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The Role of Leadership in Embedding Social Emotional Learning for Systematic Change in Chicago’s Elementary Schools
Get PDFStudents within Chicago Public Schools (CPS) are experiencing an unprecedented level of trauma and displaying an immense need for social emotional support. This work evaluated the implementation of social-emotional learning (SEL) programming in CPS by exploring the roles of stakeholders in implementing SEL support in the district and in individual schools, identifying the barriers to effective implementation, and recommending measures to enhance SEL practices at the local and state levels. Data for the study were collected in 2023 and 2024 through interviews with school leaders and revealed both the progress in SEL integration as well as the significant disparities that exist due to inconsistent support and resources. Key findings from the study emphasized the crucial role of school leaders, the necessity for continuous professional development for various stakeholders, and the importance of investments by policymakers. This dissertation recommends policy changes, including dedicated instructional time, mandated professional development for teachers and school leaders, standardized district-wide support, and specific policies to be added to from the state level. By prioritizing SEL and addressing these barriers, CPS and Illinois can create a more equitable and supportive educational environment, ultimately enhancing the academic performance of students and the emotional well-being of community members outside of school
Building Partnerships With Indigenous Communities
Get PDFNon-indigenous researchers embark on research with indigenous communities with good intentions but can unintentionally continue to oppress. While existing research shows building partnerships with indigenous communities, requires researchers to work “with” not “for” communities and walk side-by-side, and to do so with reciprocity, respect, relevance, responsibility and reverence, this research study identified an iterative model to learn, follow, and emerge research relationships through ongoing connections and outlined the mindsets to consider and assess often. Ten non-indigenous researchers from the US and Canada shared their stories about building relationships with indigenous communities. Through their stories of successes and challenges, strengths and learnings, the position of the non-indigenous researcher was juxtaposed against the existing research of Kirkness and Barnhardt’s, 4 R’s for Indigenous Relationship Building model to identify concrete steps and mindsets
Identity Development in Black Caribbeans: A Proposed Model
Get PDFThe paper is a critical review of the literature exploring factors contributing to Black Caribbean identity development. The paper sought to understand Black Caribbeans’ migratory history, views on mental health, and factors contributing to their identity development in the United States. Migrating to the United States can be a harsh reality for many migrants because they eventually realize that their Black skin is associated with negativity. An exploration of Black Caribbeans’ history and growing up in predominately Black societies could provide some insight that contributes to some of their ideologies and beliefs regarding forms of racism and believing that hard work and educational achievement are some factors needed to succeed in the United States. Their mental health is negatively impacted the longer they reside in the United States, and everyday discrimination is one of the negative contributing factors. Many first and second-generation Black Caribbeans highlight their ethnicity in an attempt to distance themselves from native-born Blacks because of the negativity associated with being Black in America. Black Caribbeans are often mistaken for Black Americans because they share similar physical characteristics, and this paper highlights some unique factors that contribute to Black Caribbean identity. This paper proposes an identity model for Black Caribbean immigrants, which could give insight into how Black Caribbean immigrant identity develops over time in the United States of America
Understanding Latino Students\u27 Perspectives on Their High School Experiences and Post-Graduation Options
Get PDFProjections from the U.S. Department of Education National Center for Education Statistics indicate Latinos will constitute 30% of the school-aged population in the United States by the year 2030. Enhancing the quality of education for this demographic becomes increasingly crucial. Such improvements not only benefit Latino communities but also hold significant implications for the progress and future prosperity of our nation. The focus in this study was to understand Latino students’ perspectives on their high school experiences and post-graduation options, as well as to explore the influence of high school programming on their experiences. This qualitative study was conducted with 14 Latino high school students who were in their senior year within a large suburban high school district encompassing three campuses. Data were collected through semi-structured interviews. Following data collection, rigorous coding and refinement processes were undertaken to derive the major findings, which highlighted the importance of extracurricular activities, differences in programs, the significance of college in students’ future aspirations, the pivotal role of family support, and the influence of Latino cultural backgrounds on students’ comfort zones. With the findings in mind, recommendations include developing a state-level policy for districts with a large Latino student population that emphasizes the following categories: improving social-emotional support, measuring and improving student-to-staff connections, measuring and supporting students’ knowledge of college-going and post-high school options, engaging families in small groups and one-to-one supports, and valuing and being inclusive of Latino culture
SHAKE YA ASS, BUT WATCH YOURSELF: AN INTERSECTIONAL AND DECOLONIAL APPROACH TO EXPLORING THE SEXUALIZATION OF FEMALE RECORDING ARTISTS AND THE EMPOWERMENT OF WOMEN IN THE UNITED STATES
Get PDFThis dissertation, titled Shake Ya Ass, But Watch Yourself: An Intersectional and Decolonial Approach to Exploring the Sexualization of Female Recording Artists and the Empowerment of Women in the United States, critically examines the phenomenon of sexualization of women in the music industry and its impact on female empowerment. Through an intersectional and decolonial feminist lens, the study delves into the historical and socio-cultural contexts that shape the portrayal and perception of female recording artists in the United States.
The research traces the roots of feminism and the commodification of racial stereotypes through music, exploring how female empowerment has been influenced by these dynamics. It questions whether the sexualization of female artists serves as a form of empowerment or perpetuates patriarchal oppression. By analyzing contemporary examples, such as the works of Lil\u27 Kim, Cardi B, and Megan Thee Stallion, alongside historical contexts from blues to modern hip hop, the study seeks to uncover the complexities of sexualization as both a potential tool for liberation and a mechanism of subjugation.
