theory posits that because schools value and reward dominant cultural capital, low-income students of color are placed at a troubling disadvantage. Previous research has found that low-income, minority youth feel as though their non-dominant cultural capital is devalued within educational...
Show moreThis dissertation investigates teachers’ views and uses of Hip Hop culture. Many sociologists have used cultural capital theory to explain educational disparities among social groups. Cultural capital theory posits that because schools value and reward dominant cultural capital, low-income students of color are placed at a troubling disadvantage. Previous research has found that low-income, minority youth feel as though their non-dominant cultural capital is devalued within educational settings, especially by teachers. Little is known, however, of the actual views teachers have in regard to non-dominant cultural capital. In regard to teachers use of Hip Hop culture various studies have documented cases of Hip Hop being brought into classroom lesson plans by experts as a form of culturally relevant pedagogy. However, most Hip Hop based education studies do not examine the experiences of in-service teachers. This work contributes to both the literature on cultural capital theory and the literature on culturally relevant pedagogy by exploring teachers’ views and uses of Hip Hop culture. Data come from in-depth interviews with 24 secondary teachers serving in two low-income, high-minority schools. Transcripts of interviews are analyzed through coding, sorting, local integration, and inclusive integration. Findings reveal that while some teachers held positive views of Hip Hop culture (explaining how artists shed light on important social issues), the majority held negative views, expressing concern over how Hip Hop distracted students from school, broadcast sexist images and lyrics, encouraged illegal drug activity, promoted violence, focused on materialism, and spoke out against authority. Teachers also believed that earlier forms of music were more positive than the newer music their students consumed. In regards to teaching, findings reveal that several teachers occasionally played edited Hip Hop music in their classrooms and brought Hip Hop into lesson plans with varying levels of success. Several younger black teachers brought Hip Hop into their classrooms in continual and organic fashions, connecting course material to Hip Hop references. Some teachers also relied on their knowledge of Hip Hop to implement effective classroom management techniques. Factors that impeded Hip Hop’s inclusion into the classroom included teacher’s concern over content, administrative surveillance, and teachers not seeing Hip Hop as necessary to their pedagogy.
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Date Issued: 2016
Identifier: FSU_2016SU_Mannheimer_fsu_0071E_13399
Format: Thesis

Title: The Other in Education: Violence, Self-Sufficiency, and Dialogic Hospitality in Student-Teacher Relationships.
Creator: Almutairi, Abdullah, Milligan, Jeffrey Ayala, McNaughton, David, Iatarola, Patrice, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreAlmutairi, Abdullah, Milligan, Jeffrey Ayala, McNaughton, David, Iatarola, Patrice, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The teacher-student relationship is one of the most important relationships in any educational experience. In this inquiry I explore the ethics of the teacher-student relationship, namely as a relationship between the self and the other. Drawing on both personal and general educational experiences, I note felt difficulties in the current traditional and modern contexts of the student-teacher relationship and I aim to explore their philosophical roots. In the history of philosophy of education...
Show moreThe teacher-student relationship is one of the most important relationships in any educational experience. In this inquiry I explore the ethics of the teacher-student relationship, namely as a relationship between the self and the other. Drawing on both personal and general educational experiences, I note felt difficulties in the current traditional and modern contexts of the student-teacher relationship and I aim to explore their philosophical roots. In the history of philosophy of education there are two main theses on such relationship: the rationalistic thesis as presented by Plato and the naturalistic thesis as presented by Rousseau. I proceed by analyzing the teacher-student relationship in Plato’s Meno and The Republic where teaching as midwifing and as leading is advanced. Using a Deweyan and a Levinasian account of violence, I argued that both modes of teaching allow for violence against the other’s otherness. Student’s alterity is sacrificed when the conformity with the ideals in both modes is not achieved. On the other hand, Rousseau argues for a different account where the student-teacher relationship should remain natural, which means to foster a self-sufficient student. In this approach the teacher’s role is reduced to a natural force where her/his otherness is sacrificed. I argue that this mode of relating alienates both the teacher and the student. In the process of pursuing self-sufficiency the self is alienated from its others. This examination should help us deepen our understanding of current problems in education, such as violence, alienation, and lack of communication. As an invitation to view the self-other relationship in the context of the student-teacher relationship differently, I propose dialogic hospitality. Dialogic hospitality provides us with three critical aspects of the ethics of the student-teacher relationship: First, it gives the other priority over the self, which decreases the chances of reducing the other to the self. Second, hospitality works contra violence against others. The safety of the guest and the safety of its otherness is a main purpose of hospitality. Furthermore, the reduction of the other/guest to the self is considered antihospitality. Third, dialogic hospitality works against alienation since it goes beyond instrumentality and shows the essential role of the other in the creation of the self. Seeing education in the lenses of dialogic hospitality requires tackling a set of questions such as: how does hospitality work in public spheres such as schools? What effect does that have on the unconditionality of hospitality? What kind of relationship to space in education does hospitality require? How can hospitality as a short-term relation satisfy longer-term relationships such as educational relationships? Is hospitality teachable? I tackle these questions to show that first, hospitality disturbs the private/public dichotomy and helps us think of schools as homes. Further, dialogic hospitality advances our understanding of how important the sense of belonging to schools for students and teachers to be hospitable. Second, I advance an account of hospitality where its short nature is appropriate for procuring longer ethical relationships. Finally, I argue for a hospitable occupational mode of schooling where the self practices its being-for-the-other nature. Dialogic hospitality should advance our discussions about current educational issues such as diversity in classrooms, global education, and student-teacher relationships.
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Date Issued: 2016
Identifier: FSU_2016SU_Almutairi_fsu_0071E_13316
Format: Thesis

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