National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
Practices of Maintaining Academic Research Quality in Higher Education Institutions (HEIs): Quests and Upheavals
Full text linkMaintaining academic research quality in HEIs has become a crucial demand of the day due to the need for advancing knowledge, standing answerable to the public, safeguarding institutional credibility, and pacing with the changing academic environments. This study, therefore, investigated the practices of maintaining academic research quality at three HEIs in Ethiopia. A blend of both qualitative and quantitative approaches was used to collect data using a questionnaire and interview guide questions.
The results revealed that the major practices across the three universities include: prioritizing the quantity of research outputs (reports/publications), focusing on researching quality (during the process), ensuring theoretical/conceptual grounding, and upholding methodological rigor aligned with the study’s purpose. The practices, however, did not lead to consistent quality enhancement, to usability of the findings, and to epistemic reflexivity to improve future research. Pragmatic soundness, relevance to policies and practices, usability, fitness of- and for- purpose, and action-ability and/or applicability of research results in a real world settings were hardly achieved. It has, therefore, been recommended that the HEIs should go beyond number games, dubious practices, and positivist ventures by considering pragmatic and transformative utility, adding value for the public money, and pacing along with the changing academic environments
Scaffolding Subversion: Preparing Pre-Service Teachers to Sustain Justice-Oriented Action
Full text linkDominant sociopolitical ideologies influence educational policy and threaten school-based equity. As teacher educators called to support the development of pre-service teachers (PSTs) who advance justice in their practice, we are compelled to consider our work against the contemporary sociopolitical context. Through collaborative critical discussions, we sought to explore what PSTs need to sustain their engagement in justice-oriented action beyond their teacher preparation program. The ideas and practices that emerged as essential to us as teacher educators in this era were the following: (a) Understanding and Sustaining Self, (b) Bridging Self and Community, (c) Cultivating Equitable Communication, and (d) Subverting Oppression, Hegemony, and Inequity through Criticality and Action
Shades of Families: Exploring Intersectionalities of Cross-Cultural Parenting Experiences in the U.S.
Full text linkAs multiracial and multicultural families continue to grow across the United States, parents must navigate evolving cultural identities, systemic inequities, and increasing social and emotional pressures. These realities underscore the need for parenting resources that are both culturally responsive and emotionally supportive. This transcendental phenomenological study explored the lived experiences of 11 cross-cultural parents raising children in the U.S., with a focus on how intersecting identities and systemic forces shape parenting practices.
Guided by Critical Multiracial Theory and Intersectionality Theory, this study investigated parenting at the personal, familial, societal, and structural levels. Data were collected through semi-structured interviews and analyzed thematically. Five core themes emerged: (1) Personal identity, values, and beliefs; (2) Family roles, cultures, and expectations; (3) Societal perception and racial judgment; (4) Emotional adaptation, resilience, and well-being; and (5) Parenting support, education, and resources.
Findings reveal that parenting across cultures is not merely a transfer of values but a dynamic, emotionally transformative journey. Parents described balancing multiple cultural influences, re-evaluating inherited beliefs, and engaging in self-reparenting to promote their children’s and their own wellness. Participants emphasized a shift away from performance-based parenting toward models centered on connection, resilience, and growth.
