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Title: Weathering the Storm: An Examination of Fetal Loss, Maternal Age, and Norms of Race and Sexuality.
Creator: Latinsky, Andrew, Ueno, Koji, Grzywacz, Joseph G., Burdette, Amy M., Waggoner, Miranda R., Florida State University, College of Social Sciences and Public Policy, Department of...
Show moreLatinsky, Andrew, Ueno, Koji, Grzywacz, Joseph G., Burdette, Amy M., Waggoner, Miranda R., Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: This dissertation tests if fetal loss can be applied as an extension of prior literature on the weathering hypothesis. To do so, this study extends upon the weathering hypothesis: the observation that blacks experience substantially higher levels of stress than their white counterparts in the United States, that this gap only increases as individuals become older, and that this resulting stress is correlated with negative health outcomes, especially chronic disease. This outcome is proposed...
Show moreThis dissertation tests if fetal loss can be applied as an extension of prior literature on the weathering hypothesis. To do so, this study extends upon the weathering hypothesis: the observation that blacks experience substantially higher levels of stress than their white counterparts in the United States, that this gap only increases as individuals become older, and that this resulting stress is correlated with negative health outcomes, especially chronic disease. This outcome is proposed to be caused by subtle racist events and broader institutional racism, resulting in the literal accumulation of stress in the body. The outcome of weathering can be measured in physical responses of the individual's body such as cortisol levels and blood pressure (referred to collectively as allostatic load). Because negative events lead to these stress responses being more common in blacks than whites, resulting in higher allostatic load, there is a corresponding increase in the incidence of health problems such as chronic inflammation. In prior research, the impact of weathering on maternal and child health has been tested for by examining the choice of early childbearing among black mothers. This is a time period where the gap in allostatic load measures is smaller across race. Prior studies examining the weathering hypothesis have determined that for minority women, and minority women only (particularly black women), the risk of maternal mortality, premature birth, low birth weight, and infant mortality is smaller when women become pregnant in adolescence as opposed to young adulthood. However, in spite of a fetal loss gap by race that is similar to the aforementioned maternal and child health outcomes, there is a lack of research into if effects associated with the weathering hypothesis occur with fetal loss. Two analyses are performed to test this relationship. The first analysis consists of a series of multilevel logistic models on approximately seventeen thousand pregnancy outcomes in the National Longitudinal Survey of Adolescent to Adult Health (Add Health), examining the relative risk of fetal loss based on racial and age characteristics of mothers at the time of pregnancy. The second analysis follows with a series of logistic regressions examining approximately four million pregnancies in the National Vital Statistics Survey (NVSS) for the years 2016 and 2013, also examining the influence of the mother's race, age, and its interaction on fetal loss risks in each year. These analyses find that for each sample (including both years of the NVSS), black women overall have higher risks of fetal loss than their white counterparts. However, for black and Hispanic-black women, the risk of fetal loss was lower in adolescent pregnancies than adult pregnancies, consistent with the weathering hypothesis. The findings from this dissertation suggest that the effects of weathering on maternal and child healthcare outcomes can in fact be extended to the issue of fetal loss, thereby suggesting that stress resulting from racism has a broader collection of harms than previously recognized.
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Date Issued: 2019
Identifier: 2019_Summer_Latinsky_fsu_0071E_15284
Format: Thesis

Title: An Investigation into College Mathematics in a Florida State College Pre-and Post-Optional Developmental Education Legislation.
Creator: Danuff, Allan G., Park, Toby J., Jakubowski, Elizabeth M., Hu, Shouping, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational...
Show moreDanuff, Allan G., Park, Toby J., Jakubowski, Elizabeth M., Hu, Shouping, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The Florida Legislature passed a bill that changed the placement methods for some incoming students to the Florida State College System in 2013. This analysis of state policy looks at Senate Bill 1720 as the treatment in an interrupted time-series trend study at one state college in Florida. This research attempts to answer three questions: (1) What is the enrollment trend over the last 10 years in first-level math courses, such as Intermediate Algebra (MAT1033), Liberal Arts Math (MGF1106),...
Show moreThe Florida Legislature passed a bill that changed the placement methods for some incoming students to the Florida State College System in 2013. This analysis of state policy looks at Senate Bill 1720 as the treatment in an interrupted time-series trend study at one state college in Florida. This research attempts to answer three questions: (1) What is the enrollment trend over the last 10 years in first-level math courses, such as Intermediate Algebra (MAT1033), Liberal Arts Math (MGF1106), and Elementary Statistics (STA2023) for first time in college (FTIC) students? (2) What is the trend of course passing rates in the above listed gateway math courses before and after the developmental education requirements changed? (3) What are the trends in student success rates before and after the changes to developmental education requirements in these courses for various demographics, such as race, age, and gender, for FTIC students in these math courses? This study looked at one college’s gateway math sequence in terms of enrollment and student success. The observed benefits to this institution were the gains in FTIC student enrollment in the gateway math courses. There were observed decreases in FTIC passing rates in the three gateway math courses, yet the total share of FTIC students taking and passing gateway math courses increased. This study should be shared with the Mathematics Department with the hope that it will continue to track student success in its courses and investigate other research in the area of gateway math instruction for younger post-secondary students as their enrollment continues to follow a decrease in the average student’s age.
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Date Issued: 2019
Identifier: 2019_Spring_Danuff_fsu_0071E_15030
Format: Thesis

Title: Understanding Volunteer Motivation and Retention in an Art Museum.
Creator: Graves, Sarah Copeland Gladwin, Villeneuve, Pat, Rutledge, Stacey A., Broome, Jeff, Love, Ann Rowson, Florida State University, College of Fine Arts, Department of Art Education
Abstract/Description: There are several motivating and satisfying factors that affect volunteer retention. Organizations need to know what these factors are in order to make the volunteer’s role more satisfying and therefore improve rates of retention. The purpose of this phenomenological case study was to explore the motivation factors for volunteers in an art museum setting, in particular the individual motivations for remaining at an organization for a period of time not less than one year, using Herzberg’s Two...
Show moreThere are several motivating and satisfying factors that affect volunteer retention. Organizations need to know what these factors are in order to make the volunteer’s role more satisfying and therefore improve rates of retention. The purpose of this phenomenological case study was to explore the motivation factors for volunteers in an art museum setting, in particular the individual motivations for remaining at an organization for a period of time not less than one year, using Herzberg’s Two-Factor Theory (Herzberg, Mausner, and Snyderman, 1959). The research includes an extensive literature review examining motivation theories, factors of retention and volunteering, and aspects of phenomenology. The population of this study consisted of 28 volunteers in one art museum, the Montgomery Museum of Fine Arts in Montgomery, Alabama. The museum represented an organization with an established and successful volunteer program. The participants were adults who were free-choice volunteers, or volunteers who were not required to provide service for any other reason other than their own choice. Data were collected through an online survey and in-person interviews. A statistical test with a chi-square was used to determine the relationship between volunteer retention and factors of motivation. The following factors were found to be significant in volunteer satisfaction and motivation: engagement and enrichment opportunities, a personal sense of doing something worthwhile, and enjoyment of the work itself. Of those factors, it was found that engagement and enrichment opportunities had the highest impact on volunteer retention. It was concluded that (1) there are several motivation factors for volunteers; (2) there is one motivation factor that also has a significant relationship with volunteer retention; and (3) volunteer motivation factors can also serve as factors for dissatisfaction and negatively impact retention.
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Date Issued: 2019
Identifier: 2019_Spring_Graves_fsu_0071E_14974
Format: Thesis

Title: Connecting Disciplinary and Pedagogical Spaces in Statistics: Perspectives from Graduate Teaching Assistants.
Creator: Findley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School...
Show moreFindley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: As a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and...
Show moreAs a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and instructors’ views about the discipline they teach inform their instructional approaches. This work specifically focuses on the disciplinary views of graduate teaching assistants (GTAs), who continue to serve a critical role in undergraduate instruction. Using multiple case study design, I document the views, experiences, and teaching practices of four statistics GTAs over the course of a full year—from their induction into the department in the fall, until their first solo-teaching opportunity the following summer. From the literature, I organized important disciplinary themes in statistics, including disciplinary purpose, epistemology, and disciplinary engagement. Targeting issues and questions stemming from these areas, I documented the various perspectives, models, and tensions that characterized the disciplinary views of the participants. I also documented the relevant experiences and influences that motivated these views. Additionally, I explored the GTAs’ pedagogical views and vision for teaching introductory statistics while looking for possible connections (and glaring disconnects) between these views and their disciplinary views. Finally, I observed their instruction and considered the participants’ teaching reflections as I looked for alignment between their expressed views and actual instructional decisions. From the data, I found that several of the GTAs expressed sophisticated views and expert notions about the discipline. There was a clear disconnect, however, between their perceptions of disciplinary work and the work of students in an introductory statistics course. Despite recognition that statistical questions typically do not have right answers, that statistical methods are often quite flexible and contextually-driven, or that many disciplinary elements developed through community negotiation rather than discovery, the GTAs struggled to bridge these considerations to the tasks being posed and the practices being emphasized in introductory courses. The participants also expressed a basic desire to engage students in practice problems and activities, yet their instructional visions were not specific and well-grounded in rich classroom experiences that modeled student-centered pedagogy. As a result, all four GTAs converged on a singular vision for introductory statistics. This vision involved focusing on “the basics,” acquainting students with a wide array of procedures, honing students’ computational abilities, and emphasizing statistical problem-solving as a pursuit for right answers. This dissertation study provides insights into disciplinary tensions that may be of value in developing an instrument for assessing the disciplinary views of instructors and students alike. GTAs without well-developed views may need opportunity to engage in rich, open-ended tasks that serve to develop their disciplinary perspectives. Additionally, this work reveals how GTAs may struggle to bridge their perceptions of advanced disciplinary work to the work of their own students. Acquaintance and experience engaging in tasks that promote informal inferential reasoning or exploratory data analysis, coupled with connections to situated and constructivist learning theories, may enrich GTAs’ instructional visions as they see how disciplinary and instructional spaces may interact and inform one another.
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Date Issued: 2019
Identifier: 2019_Spring_Findley_fsu_0071E_15023
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: Elementary and Special Education Pre-Service Teachers' Self-Efficacy Beliefs about Teaching Mathematics and Science to Students with Autism: A Preliminary Study.
Creator: Garris, G. Stephen (Gregory Stephen), Hanline, Mary Frances, Paek, Insu, Jakubowski, Elizabeth M., Whalon, Kelly J., Florida State University, College of Education, School of...
Show moreGarris, G. Stephen (Gregory Stephen), Hanline, Mary Frances, Paek, Insu, Jakubowski, Elizabeth M., Whalon, Kelly J., Florida State University, College of Education, School of Teacher Education
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Abstract/Description: The prevalence rate of autism spectrum disorder (ASD) among school aged children in the US has increased exponentially, compared to estimates from the year 2000. Increased numbers of elementary students with ASD are spending 80% or more of the school day in general education settings, which may pose challenges for both veteran and beginning elementary teachers. Furthermore, there are more rigorous mathematics and science standards that beginning teachers will be responsible for providing...
Show moreThe prevalence rate of autism spectrum disorder (ASD) among school aged children in the US has increased exponentially, compared to estimates from the year 2000. Increased numbers of elementary students with ASD are spending 80% or more of the school day in general education settings, which may pose challenges for both veteran and beginning elementary teachers. Furthermore, there are more rigorous mathematics and science standards that beginning teachers will be responsible for providing instruction to all students, including those with ASD. The transition of mathematics and science standards impacts both elementary teachers and special education teachers because many professional teaching organizations feel both types of instructors should have the proper knowledge in these subject areas for effective instruction. However, there is evidence that both special education and elementary education teachers may not feel efficacious to teach this content. Established and novel survey instruments were administered to a sample of 39 senior pre-service teachers majoring in special education and elementary education, to obtain data related to their field teaching experiences, personal experience interacting with individuals with ASD, and their reported undergraduate coursework. This study was designed to investigate and compare the self-efficacy beliefs of pre-service teachers majoring in special education and elementary education, which was focused on the following context-specific instructional situations: 1) mathematics instruction; 2) science instruction; 3) mathematics instruction to students with ASD; 4) science instruction to students with ASD; and 5) general instructional considerations for teaching students with ASD. Results of the study indicated elementary education pre-service teachers had lower teaching efficacy beliefs in teaching mathematics and science to students with ASD, compared to their mean teaching efficacy scores for the instruction with mathematics and science in general situations. Furthermore, elementary education majors scored significantly lower on teaching mathematics to students with ASD, teaching science to students with ASD, and teaching students with ASD in general, compared to their special education peers in the obtained sample. The new instruments measuring mathematics and science teaching efficacy were determined to have good reliability. Implications for teacher preparation programs and recommendations for future research are discussed.
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Date Issued: 2019
Identifier: 2019_Spring_Garris_fsu_0071E_15026
Format: Thesis