Empirical data is drawn from surveys with diverse participants, examining their perceptions of empowerment through sexualization. The study employs frameworks of empowerment theory, intersectional feminism, and decolonial approaches to provide a comprehensive analysis. Ultimately, it aims to understand the real impact of the sexualization of female recording artists on women\u27s perceptions of empowerment and contribute to the discourse on gender, race, and power in the music industry
Students\u27 Perspectives on Co-Creation Opportunities Within Bachelor\u27s, Master\u27s, and Doctoral Level Education Preparation Programs
Get PDFThis study examines Bachelor’s, Master’s, and Doctoral students’ experiences with co-creation activities in education programs. Responding to voiced student concerns, it seeks to uncover ways in which students wish to share ownership of the learning process. Additionally, this study aims to contribute students’ thoughts to the existing co-creation literature. Incorporating evidence from a survey and multiple participant interviews, this study demonstrates that students across all three levels of study wish to experience an increase in co-creation activities, but the type and extent vary by level of study. It argues for instructors and overseeing institutions to negotiate, not prescribe, certain aspects of the learning process. Additionally, this study introduces the Co-Creation Continuum, a tool used to identify the type and extent of co-creation occurring in a class. Students and instructors can gauge the extent to which co-creation occurs with respect to the content and structure, assessment criteria and grading process, and the implementation of student feedback. These categories and levels of co-creation can support instructors and students in negotiating components of the learning process
Youth Grief Counseling: An Exploration of Competency in Graduate Counseling Students
No full textThe purpose of this study was to examine the extent to which practicum and internship students in graduate counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) perceive their competencies in youth grief counseling. A quantitative research design with an electronic one-shot survey was utilized to collect participants’ demographics, program status, and grief education and training received. An adapted version of the Grief Counseling Competencies Scale (GCCS) was completed by 66 participants, who rated their self-perceived competency in youth grief counseling. Variables including participants’ grief coursework taken, counseling program type, and status as a practicum or internship student were analyzed to determine any significant differences in self-perceived competency as measured on the four subscales of the GCCS (personal competencies, conceptual skills and knowledge, assessment skills, and treatment skills). ANOVA results revealed significant effects found for coursework taken and self-perceived youth grief counseling competency as measured on the GCCS subscales of conceptual skills and knowledge (p \u3c 0.001), assessment skills (p \u3c 0.001), and treatment skills (p \u3c 0.001). Independent samples t-test results revealed significance for student status and assessment skills (p = 0.03). The results of this study provide new knowledge and insight to support CACREP-accredited counseling programs in considering current curriculum delivery and informing counselor education to prepare counselors-in-training to work with youth coping with loss
The Impact of COVID-19 on the Academic Achievement and Mental Health of Elementary Students: COVID-19 Effect on Students in Pre-k Through 4th grade
Get PDFSchool closures and student isolation due to COVID-19 affected all students, particularly those in poverty. In addition to the damage to student learning, a mental health crisis emerged as many students lost access to school services. This mixed methods study aimed to evaluate the effect of COVID-19 on United States elementary students’ academic achievement and mental health. I found in my study teachers and school counselors struggled but were able to provide support to students in a variety of ways. I recommended a policy where all schools have a mental health therapist on site to assist students and teachers
A Modified Grounded Theory Analysis of Luke’s Understanding Of His Thought Disorder
Get PDFThis current Clinical Research Project examines patterns of therapeutic processing in “Luke”, a male diagnosed with schizophrenia, and how his understanding of his psychotic breaks and mental illness evolved over the course of person-centered psychotherapy. A modified grounded theory approach was used by multiple coders to analyze transcribed text samples from selected archival therapy sessions selected between 1996 and 2019 to develop further hypotheses as to how Luke uses schizophrenic language to process experience in ways that are clinically effective as well as ways that hinder his understanding of his experience. Results of this study demonstrated that while Luke’s use of schizophrenic language and metaphacts remained stable, he employed them in more complex ways in segments focusing on his experience of his psychotic breaks
NARRATIVES OF PERSEVERANCE BY LATINA WOMEN PAVING THEIR WAY TO SUCCESS IN SCIENCE, TECHNOLOGY, ENGINEERING, ART, AND MATH (STEAM) HIGHER EDUCATION
Get PDFThe purpose of this narrative study was to understand the experiences of successful Latina women attaining higher education in Science, Technology, Engineering, Art, and Mathematics (STEAM) and the challenges they have overcome along the way. Additionally, I sought to examine ways in which these students challenged the stigma of invisibility often attached to Latino communities. Representatives from Brazil, Ecuador, El Salvador, and Mexico, the participants of this study were seven women employed in various areas of STEAM with higher education degrees.
Cultural Capital and Feminist Cultural Studies provided the theoretical framework for this study. The three-dimensional narrative design was applied to data analysis that resulted in identification of the following meaningful themes: (a) “Latina Women’s Path to Success in STEAM;” (b) “Persevering through Stereotypes and Invisibility;” and (c) “Cultural Traditions and Ancestral Voices.” The participants’ narratives conveyed the path to success that was both unique and common experience of overcoming multiple barriers and persevering toward educational and professional accomplishments. Strong cultural traditions, familial values, and networks of support were among the main influences in the participants’ lives. The role of the bisabuelas (great-grandmothers), abuelas (grandmothers), and madres (mothers) was particularly important in the participants’ path to success.
This study encourages educational professionals and policy makers to create better opportunities for Latina students striving to succeed in STEAM through a variety of incentives, programs, policies, and environments conducive to more inclusive and equitable practices