Title: Come, Ask My Heart: Voice, Meaning, and Affect among Algerian Sha'Bi Musicians in Paris.
Creator: Orr, Christopher C. (Christopher Crandall), Jackson, Margaret R., Gaiser, Adam R., Gunderson, Frank D., Bakan, Michael B., Florida State University, College of Music
Abstract/Description: In this dissertation I explore performances of Algerian sha‘bī music in Paris as affectively powerful experiences for the Algerian migrant community. Literally meaning “popular,” sha‘bī developed as a modernized form of colloquial sung poetry among the working class of mid-twentieth century Algiers and has remained a significant mode of cultural expression in the twenty-first century. By comparing a range of formal and informal contexts of performance, I consider the interdependency of place...
Show moreIn this dissertation I explore performances of Algerian sha‘bī music in Paris as affectively powerful experiences for the Algerian migrant community. Literally meaning “popular,” sha‘bī developed as a modernized form of colloquial sung poetry among the working class of mid-twentieth century Algiers and has remained a significant mode of cultural expression in the twenty-first century. By comparing a range of formal and informal contexts of performance, I consider the interdependency of place and intimacy in the expression of authority, morality, ecstasy, tradition, and communal belonging in sha‘bī praxis. I eschew dyadic constructions of home and exile and instead explore the idea of place in multiple guises, both real and imagined, as it either constrains or enables shared ecstatic experience among listeners. During successful sha‘bī performances, participants transform physical spaces into places of intimacy by entraining with one another’s emotional states. This state of shared heightened emotion is vested in the role of the shaykh, who moves the audience through skillful execution of sha‘bī’s musical conventions and his demonstration of textual knowledge through a convincing interpretation of the musical poetry. Central to this experience is the voice of the shaykh, which imbues the text with affective power and establishes the singer as the embodiment of tradition. As evoked metaphorically in the sung refrain of a well-known song, “Come, ask my heart to share with you its news and you’ll see that you own it and you know what you’ve done to it,” the singer invites the audience into a shared ritual of ecstatic, musical interaction in which bodily co-presence and emotional entrainment bring listeners together in collective effervescence. Perhaps most importantly, singers are imbued with moral virtues by adoring devotees, which allows them to shape the emotional experiences of individual performances. Informed by interviews and participant observations, I examine how the sha‘bī singer comes to embody the weight of tradition and joins with musicians and audiences to facilitate intimacy across a range of Parisian environments. In the process, I seek to illuminate why sha‘bī continues to be such a dynamic, meaningful mode of cultural expression for France’s Algerian diasporic community.
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Date Issued: 2019
Identifier: 2019_Spring_Orr_fsu_0071E_15040
Format: Thesis

Title: A Pedagogical Study of the Saxophone through the Lens of Acoustic Niche Hypothesis.
Creator: Childs, Nicholas James, Deibel, Geoffrey, Bish, Deborah, Keesecker, Jeff, Von Glahn, Denise, Florida State University, College of Music
Abstract/Description: The purpose of this document is to construct a pedagogical model for which we can better teach the adaptation and versatility of the saxophone within the musical world. In my experience, there seems to be an absence of discussion regarding the rich historical diversity of the instrument. When considering the development of the saxophone it is usually within the scope of a particular musical style, most often through the genres of classical music or jazz. By narrowing our scope to the field...
Show moreThe purpose of this document is to construct a pedagogical model for which we can better teach the adaptation and versatility of the saxophone within the musical world. In my experience, there seems to be an absence of discussion regarding the rich historical diversity of the instrument. When considering the development of the saxophone it is usually within the scope of a particular musical style, most often through the genres of classical music or jazz. By narrowing our scope to the field that we inhabit we leave out some of the most innovative and interesting approaches to the instrument, and concepts that could potentially be integrated into our own performance practices. Through an examination of how the instrument has adapted in response to technological, social and aesthetic changes we gain insight into the flexibility of the instrument and begin to dismantle barriers that often define “schools of playing.” By establishing the saxophone’s history of adaptation, I build an argument that there is no singular correct approach to sound, only a rich variety of choices. Soundscape ecologist Bernard Krause popularized the term “acoustic niche” which originated from his colleague Ruth Happel. Acoustic niche refers to the situation by which vocalizing creatures within a particular environment alter their frequencies to compensate for sonic changes to their territory caused by encroaching other species including humans. He states that examining, “the diversity and structure of natural sounds from a rainforest forcefully demonstrates very special relationships of many insects, birds, mammals, and amphibians to each other.” The adaptation of creatures’ vocalizations, rising and falling within certain frequency levels, is essential to their survival. Any “masking” or invasion by others threatens an individual’s ability to locate food sources, communicate danger signals and attract mates. In this context, acoustic niche theory becomes a useful metaphor for the development, adaptation, and trajectories of the saxophone in the instrumental world. Since its invention in the mid-nineteenth century, the saxophone has regularly adapted and altered its tonal profile to carve a place in a diverse spectrum of genres and musical styles. The opening chapter discusses the landscape of the saxophone community as a whole. This includes the genres of classical and jazz as well as niche communities such as Carnatic and popular musics. In this chapter I frame the issue of “specialization” and provide background material on acoustic niche theory. The second chapter seeks to complicate and enrich the saxophone’s historical narrative in order to demonstrate the logic of various communities existing within. The third chapter begins with a discussion of technological changes made to the instrument since its invention. The remainder of chapter three explores a variety of diverse tonal profiles that exist within general communities such as classical, jazz, popular and non-Western musics. The final chapter considers a practical application of these discussions and presents a sample pedagogical method.
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Date Issued: 2019
Identifier: 2019_Spring_Childs_fsu_0071E_15184
Format: Thesis

Title: Parental Involvement, Students' Self-Esteem, and Academic Achievement in Immigrant Families in the United States.
Creator: Yin, Mengmeng, Turner, Jeannine E., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: The current study explored factors that might be related to immigrant students’ academic achievement in the United States. To be specific, this study examined the relationships among parental involvement, students’ self-esteem and students’ academic achievement in immigrant families. In this study, I focused on the ethnicities of Hispanic and Asian immigrants in the United States. Furthermore, the current study investigated the extent to which Hispanic and Asian immigrant students’ self...
Show moreThe current study explored factors that might be related to immigrant students’ academic achievement in the United States. To be specific, this study examined the relationships among parental involvement, students’ self-esteem and students’ academic achievement in immigrant families. In this study, I focused on the ethnicities of Hispanic and Asian immigrants in the United States. Furthermore, the current study investigated the extent to which Hispanic and Asian immigrant students’ self-esteem mediated the relationships between parental involvement and students’ academic achievement. Parental involvement included four dimensions: parental expectations, parental monitoring, parent-child communication, and parental participation in school activities. Using path analysis and multi-group path analysis, data were analyzed from 1,070 immigrant students, who attended 11th and 12th grades, and their parents from the Children of Immigrants Longitudinal Study (1991-2006). After removing the variable of parental monitoring from the path analysis due to no relationship with students’ self-esteem and GPA (with other variables controlled), findings showed that, parental expectations positively predicted students’ self-esteem and their academic achievement; parent-child communication positively predicted students’ self-esteem, but negatively predicted students’ academic achievement. In addition, parental participation in school activities positively predicted students’ self-esteem; however, there was no significant relationship with students’ academic achievement. Additionally, students’ self-esteem was not related to students’ academic achievement and had no mediation effect on the relationships between parental involvement and students’ academic achievement. These findings showed no differences between Hispanic and Asian immigrant families. Keywords: parental involvement, academic achievement, self-esteem, immigrant families, CILS
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Date Issued: 2019
Identifier: 2019_Spring_Yin_fsu_0071N_15214
Format: Thesis

Title: What Is Gained from Participation in a Research Experience for Teachers Program?: Examining Teachers' Experiences of Science through Three Conceptual Lenses.
Creator: Davidson, Shannon Gooden, Southerland, Sherry A., Jaber, Lama, Harper, Kristine, Hughes, Roxanne M. (Roxanne Marie), Whitacre, Ian Michael, Florida State University, College of...
Show moreDavidson, Shannon Gooden, Southerland, Sherry A., Jaber, Lama, Harper, Kristine, Hughes, Roxanne M. (Roxanne Marie), Whitacre, Ian Michael, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: Current visions for science education in the United States highlight the notion that students should be afforded opportunities to participate in science learning in ways that mirror the discursive norms, practices, and epistemic orientations of scientists. In this way, K-12 teachers hold a complex responsibility to develop and implement instructional practices that will highlight both the content of science and the culture of science in meaningful ways that will engender student learning. In...
Show moreCurrent visions for science education in the United States highlight the notion that students should be afforded opportunities to participate in science learning in ways that mirror the discursive norms, practices, and epistemic orientations of scientists. In this way, K-12 teachers hold a complex responsibility to develop and implement instructional practices that will highlight both the content of science and the culture of science in meaningful ways that will engender student learning. In order to align with this vision of science learning and teaching, teachers should have a grasp of the discipline. That is, along with conceptual knowledge, teachers must also—for example—understand the norms, goals, and values of the scientific community, have knowledge of and skill with the practices of science, recognize the epistemic dimensions of science, and understand that science exists in a cultural and sociopolitical context. Yet, it is difficult to expect science teachers to know how to bring such nuanced aspects of the discipline of science into their instructional practice if they themselves have had little to no experience with the community of science and its disciplinary underpinnings. This stands particularly true for elementary teachers who are often less well prepared and equipped to teach science than their secondary counterparts. With this in mind, professional development programs such as Research Experience for Teachers (RET) have been considered to be one venue wherein teachers—elementary and secondary alike—can participate in science research through immersive and collaborative work with scientists over an extended period of time. While RET programs differ widely in their research focus, science discipline, time span, programmatic structure, and so forth, the goal of all RET programs is to support teachers in their understanding of science so that they may bring this learning back to their classroom, and in turn, influence their science teaching for the purpose of increased student learning. While RETs are largely recognized as productive experiences for teachers, there is little understood about the occurrences within RET that can make them lastingly impactful and important to teachers. The research presented in this dissertation begins to address this gap in the research by examining teachers’ participation in RET from the view of three distinct conceptual lenses: that of communities of practice, of epistemic affect, and of critical events, respectively. The first paper examines how K-12 teachers make sense of the discipline of science through the concept of ‘communities of practice’ and considers how teachers’ experiences of science research differ from those experiences of novice and practicing scientists entering the field. From interview data from RET participants, the findings are drawn upon to put forth a conceptual framework that can guide future research on the unique experiences of teachers through RET participation. The second paper aims to consider how elementary teachers’ participation within a science research community fosters their epistemic affect in ways that may shape and inform their instruction in future classroom practice. From interviews and in-depth observations, the paper considers the ways in which teachers in RET may experience emotions and feelings similar to scientists as they conduct research work and construct knowledge. The third and final paper in this collection draws on the lens of critical events to examine the experiences of one elementary teacher as she reflects on her own understanding of the discipline of science in light of specific events occurring during her RET participation. From interviews occurring more than three months after Ava’s participation in scientific research at RET, three events were identified as ‘critical’ because of their particular salience and import to her disciplinary understandings of science. The paper delineates shifts in the ways Ava came to view science, scientists, and the community of science as a result of her RET participation and considers the implications of what it means to take seriously the personally-relevant experiences of teachers as they participate in scientific research. All in all, this collection of research examines what teachers can gain from RET participation in ways that other research has not necessarily considered. Through the viewpoint of three distinct conceptual lenses, this work seeks to shed light on teachers’ experiences and learning within the discipline and community of science, and hopes to inform researchers, program designers, and other interested stakeholders in the science education community about the possibilities for teacher learning when teachers are provided opportunities to participate in science research.
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Date Issued: 2019
Identifier: 2019_Spring_Davidson_fsu_0071E_15248
Format: Thesis

Title: Making a Way out of No Way: Black Progress & the AME Church in Early County, Georgia to 1918.
Creator: Harris, Kyle Quinton, Jones, Maxine Deloris, Montgomery, Maxine Lavon, Mooney, Katherine Carmines, Piehler, G. Kurt, Florida State University, College of Arts and Sciences,...
Show moreHarris, Kyle Quinton, Jones, Maxine Deloris, Montgomery, Maxine Lavon, Mooney, Katherine Carmines, Piehler, G. Kurt, Florida State University, College of Arts and Sciences, Department of History
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Abstract/Description: Utilizing the historical and cultural frameworks of Stephen Hahn and bell hooks and their scholarly predecessors and contemporaries, this study focuses on the African Methodist Episcopal (AME) Church in Early County, Georgia, as a counter-hegemonic rural space for refuge, resistance, ingenuity and community-building, paying close attention to the activities at county seat, Blakely, which rippled through Early County. Chapter 1 of this study will examine the historical presence and...
Show moreUtilizing the historical and cultural frameworks of Stephen Hahn and bell hooks and their scholarly predecessors and contemporaries, this study focuses on the African Methodist Episcopal (AME) Church in Early County, Georgia, as a counter-hegemonic rural space for refuge, resistance, ingenuity and community-building, paying close attention to the activities at county seat, Blakely, which rippled through Early County. Chapter 1 of this study will examine the historical presence and significance of Blacks in Early County and their encounters with Methodism. The writer builds the argument that Africans in Early County always exercised varying degrees of ingenuity and autonomy, even under the yoke of slavery. As a consequence of the 13th and 14th Amendments, Blacks in the county were legally placed in a new space wherein they could make permanent inroads and influence AND develop this society. Utilizing the official media organ of the AME Church, The Christian Recorder and correspondence from AME Bishops, Elders, and laity, the writer shows how the national thrust of the AME church influenced the work of freedom and progress at the local level, evidenced through the accomplishments and collaborative efforts of AMEs and community leaders in Early County. In order for freedom and democracy to expand and be firmly rooted in a community, education must be at its core. Chapter 2 examines the AME Church's role in the field of education in Georgia, paying particular attention to African Methodist educational work in Early County and its influences across the state. Using the framework of Hooks, the establishment of the AME Church --- its educational and political arm created new "worlds" for Blacks in Early County. Moreover, it provided a "safe space" for the building of community. Chapter 3 will examine the political role of the AME Church in Early County, Georgia, highlighting how the firmly-bound ties of the connectional AME church, worked to undermine White Supremacy in Blakely, focusing on the leaders of this political movement and their religious background and influence. Efforts at Black progress, freedom and autonomy in Early County were not met with open arms from the county's White citizens, at times it was met with violent retaliatory measures. Chapter 4 will examine violence in the county, analyzing two instances of overt race violence, where AME Churches and congregants, among others, were targeted. It will also examine the AME Church's national stance on race violence, highlighting the viewpoint of leaders at the national and local levels and how they mitigated polarized race relations at the county seat. Overall, this study seeks to add to the historical scholarship of the AME Church's role in Black progress in America. In hooks' "Choosing the Margin As A Space of Radical Openness" she emphasizes a significant line from the South African Freedom Charter which states, "Our struggle is also a struggle of memory against forgetting" in her discussion on radical politics in the perceived Black peripheral space. It is hoped that this work will highlight the efforts of the AME church and Black people in Early County who embraced a radical and transformative movement of forward progress, outside of the scope of White Supremacy. In addition to this study creating an accurate historical record for the halls of academia, this work also encourages readers to remember, identify, examine, enhance and reimage the historical tenets of Black political progress and implement them to galvanize civic participation, societal justice and inclusive education in the rural South.
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Date Issued: 2019
Identifier: 2019_Summer_Harris_fsu_0071E_15373
Format: Thesis

Title: How Adolescent African American Females Make Sense of Stem Learning.
Creator: Hamilton, Jennifer L. (Jennifer Leigh), Jakubowski, Elizabeth M., Iatarola, Patrice, Davis, Angela F., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Despite increasing attention given to STEM education in the United States, little focus is given on how adolescent African American females make sense of STEM education in a middle grades' context. Framed within the situated cognition theory, this study explores how young Black females make sense of STEM learning through engaging with structured STEM-based activities while participating in one of two different middle grades classroom settings. Furthermore, data from one-on-one interviews,...
Show moreDespite increasing attention given to STEM education in the United States, little focus is given on how adolescent African American females make sense of STEM education in a middle grades' context. Framed within the situated cognition theory, this study explores how young Black females make sense of STEM learning through engaging with structured STEM-based activities while participating in one of two different middle grades classroom settings. Furthermore, data from one-on-one interviews, task observations, and a focus group discussion were triangulated to show how the participants made sense of their learning. As a result of this study, participants' sensemaking of STEM emerged in three unique cases and was identified in light of how they defined the acronym STEM, how they verbalized and demonstrated the practices used by scientists and engineers, and the types of academic resiliency they either referred to or displayed throughout the process.
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Date Issued: 2019
Identifier: 2019_Summer_Hamilton_fsu_0071E_15429
Format: Thesis

Title: Same Standards, Different Classes: Comparative Case Study on the Issue of Social Class in Public School Art Education.
Creator: Wei, Yi-Wen, Broome, Jeffrey L. (Jeffrey Lynn), Khurshid, Ayesha, Villeneuve, Pat, Shields, Sara Scott, Florida State University, College of Fine Arts, Department of Art Education
Abstract/Description: The purpose of this study was to explore the issue of social class in art education. As mentioned in my theoretical framework underlying this study, Bourdieu (1973/2000) used the term cultural capital as forms of knowledge, tastes, and practices to explain the relationship between knowledge and power in the field of education. I employed Bourdieu's concepts of cultural capital to further develop my argument on the relationship between social class and visual arts education. By using...
Show moreThe purpose of this study was to explore the issue of social class in art education. As mentioned in my theoretical framework underlying this study, Bourdieu (1973/2000) used the term cultural capital as forms of knowledge, tastes, and practices to explain the relationship between knowledge and power in the field of education. I employed Bourdieu's concepts of cultural capital to further develop my argument on the relationship between social class and visual arts education. By using qualitative comparative case study methods, I examined the similarities and differences in the implementation of visual art education between two selected third-grade classes with distinct aggregations of student socioeconomic status, yet taught by the same itinerant art teacher in the same county¬. I scrutinized and compared the two cases with respect to their overall access to art education resources, including funding, materials, and allotment of time for instruction; the art-related knowledge, values, and skills taught and emphasized in each art classroom; the similarities and differences between the two cases in terms of how art instruction was implemented and the art teacher's reasons for differentiating or not differentiating art instruction. This study was conducted in a metropolitan area in Virginia. I used purposeful sampling to select my participant—one itinerant visual art teacher, who traveled between and worked at a Title 1 elementary school and another elementary school within a relatively affluent area with a much lower rate of students eligible for the National School Lunch Program (NSLP). The difference in the percentages of students enrolling in the NSLP between these two schools is up to 73%. The fieldwork took place from October 2017 until March 2018. Through fieldwork, I collected data through observation, interviews, and relevant document collection. I then organized and analyzed the collected data during April 2018 to November 2018 and began to write the findings in December 2018. My data analysis strategies included writing initial codes and memos, generating patterns and themes, and selecting cross-cases themes and topics. The cross-case comparison identified the following findings: (1) the economic and racial/ethnic differences between the two school communities; (2) the disparities in external educational resources; (3) the differences in students' learning foundations and inspirations; (4) the emphasis on formalist aesthetics and craftsmanship in art instruction aligning with Virginia's Visual Art Standards; (5) the different in students' learning outcomes in art; and (6) the different cultures of learning between the two classes. Holding postmodern perspectives as my philosophical framework for this study, I value the local contexts in which I conducted this study and encourage readers to construct their own judgment and interpretation. Expanding upon my findings, I provided the implications of my study for visual arts coordinators and administrators, art education practitioners, and art teacher training programs in higher education. To further investigate the issue of social class in art education, I also recommended a multitude of relevant issues with methodologies to be used in future research.
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Date Issued: 2019
Identifier: 2019_Summer_Wei_fsu_0071E_15276
Format: Thesis

Title: Racial Identity and Mindfulness as Predictors of Post-Traumatic Growth in Black Adults Experiencing Race-Based Trauma.
Creator: Campbell, Amanda L., Dong, Shengli, Abell, Neil, Ebener, Deborah J., Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreCampbell, Amanda L., Dong, Shengli, Abell, Neil, Ebener, Deborah J., Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Recent advancements in multicultural psychology show that racial minorities experience trauma symptoms as a result of stress-inducing racial-based events (Carter, 2007). In response, Evans et al. (2015) proposed using a post-traumatic growth (PTG) framework to help individuals with race-based trauma (RBT) to enhance their sense of autonomy, connection, and life purpose (Joseph et al., 2012b). However, no research to date has empirically examined the relationship between these variables. The...
Show moreRecent advancements in multicultural psychology show that racial minorities experience trauma symptoms as a result of stress-inducing racial-based events (Carter, 2007). In response, Evans et al. (2015) proposed using a post-traumatic growth (PTG) framework to help individuals with race-based trauma (RBT) to enhance their sense of autonomy, connection, and life purpose (Joseph et al., 2012b). However, no research to date has empirically examined the relationship between these variables. The current study examined the amount of variance of PTG explained by racial identity attitudes and mindfulness facets in Black Americans who meet criteria for RBT. The identified independent variables of mindfulness and racial attitudes were selected as they have been shown to impact the appraisal process directly (Hanley et al., 2015) and indirectly (Franklin-Jackson & Carter, 2007), respectively. The sample consisted of 134 self-identified Black adults (≥18) who met criteria for RBT, as measured by the Race-Based Trauma Stress Symptom Scale (Carter, 2007). PTG, racial identity attitudes, and mindfulness facets were measured using the Psychological Well-Being Post-Traumatic Changes Questionnaire (Joseph et al., 2012), the Cross Racial Identity Scale (Cross & Vandiver, 2001), and the Five-Facet Mindfulness Questionnaire (Baer et al., 2008). Results of a hierarchical multiple regression showed that the complete model accounted for 35% of PTG, where Self-Hatred attitudes (β = -.29), Anti-White attitudes (β = -.32), and Act with Awareness (β = .22) emerged as significant predictors. This exploratory study provides partial support for the relationship between racial identity attitudes, multicultural facets, and PTG in the context of Black Americans experiencing RBT. The current study provides a foundation for future research treating race-based injuries and promoting PTG in the Black population.
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Date Issued: 2019
Identifier: 2019_Summer_Campbell_fsu_0071E_15297
Format: Thesis

Title: Dyadic Level Coping and the Effects on Diabetes Management and Control in Couples with One Partner Diagnosed with Type 2 Diabetes: A Pilot Study.
Creator: Seibert, Gregory Scott, Fincham, Frank D., McNulty, James, McWey, Lenore M., Cui, Ming, Florida State University, College of Human Sciences, Department of Family and Child Sciences
Abstract/Description: In an attempt to improve treatment adherence in type 2 diabetes patients, researchers are turning to the couple system as one potential point of intervention. However, due to the lack of knowledge surrounding the role general relationship processes have in influencing diabetes management behaviors, very few couple-based interventions exist. Therefore, the current pilot study assesses the potential importance, and feasibility, of examining dyadic coping processes in the context of diabetes...
Show moreIn an attempt to improve treatment adherence in type 2 diabetes patients, researchers are turning to the couple system as one potential point of intervention. However, due to the lack of knowledge surrounding the role general relationship processes have in influencing diabetes management behaviors, very few couple-based interventions exist. Therefore, the current pilot study assesses the potential importance, and feasibility, of examining dyadic coping processes in the context of diabetes management and support among couples where one partner has type 2 diabetes. Preliminary findings suggest dyadic coping processes of both partners may be important in helping understand how general couple relationship processes can be used as a point of intervention for treating type 2 diabetes. However, a full-scale study is not feasible without adaptations to the current study protocol, measurements, recruitment procedures and funding.
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Date Issued: 2019
Identifier: 2019_Summer_Seibert_fsu_0071E_15271
Format: Thesis

Title: Is State Safety Net Capacity Adequate to Meet Basic Needs?.
Creator: Swanson, Jeffrey V., Barrilleaux, Charles, Coleman, Eric A., Weissert, Carol S., Florida State University, College of Social Sciences and Public Policy, Department of Political...
Show moreSwanson, Jeffrey V., Barrilleaux, Charles, Coleman, Eric A., Weissert, Carol S., Florida State University, College of Social Sciences and Public Policy, Department of Political Science
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Abstract/Description: This dissertation consists of three individual studies on the role of state governments in social welfare. The first paper discusses the relationship between gubernatorial administrative capacity and the ability for Democrats to increase social welfare spending after the state has experienced an economic downturn. Using panel data for 49 US states from 1987 to 2014, I examine whether budgetary authority allows governors to respond to an economic contraction in the expected partisan matter. I...
Show moreThis dissertation consists of three individual studies on the role of state governments in social welfare. The first paper discusses the relationship between gubernatorial administrative capacity and the ability for Democrats to increase social welfare spending after the state has experienced an economic downturn. Using panel data for 49 US states from 1987 to 2014, I examine whether budgetary authority allows governors to respond to an economic contraction in the expected partisan matter. I find evidence to support the view that governors shape budget policy in a manner that is consistent with their preferences. The second paper is on the decentralization of Medicaid and Aid to Families with Dependent Children (AFDC)/Temporary Assistance for Needy Families (TANF) by the national government to the state governments to see if the programs were made worse off in performing their goal of poverty alleviation. Decentralization is measured using expenditure ratios of state general fund spending to federal government spending. I find that more state involvement in Medicaid reduces expected poverty growth even after controlling for state economic, political, and demographic factors. Although no effect was found from AFDC/TANF decentralization, the results do demonstrate a positive impact from more state involvement in Medicaid. The final study is on the impact of social assistance programs on infant health. Infant mortality rates are an important indicator of population health. The primary goal of this chapter is to serve as an evaluation of government redistributive programs and population health. Do the outputs of social assistance programs reach their intended beneficiaries? I find that increased Supplemental Nutrition Assistance Program (SNAP) and TANF benefit generosity within states has a negative association with overall infant mortality after controlling for economic development and additional factors related to infant health.
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Date Issued: 2019
Identifier: 2019_Summer_Swanson_fsu_0071E_15281
Format: Thesis

Title: Helicopter Parents in the Lives of College Students: A Grounded Theory Approach.
Creator: Allen, Jeffery William, Cui, Ming, Rehm, Marsha Lynn, Randolph, Karen A., Grzywacz, Joseph G., Florida State University, College of Human Sciences, Department of Family and...
Show moreAllen, Jeffery William, Cui, Ming, Rehm, Marsha Lynn, Randolph, Karen A., Grzywacz, Joseph G., Florida State University, College of Human Sciences, Department of Family and Child Sciences
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Abstract/Description: Helicopter parenting continues to be an important issue for social science researchers. Researchers continually seek to understand this phenomenon within the context of the college student population. One of the core issues challenging this body of research is the continued tendency and focus towards understanding helicopter parenting through a quantitative lens while overlooking the theoretical foundation upon which this research is built. Through a grounded theory approach, this qualitative...
Show moreHelicopter parenting continues to be an important issue for social science researchers. Researchers continually seek to understand this phenomenon within the context of the college student population. One of the core issues challenging this body of research is the continued tendency and focus towards understanding helicopter parenting through a quantitative lens while overlooking the theoretical foundation upon which this research is built. Through a grounded theory approach, this qualitative study seeks to begin to build a theoretical foundation through interviews of a sample of 20 college students who have experienced helicopter parenting in their own life. Four distinct types of helicopter parenting were discovered and used to begin to create a substantive theory for this field. The empirical implications of how this theoretical discovery could bolster and unify the field, how these findings could fit within the current research literature, and the practical implications for parents and professionals were also discussed.
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Date Issued: 2019
Identifier: 2019_Fall_Allen_fsu_0071E_15549
Format: Thesis

Title: Primary Sources and Professional Growth: A Phenomenological Study of University Mathematics Instructors.
Creator: Can, Cihan, Clark, Kathleen (Kathleen M.), Ke, Fengfeng, Larson, Christine (Christine J.), Myers, John P. (John Patrick), Florida State University, College of Education, School...
Show moreCan, Cihan, Clark, Kathleen (Kathleen M.), Ke, Fengfeng, Larson, Christine (Christine J.), Myers, John P. (John Patrick), Florida State University, College of Education, School of Teacher Education
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Abstract/Description: My goal in this study was to investigate the role of primary source projects (PSPs) on instructor growth regarding the post-secondary mathematics teaching. A PSP is a curricular material that aims to guide students reading of primary historical sources through some tasks and secondary narrative by the author of the PSP (Barnett, Lodder, & Pengelley, 2014). This study was primarily motivated by university mathematics instructors’ growing interest in using PSPs for some part of their teaching...
Show moreMy goal in this study was to investigate the role of primary source projects (PSPs) on instructor growth regarding the post-secondary mathematics teaching. A PSP is a curricular material that aims to guide students reading of primary historical sources through some tasks and secondary narrative by the author of the PSP (Barnett, Lodder, & Pengelley, 2014). This study was primarily motivated by university mathematics instructors’ growing interest in using PSPs for some part of their teaching through their participation in the National Science Foundation-funded Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project. In this regard, an examination of instructor’s experiences with PSPs in a textbook-dominated field as undergraduate mathematics instruction has the potential to respond to the recent calls by major mathematical institutions’ for improving the quality of instruction at the undergraduate level (Saxe & Braddy, 2015). In this phenomenologically grounded study, I explored the interactions of two mathematics instructors who taught with the PSP, “Solving a System of Linear Equations Using Ancient Chinese Methods” (SSLE; Flagg, 2018) to investigate if, and how, such interactions contribute to the professional growth of instructors. One of the participants is the author of the PSP and the other one was a first-time user of the material. I used semi-structured interviews, instructors’ responses to the open-ended items in TRIUMPHS surveys, and their CVs as the data collection methods to understand their engagement with SSLE, and the role of such engagements on their professional growth. I used the Interconnected Model (Clarke & Hollingsworth, 2002) to document the changes that instructors reported as a result of using the PSP for their teaching, where I derived conclusions regarding instructors’ professional growth. PSP engagement had significant impact on Dr. Flagg’s and Dr. Edward’s classroom teaching, participation to scholarly activities, and hence contributing to their professional growth. In my detailed analysis of data, I observed that what both instructors considered prior to their PSP engagement as salient outcomes of mathematical learning experience had a pivotal role on the changes that they experienced as a result of their PSP engagement.
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Date Issued: 2019
Identifier: 2019_Fall_Can_fsu_0071E_15541
Format: Thesis

Title: Food for the Soul: A Case Study of Two Food-Activist Musicians.
Creator: Quarles, Melissa, Gunderson, Frank D., Jackson, Margaret R., Peres, Tanya M, Florida State University, College of Music, College of Music
Abstract/Description: In this thesis, I investigate how music and food intersect. I juxtapose two musicians whose relationship with music and food is integral to their world-view and social activism: the swamp-funk/blues guitarist and gumbo-cooker, Bill “Sauce Boss” Wharton and vegan rapper, running coach, and “fit hop” artist, Stic.man of Dead Prez. I examine each artist’s relationship to music and food via five themes: 1) Content – consisting of the aspects of music and food that are physical “texts” or “objects...
Show moreIn this thesis, I investigate how music and food intersect. I juxtapose two musicians whose relationship with music and food is integral to their world-view and social activism: the swamp-funk/blues guitarist and gumbo-cooker, Bill “Sauce Boss” Wharton and vegan rapper, running coach, and “fit hop” artist, Stic.man of Dead Prez. I examine each artist’s relationship to music and food via five themes: 1) Content – consisting of the aspects of music and food that are physical “texts” or “objects,” including lyrics, form, instruments, ingredients, and utensils; 2) Communication – symbolic representation of ideas or identities (ethnic, gender, regional or otherwise), especially through metaphor; 3) Process – music and food as performance; 4) Space and place; and 5) Consumption/embodiment, especially in relation to health and wellness. Independent of one another, studies of food culture or music are well-established areas of scholarly interest. As Edmundo Murray notes, “Reflection on the relation between music and food has weak roots. The literature on food culture is abundant and growing almost daily. At least the same can be said of texts about music. However, books about food and music represent a surprisingly untapped field.” This thesis addresses the intersection of these two unique cultural domains.
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Date Issued: 2018
Identifier: 2018_Su_Quarles_fsu_0071N_14576
Format: Thesis

Title: I'm Used to Having to Look at Myself through Somebody Else's Eyes: Comparing Black Women's Expeirences of Stereotyping at a Historically Black University and a Predominantly White University.
Creator: Armstrong, Jasmine Cheynne, Padavic, Irene, Reynolds, John R., Tillman, Kathryn H., Florida State University, College of Social Sciences and Public Policy, Department of Sociology
Abstract/Description: This study examines variation in the cultural stereotypes African American women encounter at a historically Black university and at a predominantly White university and the possible differences in the stereotypes' effect. Prior research reveals a variety of “controlling images” of African American women in the society at large and at predominantly white universities in particular. A separate literature on HBCUs indicates many advantages for African Americans, such as philosophies that mirror...
Show moreThis study examines variation in the cultural stereotypes African American women encounter at a historically Black university and at a predominantly White university and the possible differences in the stereotypes' effect. Prior research reveals a variety of “controlling images” of African American women in the society at large and at predominantly white universities in particular. A separate literature on HBCUs indicates many advantages for African Americans, such as philosophies that mirror the values in the black community, the high number of black faculty and administrators who cater to the academic needs of the black student population, and the large black student representation on campus that ensures that black students are not a numerical minority. An unexamined potential advantage is that racialized stereotypes about black women may be less pervasive or, if they exist, they may be less pernicious and emotionally damaging than on predominantly-white campuses. I interviewed 46 women on two campuses, one an HBCU and the other a PWI. The purpose of this project is to develop a deeper understanding of Black women's experiences in the college setting and to add to scholarly knowledge about the advantages or disadvantages for black women of attending these two different types of institution. Negative stereotypes of black women have old roots, but they still appear in modern-day public discourse. I examine six stereotypical images of black women: the angry black woman, the strong black woman, the bossy black woman, the Jezebel black woman, the ghetto black woman, and the respectable black woman. These images have nuanced descriptions that categorize black women by their race, gender, and social class yet are adaptations of the historical stereotypes of black women as the Mammy, the Jezebel, and the Sapphire. This study has important policy implications. It can help us understand how stereotypes undermine black women’s efforts to advance. It also can shed light on the effectiveness of HBCUs compared to PWIs for black women’s experience of college life. Such insights may have boarder implications about improving black women’s chances of getting the most out of their education and preparing them for careers. Interviews revealed that women on both campuses encountered multiple stereotypes and that the HBCU was no more effective at protecting women from these encounters than was the PWI. In regard to black women’s experiences, the “angry black woman,” the “strong black woman,” and the “bossy black woman” stereotype were the most pervasive on both campuses. Differences were found in how elaborated the stories were about the stereotypes on one campus or the other. For example, women at the PWI reported more vivid experiences of being stereotyped as ghetto black women while women at the HBCU reported more stories about being labelled as Jezebels. I conclude by describing how this research contributes to intersectionality theory.
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Date Issued: 2018
Identifier: 2018_Su_ARMSTRONG_fsu_0071E_14678
Format: Thesis

Title: Identifying the Relationship between Frequency and Variety in Relation to Dialect Awareness: AAE to SAE.
Creator: Campbell, Denisha, Hall-Mills, Shannon S., Wood, Carla, MacRae, Toby, Catts, Hugh W., Florida State University, College of Communication and Information, School of Communication...
Show moreCampbell, Denisha, Hall-Mills, Shannon S., Wood, Carla, MacRae, Toby, Catts, Hugh W., Florida State University, College of Communication and Information, School of Communication Science and Disorders
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Abstract/Description: This study examined the role of variety and frequency of dialectal features in relation to dialect awareness of African American English (AAE) and Standard American English (SAE) forms. Participant data was derived from oral and written language tasks examining sixty-eight third and fifth grade students’ dialect awareness in both oral and written modalities. Oral language samples were elicited with the Favorite Game or Sport task (Nippold, Hesketh, Duthie, & Mansfield, 2005) and were coded...
Show moreThis study examined the role of variety and frequency of dialectal features in relation to dialect awareness of African American English (AAE) and Standard American English (SAE) forms. Participant data was derived from oral and written language tasks examining sixty-eight third and fifth grade students’ dialect awareness in both oral and written modalities. Oral language samples were elicited with the Favorite Game or Sport task (Nippold, Hesketh, Duthie, & Mansfield, 2005) and were coded for morphological and phonological features of AAE. Descriptive statistics were reported to indicate the frequency and variety of dialectal features present in the children’s language samples. Frequency and variety of dialectal features were compared by examining student performance on an editing task to differentiate AAE and SAE forms in a written passage and on a repetition task derived from the DELV-S to determine accuracy of spoken SAE. By acknowledging previous research, it was predicted that both the frequency and variety of AAE features in oral language samples would significantly and positively correlate with the children’s performance on the editing and repetition task. Results indicated a significant positive relationship between frequency and variety of dialectal features, a significant negative relationship between dialect density and oral dialect awareness, and a significant positive relationship between dialect awareness in the oral and written modalities. These results are consistent with previous research that suggests a denser dialect results in poorer performance on tasks that require understanding of standard American English.
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Date Issued: 2018
Identifier: 2018_Su_Campbell_fsu_0071N_14664
Format: Thesis

Title: The Museum as a Space for Therapeutic Art Experiences for Adolescents with High Functioning Autism (HFA).
Creator: Hartman, Ashley, Gussak, David, Hanessian, Holly, Villeneuve, Pat, Parker-Bell, Barbara Faye, Love, Ann Rowson, Florida State University, College of Fine Arts, Department of Art...
Show moreHartman, Ashley, Gussak, David, Hanessian, Holly, Villeneuve, Pat, Parker-Bell, Barbara Faye, Love, Ann Rowson, Florida State University, College of Fine Arts, Department of Art Education
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Abstract/Description: Museum education and art therapy collaborations have emerged to work together to achieve simultaneous education and therapeutic goals for adolescent populations (Peacock, 2012). There is a need for research in the area of improving the services and quality of lives of individuals with Autism Spectrum Disorders (ASD). This study explored the responses of adolescents with high functioning autism (HFA) as they engaged in therapeutic art experiences in the museum setting. Four adolescents ages 13...
Show moreMuseum education and art therapy collaborations have emerged to work together to achieve simultaneous education and therapeutic goals for adolescent populations (Peacock, 2012). There is a need for research in the area of improving the services and quality of lives of individuals with Autism Spectrum Disorders (ASD). This study explored the responses of adolescents with high functioning autism (HFA) as they engaged in therapeutic art experiences in the museum setting. Four adolescents ages 13-17 participated in two hour-long sessions twice weekly over the course of ten weeks. They created thematic exhibitions with artist statements that were displayed in a university-based art museum in an exhibition titled My Own Expression. A thematic analysis identified four themes that emerged to describe the therapeutic benefits of utilizing the museum as a space for art therapy sessions with this population. Participant responses indicated four areas of development that occurred across the cases: cognitive and language development, adolescent identity development, socioemotional development, and sensory and affect regulation development. Keywords: art therapy, art museum education, high functioning autism (HFA), joint attention, cognitive and language development, socioemotional development, sensory regulation
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Date Issued: 2018
Identifier: 2018_Su_Hartman_fsu_0071E_14588
Format: Thesis

Title: Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.
Creator: Wirsansky, Danielle, Stoltzfus, Nathan, Upchurch, Charles, Roberts, Diane, Florida State University, College of Arts and Sciences, Department of History
Abstract/Description: The first half of the twentieth century was in many ways a watershed era for women and their role in British society. The world wars ushered in a time of unprecedented change. The wars opened positions for women outside of the home, making it a more accepted practice; the government recruited and drafted women not just for work but for active service. Looking at these changes, the shifts in women’s roles in British society can be reflected by the more extreme cases of this shift, focusing on...
Show moreThe first half of the twentieth century was in many ways a watershed era for women and their role in British society. The world wars ushered in a time of unprecedented change. The wars opened positions for women outside of the home, making it a more accepted practice; the government recruited and drafted women not just for work but for active service. Looking at these changes, the shifts in women’s roles in British society can be reflected by the more extreme cases of this shift, focusing on the experiences of female spies. This paper serves to demonstrate that the involvement of female spies in WWI and WWII is a useful indicator in the shift of women’s role in British society during this span of time. Alongside the goals of the government, this paper aims to analyze the broader shift in gender roles. Focusing in on the micro-history of spies, this study explores the evolution of the experience of female spies from WWI to WWII, reflecting the same kinds of changes taking place in the experience of the everyday British woman. Then, by focusing in on the struggle for agency that British female spies faced in the second world war, the study directly relates their attempts with those of the everyday British woman. War did not simply generate a change, a quick and sudden reversal of gender roles. Instead, the war afforded women opportunities to prove themselves and make strides towards being the kind of woman they wanted to be.
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Date Issued: 2018
Identifier: 2018_Sp_Wirsansky_fsu_0071N_14327
Format: Thesis

Title: Darker Matters: Racial Theorizing through Alternate History, Transhistorical Black Bodies, and Towards a Literature of Black Mecha in the Science Fiction Novels of Steven Barnes.
Creator: Brickler, Alexander Dumas J., McGregory, Jerrilyn, Poey, Delia, Montgomery, Maxine Lavon, Ward, Candace, Moore, Dennis D., Florida State University, College of Arts and Sciences...
Show moreBrickler, Alexander Dumas J., McGregory, Jerrilyn, Poey, Delia, Montgomery, Maxine Lavon, Ward, Candace, Moore, Dennis D., Florida State University, College of Arts and Sciences, Department of English
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Abstract/Description: This dissertation seeks to provide a critical investigation of several novels written by African American science- and speculative fiction author, Steven Barnes. In exploring Lion's Blood (2002), Blood Brothers (1996), the Aubry Knight trilogy (1983, 1989, 1993), and Iron Shadows (1998), the project posits that there is substantive work being done in depicting the Black embodied somatic as a site of allegorical historicizing. Herein, I read the novels' work with subgenres of alternate history...
Show moreThis dissertation seeks to provide a critical investigation of several novels written by African American science- and speculative fiction author, Steven Barnes. In exploring Lion's Blood (2002), Blood Brothers (1996), the Aubry Knight trilogy (1983, 1989, 1993), and Iron Shadows (1998), the project posits that there is substantive work being done in depicting the Black embodied somatic as a site of allegorical historicizing. Herein, I read the novels' work with subgenres of alternate history, dark fantasy, cyberpunk, and fantastical AfroAsia (respectively) as serving as a means by which Barnes's constructions of gendered Blackness can meaningfully be read as a kind of Afrofuturist engagement with both the Afrodiasporic past and globalized dimensions of the yet-to-come.
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Date Issued: 2018
Identifier: 2018_Sp_Brickler_fsu_0071E_14496
Format: Thesis

Title: Culturally Competent Parenting: A Test of Web-Based Training for Transracial Foster and Adoptive Parents.
Creator: Montgomery, Jordan Erica, McWey, Lenore M, Canto, Angela I., Gonzales Backen, Melinda Airr, Cui, Ming, Florida State University, College of Human Sciences, Department of Family...
Show moreMontgomery, Jordan Erica, McWey, Lenore M, Canto, Angela I., Gonzales Backen, Melinda Airr, Cui, Ming, Florida State University, College of Human Sciences, Department of Family and Child Sciences
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Abstract/Description: The study focused on testing a web-based parenting course called FosterParentCollege.com (FPC) Culturally Competent Parenting for parents who were fostering or adopting children transracially. Transracial parenting means parents who have adopted or are fostering a child of a different race than themselves. It is important for parents who are foster or adopting transracially to learn about resources when it comes to culturally competent parenting due to the positive impact culturally competent...
Show moreThe study focused on testing a web-based parenting course called FosterParentCollege.com (FPC) Culturally Competent Parenting for parents who were fostering or adopting children transracially. Transracial parenting means parents who have adopted or are fostering a child of a different race than themselves. It is important for parents who are foster or adopting transracially to learn about resources when it comes to culturally competent parenting due to the positive impact culturally competent parenting has on children. Research study findings have indicated that transracial children who receive racial-ethnic socialization (a type of culturally competent parenting) demonstrate positive outcomes such as better self-esteem and psychological adjustment. This study utilized a mixed methods pre-test post-test treatment and control group design. The purpose was to determine if there was a difference in parent scores on openness to cultural receptivity after completing the course in comparison to parents taking the control course. Additionally, parents who participated in the treatment course completed two-month follow-up interviews to assess if they self-reported applying techniques learned from the culturally competent parenting course. Results of the study indicated that parents enrolled in the treatment course had significantly higher scores for openness to cultural receptivity after completing the course than before. Themes identified in the qualitative interviews indicated parents’ efforts to learn more about cultural competency. Implications and limitations are discussed.
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Date Issued: 2018
Identifier: 2018_Sp_Montgomery_fsu_0071E_14361
Format: Thesis

Title: A Crisis of Wisdom: The Early Enoch Apocalypses and the Cultural Politics of Knowledge in the Hellenistic Age.
Creator: Roark, Kyle A., Goff, Matthew J., Luke, Trevor S., Levenson, David B, Kelley, Nicole, Florida State University, College of Arts and Sciences, Department of Religion
Abstract/Description: This dissertation examines early Enochic literature, namely the Astronomical Book and the Book of the Watchers, in the context of traditions concerning Greco-Roman culture heroes and the debates about the origins of civilization during the Hellenistic age. I argue that the emphasis on the spread of antediluvian knowledge in both these works should be understood as a Jewish response to debates about the origins of cultural knowledge essential to Hellenistic civilization, especially astronomy...
Show moreThis dissertation examines early Enochic literature, namely the Astronomical Book and the Book of the Watchers, in the context of traditions concerning Greco-Roman culture heroes and the debates about the origins of civilization during the Hellenistic age. I argue that the emphasis on the spread of antediluvian knowledge in both these works should be understood as a Jewish response to debates about the origins of cultural knowledge essential to Hellenistic civilization, especially astronomy and metallurgy. Chapter one surveys recent scholarship on the Astronomical Book and Watchers. Recent interpretations of Watchers have read the violence in the text as part of a program of resistance to Greek imperial hegemony, while similar readings for the Astronomical Book have not gained much support. While the resistance reading is a leading model for understanding early Enochic literature, there is an important dimension that has not been extensively explored for interpreting this body of literature, namely the debates surrounding the origins of cultural knowledge during the Hellenistic age. There was a robust discourse in the Hellenistic age about the origins of civilization and types of knowledge, such as astronomy and writing, that were widespread throughout the known world. On the one hand, Greek authors, including Herodotus and Diodorus, give evidence that some Greeks were seeking the origins of civilization in the cultures conquered by Alexander. On the other hand, native writers felt a nostalgia for the past and a time when their respective culture’s held greater power and prestige, causing them to focus on the greatness of their community earlier in history. Thus, in light of both these circumstances there developed a competition among native communities to appear to be the oldest culture and the source of popular knowledge essential for Hellenistic civilization. Chapter three turns to the early Enochic literature by examining the importance of astronomy and writing in both the Astronomical Book and Watchers. Both of these texts emphasize that legitimate knowledge of the heavens was given to the Jewish antediluvian figure of Enoch and that this knowledge was written down by Enoch. I argue that the choice of Enoch is meant to place the origins of astronomy, which was increasingly seen as a byword for antiquity generally, in a Jewish figure. In turn, a written tradition connected to this astronomical data would imply that all Hellenistic understanding about the movements of the heavenly bodies is because of the Jewish people and their preservation of this written knowledge down through the centuries. In addition, Watchers claims that an illegitimate form of astronomical knowledge was given to humanity by the fallen watchers. I argue that the depiction of the watchers is meant to parody accounts of antediluvian culture heroes in other traditions, most especially the Babylonians. Chapter four explores the role of violence in Watchers, and its connection to the origins of metallurgy in making weapons. I argue that the text seeks to account for the violence of the Hellenistic period by claiming that this violence was a result of wicked forms of cultural knowledge given in the antediluvian period. The text seeks to undercut claims made by rival cultures to the origins of metallurgy by arguing that these origins are wicked. Chapter five summarizes the main results of the project. I argue that reading early Enochic literature in the context of the Hellenistic debates over the origins of civilization provides a way to understand the Book of Watchers and the Astronomical Book together. Furthermore it makes the aims of these works similar to contemporary Jewish and non-Jewish works from the 2nd and 3rd centuries BCE.
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Date Issued: 2018
Identifier: 2018_Sp_Roark_fsu_0071E_14487
Format: Thesis

Title: The Effects of Race to the Top on Students' Science Achievement.
Creator: Petrova, Kitchka, Park, Toby J., Rice, Diana Claries, Gawlik, Marytza, Perez-Felkner, Lara, Semykina, Anastasia, Florida State University, College of Education, Department of...
Show morePetrova, Kitchka, Park, Toby J., Rice, Diana Claries, Gawlik, Marytza, Perez-Felkner, Lara, Semykina, Anastasia, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The Race to the Top (RTTT) federal grant program was an initiative that targeted improving Science, Technology, Engineering and Mathematics (STEM) education. However, the evaluation of the program reported only student outcomes for mathematics and reading/language arts. The purpose of this study was to estimate the effects of RTTT program on student achievement in science by comparing the performance of students in states with RTTT grant (treatment group) with the performance of students in...
Show moreThe Race to the Top (RTTT) federal grant program was an initiative that targeted improving Science, Technology, Engineering and Mathematics (STEM) education. However, the evaluation of the program reported only student outcomes for mathematics and reading/language arts. The purpose of this study was to estimate the effects of RTTT program on student achievement in science by comparing the performance of students in states with RTTT grant (treatment group) with the performance of students in states that did not receive RTTT (comparison group) grants. Using data from the National Assessment of Educational Progress (NAEP) and difference in differences analytic approach the effects of RTTT on science achievement of 4th and 8th grade public school students and subgroups of students, traditionally underrepresented in STEM disciplines were estimated. The results show that RTTT had positive significant effect on science achievement of 4th graders overall and of the studied subgroups. A positive significant effect of RTTT was observed only for 8th graders’ earth science achievement and 8th graders with low socioeconomic background. English language learners in both grades were not affected by the implementation of RTTT. The dissertation includes recommendations for policy makers to further expand the application of competitive education programs to innovate and improve public education. Suggestions for future research related to Race to the Top- District programs and effects of RTTT on science standards and curriculum are proposed.
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Date Issued: 2018
Identifier: 2018_Sp_Petrova_fsu_0071E_14391
Format: Thesis

Title: Life Histories of Four Chinese and Taiwanese Immigrants in Tallahassee, Florida.
Creator: Duan, Yiran, Dowell, Kristin L., Thorner, Sabra G., Joos, Vincent Nicolas, Florida State University, College of Arts and Sciences, Department of Anthropology
Abstract/Description: This thesis explores the life stories of four Chinese and Taiwanese immigrants in Tallahassee by collecting detailed narratives. There are three aspects that this thesis focused on: 1) motivations for emigration from their home countries to the United States and changes in their socioeconomic status afterwards; 2) cultural, political, and religious shifts of identity after immigration; and 3) the religious conversion of three of them and the roles that the Chinese Church plays in their daily...
Show moreThis thesis explores the life stories of four Chinese and Taiwanese immigrants in Tallahassee by collecting detailed narratives. There are three aspects that this thesis focused on: 1) motivations for emigration from their home countries to the United States and changes in their socioeconomic status afterwards; 2) cultural, political, and religious shifts of identity after immigration; and 3) the religious conversion of three of them and the roles that the Chinese Church plays in their daily lives. Narrative analysis of an ethnographic method used with this study. The findings of this project suggest that there were various factors motivating my participants to immigrate to the U.S. and all of them have experienced upward mobility. However, they have also encountered structural social inequalities that cannot be solved by individual actors. In terms of the shifts in their identities, the narratives collected from the participants show that there is a complex relation between their cultural identities and citizenship. Further, Christianity and the Chinese Church also play important roles in three of the participants’ lives, which offer them a different perspective discussing their identities. Overall, this thesis has filled a gap in the academic literature; no scholars have previously explored this immigrant group in Tallahassee. additionally, I provided information for future anthropological studies that relate to diasporic immigrants’ lives in the U.S.
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Date Issued: 2018
Identifier: 2018_Sp_Duan_fsu_0071N_14603
Format: Thesis

Title: Library and Information Science Education in the English-Speaking Caribbean.
Creator: Clunie, Simone, Burnett, Kathleen M, Hinnant, Lynne, Rodriguez-Mori, Howard, Florida State University, College of Communication and Information, School of Information
Abstract/Description: Regional cooperation has been a focused thread from the beginning for the development of libraries, the training of staff and the general sharing of resources in the English-speaking Caribbean. Historically, from the eighteenth century onwards, libraries have consisted of private libraries, cleric libraries, community collections for reading groups and one or two academic libraries in educational institutions in the English-speaking Caribbean. With time more public libraries in the form of...
Show moreRegional cooperation has been a focused thread from the beginning for the development of libraries, the training of staff and the general sharing of resources in the English-speaking Caribbean. Historically, from the eighteenth century onwards, libraries have consisted of private libraries, cleric libraries, community collections for reading groups and one or two academic libraries in educational institutions in the English-speaking Caribbean. With time more public libraries in the form of subscription libraries were established, which eventually led to libraries being fully funded as governmental entities. Staffing for these early libraries took many forms and early on, expatriates were the main librarians, all coming from abroad. Prior to national independence, regional training was executed through “on the job’’ apprentice-like situations or through correspondence and examination via the Library Association in Britain. There were a limited few ‘West Indian’ trained librarians who went to the United Kingdom, Canada or the United States of America to study at significant cost. Early training of library staff was also supported by organizations like UNESCO and the British Council which added to the continued attention of the need for professionally trained staff for the libraries of the English speaking Caribbean. Looking at the growth of public library services in the English speaking Caribbean and the need for trained staff to manage these institutions, the central query for this thesis investigates the early training and education of library professionals in the English-speaking Caribbean through to the establishment of the Department of Library Studies at the University of the West Indies.
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Date Issued: 2018
Identifier: 2018_Sp_Clunie_fsu_0071N_14536
Format: Thesis

Title: Alexander Pushkin and Gannibal: A Self Reclamation.
Creator: Pryor, Caroline M., Wakamiya, Lisa Ryoko, Romanchuk, Robert, Efimov, Nina A., Florida State University, College of Arts and Sciences, Department of Modern Languages and Linguistics
Abstract/Description: Alexander Pushkin, the father of Modern Russian literature, has influenced every great contemporary Russian writer. His timeless poetry and insightful prose solidify him as a leading voice in Russian culture. During his lifetime, Pushkin dealt with racism and discrimination because his African great-grandfather, Abram Gannibal. In combating negative framing of his identity and his ancestry, Pushkin reveals a defense and reclamation of self seldom seen in contemporaries of his day. In...
Show moreAlexander Pushkin, the father of Modern Russian literature, has influenced every great contemporary Russian writer. His timeless poetry and insightful prose solidify him as a leading voice in Russian culture. During his lifetime, Pushkin dealt with racism and discrimination because his African great-grandfather, Abram Gannibal. In combating negative framing of his identity and his ancestry, Pushkin reveals a defense and reclamation of self seldom seen in contemporaries of his day. In asserting ownership over his ancestry, he takes back his narrative and dignity. Through his literary works, Pushkin shows how he navigated his blackness in a world that sought to undermine it.
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Date Issued: 2018
Identifier: 2018_Sp_Pryor_fsu_0071N_14550
Format: Thesis

Title: Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation.
Creator: Xing, Fei, Turner, Jeannine E, Sunderman, Gretchen L., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and...
Show moreXing, Fei, Turner, Jeannine E, Sunderman, Gretchen L., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: It is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target...
Show moreIt is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target language within the class setting, students in China seem resistant — they are not active in communicating with each other or even the teacher (Chen, 2003). The purpose of this Dissertation study was to examine whether teachers’ use of scaffolding strategies and autonomy supports might help engage students as well as improve their communicative competence in communicative-based classes. Specifically, the purpose of this study was to examine the relationships among teachers’ use of scaffolding strategies and autonomy supports, the satisfaction of students’ psychological needs (autonomy, competence, and relatedness) and students’ self-determined motivation, self-regulation, class participation, and their English learning outcomes by assessing a path-analytic model. Before conducting the path-analytic model, I validated the survey items used to measure teachers’ use of scaffolding strategies, teachers’ autonomy supports, students’ psychological needs, students’ self-determined motivation, and students’ self-regulation through an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Participants involved in the EFA were similar to participants who were involved in this dissertation research (CFA and path analysis): freshmen and sophomores who were taking communicative-based classes (Communicative English for Chinese Learners) at Guangdong University of Foreign Studies. The EFA-surveys were translated into Chinese and back-translated into English, then distributed face-to-face during the month of June 2017, the end of the second semester in the 2016-2017 school year. Items were adjusted based on results of the EFA, and were subsequently used in a CFA and path-analytic analysis. Surveys were again distributed at the end of the first semester in the 2017-2018 school year for CFA and path analysis. CFA results confirmed the factor structures proposed by EFA. Path analyes showed that the initial hypothesized model did not fit the data well, and thus, the model was modified and a final model was selected and discussed. The final model revealed that only teachers’ use of scaffolding strategies predicted students’ satisfaction of their psycholgocial needs to promote intrinsic motivation, while students’ satisfaction of psychological needs mediated the relationship between teachers’ use of scaffolding strategies and students’ self-determined motivation, as assumed by the self-determination theory. In addition, students’ self-determination (including their satisfaction of psychological needs and motivational regulation) was positively related to their self-regulaion, class participation, course score, and expectation of the amount of knowledge they had learned, both directly and indirectly. Finally, students’ self-regulation negatively predicted students’ course score — which is contradictory with previous studies — while class participation was positively associated with both students’ scores (as assumed by previous studies) and expectation of the amount of knowledge they had learned.
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Date Issued: 2018
Identifier: 2018_Su_Xing_fsu_0071E_14628
Format: Thesis

Title: Using Number Talks with Supports to Increase the Early Number Sense Skills of Preschool Students with Autism Spectrum Disorder.
Creator: Henning, Bonnie Lynne, Whalon, Kelly J., Ke, Fengfeng, Hanline, Mary Frances, Whitacre, Ian Michael, Florida State University, College of Education, School of Teacher Education
Abstract/Description: This multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following participation in Number Talks with supports, young children with ASD learned the ENS skills of subitizing, one-to-one correspondence, number conservation, and magnitude discrimination. This study included a baseline condition, a Number Talks alone condition, and a Number...
Show moreThis multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following participation in Number Talks with supports, young children with ASD learned the ENS skills of subitizing, one-to-one correspondence, number conservation, and magnitude discrimination. This study included a baseline condition, a Number Talks alone condition, and a Number Talks with supports condition in order to evaluate how much support young learners with ASD required to learn ENS skills during Number Talks. The Number Talks with support condition combined the socially constructivism learning techniques in Number Talks alone with the direct instruction practices of visual supports, a least to most prompting hierarchy, and explicit modeling. A functional relationship was found between Number Talks with supports and increased ENS skills of all three participants with ASD. The ENS skills were also maintained at near mastery criteria levels by all three participants with ASD. A peer comparison as well as peer pre and post-test data showed that peers also increased their ENS skills from baseline to the end of intervention. This study successfully combined the socially constructed learning technique of Number Talks with direct instruction support, and increased the ENS skills of young children with ASD and peers alike. Implications for practice and future research are discussed.
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Date Issued: 2018
Identifier: 2018_Su_Henning_fsu_0071E_14690
Format: Thesis

Title: Using Jazz Pedagogy to Supplement the Undergraduate Classical Lesson Setting.
Creator: Haley, Lilly Deborah, Holden, Jonathan, Fredrickson, William E., Bish, Deborah, Keesecker, Jeff, Florida State University, College of Music, College of Music
Abstract/Description: The goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to...
Show moreThe goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to supplementing the undergraduate classical lesson experience. I have provided suggestions for adapting and implementing these methods, with examples of supplemental exercises that may be incorporated by classical teachers included at the end of each section. The aspects of pedagogy that were chosen for this research were aural skills, harmonic awareness and application, and improvisation. More specific topics relevant to each to each of these are discussed within each chapter. All of the above are areas in which jazz musicians typically excel, so I studied their pedagogical methods to see what could be applied to the classical lesson structure for undergraduates. I conducted the research for this project primarily through interviews with pedagogues and performers of each style. Further evidence was gathered through lesson observations and examination of syllabi, articles, dissertations, and books.
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Date Issued: 2018
Identifier: 2018_Su_Haley_fsu_0071E_14623
Format: Thesis

Title: Understanding the Impacts of Cruise Ship Tourism on Marginalized Populations: The Case of Jamaica.
Creator: Murray, Kristin Marie, Doan, Petra L., Brower, Ralph S., Holmes, Tisha Terrianne Joseph, Felkner, John, Florida State University, College of Social Sciences and Public Policy,...
Show moreMurray, Kristin Marie, Doan, Petra L., Brower, Ralph S., Holmes, Tisha Terrianne Joseph, Felkner, John, Florida State University, College of Social Sciences and Public Policy, Department of Urban and Regional Planning
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Abstract/Description: As global tourism continues to rise, the United Nations World Tourism Organization (UNWTO) continues to encourage the use of tourism as an economic development strategy for poverty reduction in many developing countries. The Caribbean country of Jamaica has used to tourism, especially cruise ship tourism, to some economic success and, perhaps, little poverty reduction. With a substantial investment in tourism-related infrastructure projects, including building and renewing port facilities for...
Show moreAs global tourism continues to rise, the United Nations World Tourism Organization (UNWTO) continues to encourage the use of tourism as an economic development strategy for poverty reduction in many developing countries. The Caribbean country of Jamaica has used to tourism, especially cruise ship tourism, to some economic success and, perhaps, little poverty reduction. With a substantial investment in tourism-related infrastructure projects, including building and renewing port facilities for cruise ships, from the federal government and international agencies, tourism in Jamaica has grown to the second largest economic sector for the country. While the Jamaican government has promoted the economic success of the tourism investments little has been said about the social costs to communities near the ports. This dissertation will use grounded analysis to begin to explore the experiences and the social issues that the locals face due to cruise ship tourism in their communities. The qualitative research will show that there are profound social issues and stressors impacting the quality of life of the residents, both within the tourism sector and outside of it, while achieving little of the economic success that the government has claimed. Using interviews conducted in Montego Bay, Falmouth, and Ocho Rios, Jamaica, and previous studies on social impacts and stressors, a social impact assessment matrix was created for tourism developers to use to help mitigate future negative social externalities of cruise ship port development projects within Jamaica.
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Date Issued: 2018
Identifier: 2018_Su_Murray_fsu_0071E_14682
Format: Thesis

Title: Freestyling: The Case of Classically Trained Musicians in La Paz, Bolivia.
Creator: Asturizaga Hurtado De Mendoza, Vivianne Ines, Gunderson, Frank D., Bakan, Michael B., Kelly, Steven N., Florida State University, College of Music, College of Music
Abstract/Description: This thesis is about musicians in the city of La Paz, Bolivia, and how they pursue professional careers through the performance of a diverse range of musics in a wide range of settings. The subjects of this research are mostly classically trained, highly accomplished performers, and many hold positions in Bolivia’s National Symphony Orchestra or at the National Conservatory. Many if not all of them also perform in a wide variety of other musical contexts, including as members of jazz, cumbia,...
Show moreThis thesis is about musicians in the city of La Paz, Bolivia, and how they pursue professional careers through the performance of a diverse range of musics in a wide range of settings. The subjects of this research are mostly classically trained, highly accomplished performers, and many hold positions in Bolivia’s National Symphony Orchestra or at the National Conservatory. Many if not all of them also perform in a wide variety of other musical contexts, including as members of jazz, cumbia, folkloric, and popular music groups. Additionally, many also perform other jobs to make a living. My primary research question was to ask why classical musicians in La Paz perform such a wide diversity of musical genres and styles compared to their counterparts in, for example, the United States, and why they also situate themselves in multiple roles within the local music industry and other industries. I hypothesize that the answer to this question has different scenarios: first, that their career choices are also primarily driven by necessity, since it is virtually impossible to make one’s livelihood in Bolivia by playing classical music exclusively; second, that their musical plurality is in part a product of the fact that these musicians also enjoy performing in many different styles, settings, and roles; third, that the musicians’ lifestyle is a product of a system that has long been in place and is now ingrained and coherent as a modus operandi of musicians in La Paz; and fourth and finally, that through acting in different musical roles and contexts, musicians in La Paz intentionally embody and perform a type of musical identity that is uniquely syncretic, neither Western nor Andean but rather a product of encounter and dialogue between these and the other nodes of musical personhood of which they are comprised. Keywords: classically trained musician, artistry, identity, work, education
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Date Issued: 2018
Identifier: 2018_Sp_Asturizaga_fsu_0071N_14562
Format: Thesis

Title: Gender Identity and Engagement in Health Behaviors.
Creator: Scholz, Kendra, Sypher, Ulla, Clayton, Russell B., Arpan, Laura M., Florida State University, College of Communication and Information, School of Communication
Abstract/Description: The purpose of this research was to investigate the link between gender identity and engagement in three health behaviors—alcohol consumption, marijuana use, and the non-medical use of prescription stimulants. Historically, health research has focused on how biological sex (i.e. male and female) is associated with engagement in health behaviors, thereby ignoring the role that gender identity (i.e. masculine and feminine) plays in making health decisions. The primary goal of this study was to...
Show moreThe purpose of this research was to investigate the link between gender identity and engagement in three health behaviors—alcohol consumption, marijuana use, and the non-medical use of prescription stimulants. Historically, health research has focused on how biological sex (i.e. male and female) is associated with engagement in health behaviors, thereby ignoring the role that gender identity (i.e. masculine and feminine) plays in making health decisions. The primary goal of this study was to offer a more contemporary understanding of health research by considering gender identity instead of biological sex in order to suggest a more accurate way for researchers to investigate health behaviors and, consequently, develop more effective interventions. A secondary goal of this research was to add to the established literature exploring the close relationships between the three health behaviors. Throughout this paper, sex is used to indicate the biological dichotomy of male and female, and gender is used to indicate the cultural representations of masculinity and femininity. This study uses Social Constructionism, Social Learning Theory, and Gender Schema Theory as theoretical foundations for the hypotheses. The role that gender identity plays in predicting alcohol use, marijuana use, and the non-medical use of prescriptions stimulants in a college-age population was investigated. It was hypothesized that gender identity would be more accurate than sex in predicting engagement in health behaviors. Participants were recruited from several Communication courses at Florida State University during the spring 2017 semester. In total, 205 respondents completed the online survey; ultimately 174 responses were included in data analysis. The Bem Sex-Role Inventory was used to measure gender identity, the AUDIT-C was used to measure alcohol consumption, the UNCOPE was used to measure marijuana use, and the Stimulant Medication Use Questionnaire was used to measure prescription stimulant misuse. The results did not show significant relationships between gender identity or sex and the three health behaviors. However, the results did show significant relationships between the three health behaviors. The results indicate that, in the current sample, neither gender identity nor sex predict alcohol consumption, marijuana use, or the non-medical use of prescription stimulants, though the three health behaviors are related to one another, which supports the literature regarding substance use.
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Date Issued: 2018
Identifier: 2018_Sp_Scholz_fsu_0071N_14578
Format: Thesis

Title: The Personal, the Political, and the Confessional: Confessional Poetry and the Truth of the Body, 1959 to 2014.
Creator: Perfetti-Oates, Natalie, Gardner, Joann, Leushuis, Reinier, Saladin, Linda, Stilling, Robert, Florida State University, College of Arts and Sciences, Department of English
Abstract/Description: The power of Confessional poetry derives in large part from its reputation for telling the truth. Indeed, the very term “confessional” indicates the genre’s status as a discourse of truth. Recent scholarship on Confessional poetry has focused on revealing how the genre is not as authentic or truthful as readers have assumed, and has countered assumptions from earlier critics that Confessional poems are uncritically autobiographical. The relationship between Confessional poetry and truth does...
Show moreThe power of Confessional poetry derives in large part from its reputation for telling the truth. Indeed, the very term “confessional” indicates the genre’s status as a discourse of truth. Recent scholarship on Confessional poetry has focused on revealing how the genre is not as authentic or truthful as readers have assumed, and has countered assumptions from earlier critics that Confessional poems are uncritically autobiographical. The relationship between Confessional poetry and truth does not entail the facts of the author’s lives as previously assumed, yet, rather than disassociate Confessionalism from truth altogether, I seek to redefine the relationship. Instead of regarding Confessional poetry as a collection of individual confessions, we should understand the genre more broadly in terms of what U.S. culture considers to be confessional. The truth at the heart of Confessional poetry lies in its revelation of culturally significant information: the sites of our deepest emotions, the topics we vehemently disagree on, the places we feel most vulnerable, and the matters we really care about. Confessions often have cultural significance as they tap into the systems of power that intimately shape people’s lives. The continuing genre of Confessional poetry in the United States reveals the truths of the body, and how the personal is political over generations. I carry out this argument through the poems of several generations of Confessional poets, and through the lenses of class, gender, and race, in order to find what we consider worth confessing, what we do not, and how the content of our confessions evolves or remains over time.
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Date Issued: 2018
Identifier: 2018_Sp_Perfetti_fsu_0071E_14505
Format: Thesis

Title: hat's the Beef with Veganism?: An Experiemental Approach to Measuring Attitude Change after Documentary Exposure.
Creator: Connon, Courtnee, Merle, Patrick F, Graves, Brian, Rayburn, J. D., Florida State University, College of Communication and Information, School of Communication
Abstract/Description: Veganism is a growing dietary trend in the U.S. and scientific evidence is showing that it may be necessary for more people to make the lifestyle change in the near future. However, previous research shows predominantly negative attitudes toward vegans among omnivores. The purpose of the present study was to measure attitude change in millennials after viewing a documentary about the environmental and ethical implications surrounding veganism in order to see if documentaries are an effective...
Show moreVeganism is a growing dietary trend in the U.S. and scientific evidence is showing that it may be necessary for more people to make the lifestyle change in the near future. However, previous research shows predominantly negative attitudes toward vegans among omnivores. The purpose of the present study was to measure attitude change in millennials after viewing a documentary about the environmental and ethical implications surrounding veganism in order to see if documentaries are an effective tool in changing the stigma of veganism. The study utilized a questionnaire with seven scales measuring attitude change toward vegans, animal welfare, and the environment. In addition, the questionnaire included the new ecological paradigm scale, behavioral beliefs, control beliefs, in-group meat eating identification, and perceived threat of veganism. The study implemented a pretest-posttest experimental design with two treatment groups. Each group was shown a different 35-minute segment form the documentary “Cowspiracy”. The study showed positive attitude change after watching the documentary for attitudes toward vegans and the environment. There were statistically significant results between attitudes toward veganism, the environment and animal welfare based on political affiliation. Democrats had more positive attitudes about each of the topics compared to republicans after viewing the documentary. This research is significant because it shows a possibility for creating more positive attitudes toward veganism after showing a documentary such as “Cowspiracy” to non-vegans. The results lay a solid foundation for future research in this area by establishing that attitudes have the possibility of changing after watching the documentary “Cowspiracy”. There is an opportunity for further research to take what we’ve learned about changing attitudes to apply toward behavior change with the implementation of qualitative research.
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Date Issued: 2018
Identifier: 2018_Sp_Connon_fsu_0071N_14584
Format: Thesis

Title: U.S. Foreign Policy Toward North Korea's Nuclear Development: Its Failure and Available Options.
Creator: Lim, Jiyoung, Souva, Mark A., Kern, Holger Lutz, Beazer, Quintin H., Florida State University, College of Social Sciences and Public Policy, Program in International Affairs
Abstract/Description: North Korean foreign policy decision process has complexity and differences from that of democratic states. Pyongyang has multiple motivations related to developing nuclear weapons, which are derived by both international and domestic factors. Moreover, North Korean preferences related to the pursuit of the nuclear weapons have also changed according to the circumstance that the country faces. The regime begun to build the nuclear weapons because of the external security threats resulting...
Show moreNorth Korean foreign policy decision process has complexity and differences from that of democratic states. Pyongyang has multiple motivations related to developing nuclear weapons, which are derived by both international and domestic factors. Moreover, North Korean preferences related to the pursuit of the nuclear weapons have also changed according to the circumstance that the country faces. The regime begun to build the nuclear weapons because of the external security threats resulting from the geopolitical changes like the disassembly of the Soviet Union. After Pyongyang faced the severe economic stagnation, their priority has moved into economic interests. Moreover, Kim’s regime has faced a domestic political legitimacy issue of the authoritarian regime so that the regime has utilized the nuclear development as means to consolidate their power. The characteristics of authoritarian regime also impact the leadership’s preferences and rational decision choices. However, the U.S. foreign policy in the past, based on the security-oriented approaches and a theory focused on economics, failed to understand the regime’s systematic complexity. Washington’s political changes, following its power transitions, also exaggerate distrust between the United States and North Korea. The shifts in its political strategies also create the credible commitment problems. In addition, its external complexity around North Korea also reduces the effectiveness of the U.S. strategies. In this regard, the new alternative strategy for Washington should build on a comprehensive understanding of how Kim’s regime thinks, what it values, and how it judges its options. In addition, the United States should understand not only Pyongyang’s objectives but also how Kim’s regime views U.S. objectives and whether they consider U.S. statements credible in order to resolve the issue. Thus, this paper proposes a comprehensive option which is a combination of coercive diplomacy and diplomatic, economic strategies.
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Date Issued: 2018
Identifier: 2018_Sp_Lim_fsu_0071N_14542
Format: Thesis

Title: Strangers at Home: Re/Presenting Intersectional Identities in Contemporary Caribbean Latina Narratives.
Creator: Irish, Jennifer E. (Jennifer Erin), Poey, Delia, Suárez, Virgil, Gomariz, José, Murray-Román, Jeannine, Sharpe, Peggy, Florida State University, College of Arts and Sciences,...
Show moreIrish, Jennifer E. (Jennifer Erin), Poey, Delia, Suárez, Virgil, Gomariz, José, Murray-Román, Jeannine, Sharpe, Peggy, Florida State University, College of Arts and Sciences, Department of Modern Languages and Linguistics
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Abstract/Description: Understanding and defining nation and identity in diaspora has long characterized the cultural production of Caribbean authors. Notwithstanding, Hispanic Caribbean authors that have emigrated to the United States face this question doubly as they form part of what is labeled the Latino community. While much of the Latino Studies groundwork began in Mexican American or Chicano literary circles, whose cultural background is vastly different from that of the Hispanic Caribbean, authors of Cuban,...
Show moreUnderstanding and defining nation and identity in diaspora has long characterized the cultural production of Caribbean authors. Notwithstanding, Hispanic Caribbean authors that have emigrated to the United States face this question doubly as they form part of what is labeled the Latino community. While much of the Latino Studies groundwork began in Mexican American or Chicano literary circles, whose cultural background is vastly different from that of the Hispanic Caribbean, authors of Cuban, Dominican, and Puerto Rican descent have brought new perspectives to constructions of race, class, gender, and sexual orientation to the broadly named “Latino/a” experience. While much of the early theoretical and literary work was written by men, women writers began to produce prolifically in the late twentieth century. The first voices to be published in mass were primarily those of a privileged existence, coming from families of higher social classes within the Latino community, despite being marginalized within the context of the United States. During the late 1970s to early 1990s, literary production established that being Cuban American, Dominican American, and Puerto Rican in the mainland U.S. meant being light-skinned, heterosexual, and of middle to upper-class economic status. However, during the mid-to-late 1990s and early twenty-first century, new voices came to the forefront to challenge these hegemonic constructions of Caribbean Latina identity that dominated the cultural imaginary and, instead, presented intersectional protagonists who consistently face discrimination based on their gender, sexual orientation, race, and economic class both in and outside of the Latino community. By utilizing diverse strategies of resistance, such as humor, these authors, including Achy Obejas, Jennine Capó-Crucet, Loida Maritza Pérez, Angie Cruz, Giannina Braschi, and Erika López, highlight and satirize the normative aspects of the Hispanic Caribbean diasporic cultural imaginary that marginalizes and/or excludes the voices and experiences of their characters as being representative of Caribbean Latina identity. In this sense, these authors not only represent a marginalized perspective of identity within the Latino community, but they also re-present, as in presenting anew, a more diverse image of Latina identity in the twenty-first century that departs from the homogenous, normative image of Caribbean Latinas played out in earlier narratives of identity from the early-1990s Latina literary boom.
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Date Issued: 2018
Identifier: 2018_Sp_Irish_fsu_0071E_14299
Format: Thesis

Title: Musical Consciousness: The African-American Sound in David Baker's Concertpiece for Viola and Piano.
Creator: Royal, Allyson Eileen, Ryan, Pamela, Brewer, Charles E., Bugaj, Kasia, Sauer, Greg, Florida State University, College of Music, College of Music
Abstract/Description: The idea of “musical consciousness” centers around the cultural awakening, acknowledgement, preservation and expression of the elements that epitomize the African-American culture and the African-American sound. The chosen vehicle to express this consciousness is David Baker’s Concertpiece for Viola and Piano. With this research, I strive to expand the awareness of the African-American sound by exploring the vast musical traditions of the West African culture; to identify the rich musical...
Show moreThe idea of “musical consciousness” centers around the cultural awakening, acknowledgement, preservation and expression of the elements that epitomize the African-American culture and the African-American sound. The chosen vehicle to express this consciousness is David Baker’s Concertpiece for Viola and Piano. With this research, I strive to expand the awareness of the African-American sound by exploring the vast musical traditions of the West African culture; to identify the rich musical elements of repetition, melody, scales, and rhythmic figures (patterns) within the West African music culture; to notice the resemblance and modifications in African-American music; to analyze these elements within David Baker’s Concertpiece for Viola and Piano; and to promote the research of African-American musical history, composers and music.
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Date Issued: 2018
Identifier: 2018_Sp_Royal_fsu_0071E_14480
Format: Thesis

Title: Visual Cartographic Explorations of a High School Art Room Assemblage.
Creator: Hamrock, Jennifer Ellen, Shields, Sara Scott, Cheng, Yingmei, Fendler, Rachel Loveitt, Lindbloom, Terri, Broome, Jeffrey L., Love, Ann Rowson, Florida State University, College...
Show moreHamrock, Jennifer Ellen, Shields, Sara Scott, Cheng, Yingmei, Fendler, Rachel Loveitt, Lindbloom, Terri, Broome, Jeffrey L., Love, Ann Rowson, Florida State University, College of Fine Arts, Department of Art Education
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Abstract/Description: This arts-based dissertation explored an art teacher and her students’ interactions and movements through a high school art class using visual maps. Art as research by way of visual mapping methods emerged as a tool teachers can use to reflect and analyze their unique teaching and classroom contexts. Using the conceptual idea the art room assemblage is like an Australian mud map, the art room becomes an ephemeral relational space formed by the in-betweens of the teacher and students and the...
Show moreThis arts-based dissertation explored an art teacher and her students’ interactions and movements through a high school art class using visual maps. Art as research by way of visual mapping methods emerged as a tool teachers can use to reflect and analyze their unique teaching and classroom contexts. Using the conceptual idea the art room assemblage is like an Australian mud map, the art room becomes an ephemeral relational space formed by the in-betweens of the teacher and students and the art room with mappable felt and seen forces: the nuanced coordinates of new materialism, affect theory, and immanence. Visual cartographic content generated around teacher/student conversation and artmaking constructed all aspects of this research project, tuning into . Visual cartography mapped content from informal interviews, observation/video, teacher and students’ artwork, and the researcher/artist journal/sketchbook. Further, the project draws on situational analysis, which provided a way to see various relationships in context. Serving as a mode of analytic thinking, visual mapping takes the focus away from a single subject and places emphasis on the art room assemblage as a whole. Encouraging the reader/viewer to consider the varied social situations within an art room assemblage, this research invites looking at the art room in a different way to move our thoughts in new directions. The implications from this research advocate for the artist teacher to research their own context with the very skills and knowledge they are teaching, herein directing in-service and pre-service art educator professional development towards art-based practitioner research.
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Date Issued: 2018
Identifier: 2018_Sp_Hamrock_fsu_0071E_14317
Format: Thesis

Title: Europa and the Bull: Gendering Europe and the Process of European Integration, 1919-1939.
Creator: Shriver, Rebecca Rae, Stoltzfus, Nathan, Souva, Mark A., Sinke, Suzanne M., Hanley, Will, Upchurch, Charles, Kurlander, Eric, Florida State University, College of Arts and...
Show moreShriver, Rebecca Rae, Stoltzfus, Nathan, Souva, Mark A., Sinke, Suzanne M., Hanley, Will, Upchurch, Charles, Kurlander, Eric, Florida State University, College of Arts and Sciences, Department of History
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Abstract/Description: This study examines the role of women and gender in German and British sections of three antiwar organizations that advocated for a European polity during the 1920s and 1930s: the Pan-European Union (PEU), the New Europe Group (NEG), and the Women’s International League for Peace and Freedom (WILPF). This project relies on extensive archival research using collections located throughout Europe, the United States, and Canada, some of which were only very recently cataloged. My findings...
Show moreThis study examines the role of women and gender in German and British sections of three antiwar organizations that advocated for a European polity during the 1920s and 1930s: the Pan-European Union (PEU), the New Europe Group (NEG), and the Women’s International League for Peace and Freedom (WILPF). This project relies on extensive archival research using collections located throughout Europe, the United States, and Canada, some of which were only very recently cataloged. My findings fundamentally change our understanding of interwar integration advocates, who historians previously characterized as a small group of intellectual men. An analysis of the PEU and NEG reveals that women were a significant proportion of their members and leaders. Further complicating the traditional narrative that these were “male” driven groups, this study finds they stressed the “feminine” qualities their proposed system of governance required. Integration advocates blamed the perception of crisis between the wars on the belief that the political system was man-made. Many of these individuals believed women offered new ideas and an alternative source of leadership; thus, the role of women in developing a European polity was a popular topic among important segments of unification advocates. This argument resonated with many members and national sections of WILPF, which led them to collaborate with both the NEG and PEU. Although well known for its feminist pacifist activism, Europa and the Bull is the first study to examine the ways in which WILPF contributed to movements aimed at creating a European polity. By addressing all three of these organizations, this study challenges our understanding of the interwar movement for a federal European government, as well as the social and cultural forces that motivated them.
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Date Issued: 2018
Identifier: 2018_Sp_Shriver_fsu_0071E_14311
Format: Thesis

Title: Complexities of Integrating Science and Engineering in Elementary School Science.
Creator: Schellinger, Jennifer, Southerland, Sherry A., Jaber, Lama, Winn, Alice A., Boggs, George L., Florida State University, College of Education, School of Teacher Education
Abstract/Description: The Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and...
Show moreThe Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and artifacts revealed that an integrated approach may be more problematic that promising for teachers and students. We discuss these findings and what they might mean when engineering is seen as an avenue for applying science knowledge in classrooms.
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Date Issued: 2018
Identifier: 2019_Spring_Schellinger_fsu_0071E_14874
Format: Thesis

Title: Collegiate Symbols and Mascots of the American Landscape: Identity, Iconography, and Marketing.
Creator: DeSantis, Gary Gennar, Frank, Andrew, Crew, Robert E., Grant, Jonathan A., Koslow, Jennifer Lisa, Gray, Edward G., Florida State University, College of Arts and Sciences,...
Show moreDeSantis, Gary Gennar, Frank, Andrew, Crew, Robert E., Grant, Jonathan A., Koslow, Jennifer Lisa, Gray, Edward G., Florida State University, College of Arts and Sciences, Department of History
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Abstract/Description: The rise of college symbols and mascots related to the American landscape directly correlates with the rapid changes stemming from industrialization and urbanization occurring in American culture between the late-nineteenth century and first decades of the twentieth century. The loss of national identity attributed to the closing of the western frontier had a devastating effect on young white males in particular. The ensuing cultural crisis brought about by the wanton extirpation of wildlife...
Show moreThe rise of college symbols and mascots related to the American landscape directly correlates with the rapid changes stemming from industrialization and urbanization occurring in American culture between the late-nineteenth century and first decades of the twentieth century. The loss of national identity attributed to the closing of the western frontier had a devastating effect on young white males in particular. The ensuing cultural crisis brought about by the wanton extirpation of wildlife and destruction of the natural environment led directly to the preservationist movement of the turn-of-the century. In the face of unparalleled immigration, fitness and the back-to-nature movement were believed to be instrumental in helping white American men avoid committing "race suicide." Nurtured by the teachings and philosophies of conservationists and preservationists, young white college men formed the first football teams and adopted symbols of the American landscape as a means of team identity. Because iconography makes for a powerful tool of identity and solidarity, students and college officials were likewise intrigued. Eager to quell unruly student behavior, college administrators—who had a more than contentious relationship with the student body throughout the late-nineteenth century—gladly assented. The profits soon realized from college sports and the pageantry surrounding it proved irresistible to colleges across the land. Consequently, by the early decades of the late-nineteenth century, numerous American college athletic teams began using mascots related to the American landscape and school colors to foment group solidarity.
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Date Issued: 2018
Identifier: 2018_Fall_DeSantis_fsu_0071E_14289
Format: Thesis

Title: Melodramatic Melanin: A Critical Analysis of the Mammy, Mulatta, and Mistress in Black Female Representation on Stage and Film.
Creator: Jeffries, Devair O., Osborne, Elizabeth A., Jones, Tamara Bertrand, McGregory, Jerrilyn, Salata, Kris, Florida State University, College of Fine Arts, School of Theatre
Abstract/Description: Black feminist scholars such as Lisa Anderson describe the most common stereotypes as that of the mammy, the mulatta, and the mistress. My research analyzes how each of these negative stereotypes are articulated or challenged in contemporary plays and films by bringing together scholarship that critiques dramatic representation, mass media that disseminates those representations, and social media that reveals popular perceptions of race. I utilize Black feminism to critique the stereotypical...
Show moreBlack feminist scholars such as Lisa Anderson describe the most common stereotypes as that of the mammy, the mulatta, and the mistress. My research analyzes how each of these negative stereotypes are articulated or challenged in contemporary plays and films by bringing together scholarship that critiques dramatic representation, mass media that disseminates those representations, and social media that reveals popular perceptions of race. I utilize Black feminism to critique the stereotypical representation of Black women in dramatic works, and critical race theory to consider the social and political environment that allows these representations to proliferate. After setting up the historical context of stereotypes from the slavery era to the present day in chapter two, each of the following chapters explore one specific stereotype, beginning with the mammy in chapter three, moving to the mulatta in chapter four, and ending with the mistress in chapter five. Each of these chapters focuses on two case studies include one successful play and one film with a nation-wide release that features Black female characters and plays on mainstream networks. With theatrical case studies ranging from Lydia Diamond's Voyeurs de Venus (2006) to Lynn Nottage's By the Way, Meet Vera Stark (2013), films from The Help (2011) to Dear White People (2014), my work questions how these stereotypes persist and create meaning in popular culture. The work addresses the following questions: How have the mammy, mulatto, and mistress stereotypes functioned and persisted in dramatic works and popular culture in the contemporary era? How do contemporary works adapt, challenge, reinterpret, and reimagine these stereotypes? What does this suggest about shifts in representations of Black women in the contemporary United States?
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Date Issued: 2018
Identifier: 2018_Fall_Jeffries_fsu_0071E_14836
Format: Thesis

Title: Facilitating the Interactive Mural Experience as an Act of Creative Placemaking.
Creator: Rosenstein, Samuel B., Shields, Sara Scott, Tripodi, Stephen J., Villeneuve, Pat, Broome, Jeffrey L., Florida State University, College of Fine Arts, Department of Art Education
Abstract/Description: Community mural projects exist in a medium of high visual payoff, illustrating desired subject matter meant to serve a specific audience. While the result is indeed an important element, it is not the only point of emphasis. This dissertation focused on the community mural experience from the planning and installation phases, completed by youth volunteers at a teen center. Designed and executed through the lens of creative placemaking, this dissertation research relies on visual and narrative...
Show moreCommunity mural projects exist in a medium of high visual payoff, illustrating desired subject matter meant to serve a specific audience. While the result is indeed an important element, it is not the only point of emphasis. This dissertation focused on the community mural experience from the planning and installation phases, completed by youth volunteers at a teen center. Designed and executed through the lens of creative placemaking, this dissertation research relies on visual and narrative data. The findings highlight the importance of an inclusive interactive culture during community mural dialogues. As the researcher and facilitator, I enlisted participant feedback for both the pilot and primary mural projects, and led the transformation of both efforts onto their respective walls in the center. I used a visual journal to document the research. My arts based findings are centered on visual vignettes and artistic renderings made in response to the finished mural projects. In translating the impact and value of collaboration through art making, I argue in favor of involving the participant voice in all phases of the creative process. In addition to providing a workbook for initiating similar hands-on opportunities, I focus on the potential of executing murals with people rather than for them.
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Date Issued: 2018
Identifier: 2018_Fall_Rosenstein_fsu_0071E_14847
Format: Thesis

Title: Political Economy of Media Labor: An Analysis of Working Conditions of Newspaper Journalists in Karnataka, India.
Creator: Koushik, Kailash, Proffitt, Jennifer M., Dennen, Vanessa P., McDowell, Stephen D., Nudd, Donna M, Florida State University, College of Communication and Information, School of...
Show moreKoushik, Kailash, Proffitt, Jennifer M., Dennen, Vanessa P., McDowell, Stephen D., Nudd, Donna M, Florida State University, College of Communication and Information, School of Communication
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Abstract/Description: The Indian newspaper industry has been celebrated globally in communication research, as it continues to grow, both in circulation and readership. However, little is known about the journalists who work in this celebrated industry. Labor as a whole is sidelined in media research, and it is the same in the context of India. This study presents an insight into the working conditions of newspaper journalists, focusing on the newspaper journalists working in the state of Karnataka, India. The...
Show moreThe Indian newspaper industry has been celebrated globally in communication research, as it continues to grow, both in circulation and readership. However, little is known about the journalists who work in this celebrated industry. Labor as a whole is sidelined in media research, and it is the same in the context of India. This study presents an insight into the working conditions of newspaper journalists, focusing on the newspaper journalists working in the state of Karnataka, India. The study employs critical political economy of media to analyze the working conditions of journalists. It begins by outlining critical political economy, recent research on political economy of media labor, and history of Indian media with a focus on newspapers. The study, then, provides an overview of the Working Journalists Act and a historical account of the journalists wage boards constituted since 1956. Further, it utilizes this historical context, to examine the current working conditions of newspaper journalists, based on in-depth interviews of newspaper journalists. The study reveals the exploitation of newspaper journalists, through the analysis of their daily work and how structural dynamics of the newspapers allow owners to underpay and overwork newspaper journalists. The study also reveals mechanism of exploitation at a time when newspapers are transitioning toward digital media. Lastly, it examines whether these conditions of work of journalists will be favourable for democracy, and provides recommendations on how to change and improve the working conditions of journalists, in order for them to carry out their democratic responsibilities. The study aims to contribute and fill gaps in research about media labor in India.
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Date Issued: 2018
Identifier: 2018_Fall_Koushik_fsu_0071E_14862
Format: Thesis

Title: The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.
Creator: Eom, Mijin, Papi, Mostafa, Leeser, Michael J., Hiver, Philip V., Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs. locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic performance of writing, touching a highly controversial issue in the task...
Show moreThis dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs. locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners' regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support for establish theory and important implications for Second Language (L2) learning and development.
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Date Issued: 2018
Identifier: 2018_Fall_Eom_fsu_0071E_14888
Format: Thesis

Title: Needles and Scraps: Using Collaborative Autoethnography and Visual Storytelling to Rewrite the Dominant Narrative of Black Children in Public Schools.
Creator: McNair, Jaye-Tremille, Shields, Sara Scott, McGregory, Jerrilyn, Broome, Jeffrey L., Cuyler, Antonio C., Florida State University, College of Fine Arts, Department of Art Education
Abstract/Description: This study forms a meta-narrative exploring the educational experiences of Black and Brown elementary students in public schools. The goal is to decenter and dismisses racism and mis-education frequently found in majoritarian stories using methods similar to Faith Ringgold's art and artistic processes. Together students and teacher crafted a telling of Black and Brown elementary school students' stories. Storytelling is both my research content and approach. The goal is to create a positive...
Show moreThis study forms a meta-narrative exploring the educational experiences of Black and Brown elementary students in public schools. The goal is to decenter and dismisses racism and mis-education frequently found in majoritarian stories using methods similar to Faith Ringgold's art and artistic processes. Together students and teacher crafted a telling of Black and Brown elementary school students' stories. Storytelling is both my research content and approach. The goal is to create a positive narrative about Black and Brown students' culture in public school settings. Informed by Paulo Freire's (1993) Critical Pedagogy, Critical Theory and Critical Art a category I have defined as a composition of visual elements that are composed to engage and/or provoke the viewer to examine, critique, or question her reality, we offer a critical perspective on social issues, provokes thought, conversation, and action on a personal, communal, or global level to help in gaining freedom, justice, or equality. Race, gender, poverty, identity and education are common and important considerations in this category. The resulting written and visual meta-narrative presents a new perspective, giving way to a deepened understanding of the educational experiences of African American children public K-8 school (Barone & Eisner, 2012).
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Date Issued: 2018
Identifier: 2018_Fall_McNair_fsu_0071E_14843
Format: Thesis

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