This study offers a relational growth model of cross-cultural parenting and contributes new insights to the fields of counseling, education, and public health. Implications include integrating parenting education into counselor training, advancing policy that affirms family diversity, and developing resources that reflect the lived realities of multicultural families
An Elementary Review of Multi-Tiered System of Support
Full text linkThis research aimed to review how a large unit school district can differentiate the Multi-Tiered Systems of Support (MTSS) framework specifically for the elementary level to increase the growth and achievement of all elementary students within the district. A deep dive into publicly available student achievement data for Parkside School District was completed as part of the research and data collection. Additionally, school and district staff were given an in-depth survey about different aspects of the MTSS framework in Parkside School District. All of this data was analyzed and interpreted. The results showed that there is a need for the elementary MTSS framework within Parkside to be differentiated for increased student success. Increased communication and professional development about Parkside’s elementary MTSS framework, clearly defined expectations and staff roles within the MTSS framework, and developing a resource allocation model to flexibly support the framework were the primary recommendations
The Correlation Between Depression and Gendered Racism Among Black Women
Full text linkBlack women face unique challenges related to intersecting racial and gender-based discrimination, often referred to as gendered racism. Previous research has indicated this form of oppression may significantly affect mental health, particularly depression. However, few studies have examined how gendered racism interacts with racial identity and demographic factors (e.g., age, marital status, geographical location) to predict depressive symptoms. Using a sample of 164 self-identified Black women, this study investigated the correlational relationship between gendered racism and depression among Black women and examined how gendered racism, racial identity, and key covariates (age, marital status, and geographical location) predict depressive symptomatology. The results revealed a strong positive correlation between gendered racism and depression, with greater experiences of gendered racism being associated with increased depressive symptoms. Additionally, hierarchical regression analysis indicated gendered racism was the strongest predictor of depression, whereas age, marital status, and geographical location served as significant covariates. Younger, single women reported higher levels of depressive symptoms compared to older, married women. Understanding these relationships can inform culturally responsive mental health interventions that address the specific needs of Black women. Future research should explore longitudinal and systemic factors to gain deeper insight into the compounded effects of racism and sexism on mental health
Navigating Emotional Transitions: A Study of Self-Perception and Emotion in Bio-Childfree Women Entering a Blended Family
Full text linkThe transition to a blended family is an emotional and psychological adjustment for bio-childfree individuals. The present qualitative study investigated how self-concept and emotional adjustment of bio-childfree stepmothers change when they become members of their new family. With a phenomenological approach, semi-structured interviews were conducted with 12 female participants who were bio-childfree, in a committed relationship with a partner with children, and had cohabited for one year or more. The study aimed to find out how these women cope in their new role, their emotional adjustment to their transition, and the influences that impact their well-being. Thematic analysis of interviews revealed five prevailing themes: Loss of identity and autonomy, in which participants struggled to cope with a loss of self-concept and a loss of control over their lives; Unexpected emotional battles, such as a feeling of isolation, anxiety, and self-doubt; Difficulty in stepmother-stepchild and co-parental relationships, in which participants struggled to earn respect, be accepted, and manage conflict with birthparents; Effects on mental health and well-being, in that participants reported higher stress, depression, and loss of self-esteem; and Struggles in marriage and lack of support from partners, in that stepmothers felt unsupported in their emotional needs and unappreciated in their relationships. The findings suggest that most bio-childfree participants view blended families positively yet soon encounter unexpected challenges that impact their emotional and mental health. The study underscores a demand for more support systems, role definitions, and open communication in blended families. Providing counselling, psychoeducation, and relationship-based interventions would improve the health of bio-childfree stepmothers and result in healthier family relationships. Long-term adaptations, coping strategies, and the impact of stepparenting on relationship satisfaction over time must be explored in future research
Editorial: Let\u27s Light the Lamp of Awakening Together and Make the World Better
Full text linkThis editorial focuses on the significance of education by discussing philosophical ideas and sheds light on what education means. It explores the research ideas of different educators
The Architectonic Frames: Dialogic Leadership, Surveillance and the Problem of Invisible Pedagogies
Full text linkScholars and practitioners seldom consider pedagogy as a starting point in their appreciations of the role of leadership in education. However, the rise of invisible pedagogies may warrant a revaluation of this practice. Invisible pedagogies are enabled by cloud-based learning management platforms and their data-driven algorithms and protocols, which incentivize opaque practices and the monetization of dialogism in the form of surveillance textualism or shadow texts. As such, some scholars predict that the future growth of invisible pedagogies is inevitable. Even though dialogic leadership is positioned to calibrate the trajectory of invisible pedagogies and explicate surveillance textualism, it is largely a minority view in education. This conceptual survey reassesses the divergent approaches and changes in leadership thought, including the role that connectivism and dialogism now play in its reorientation. Valuing leadership as a dialogic practice, this study also examines the relationship between texts and pedagogy and how they are entwined and instrumentalized by surveillance capitalism. Based on the findings from this appraisal, the architectonic frames are introduced as a praxis and professional development tool that is designed to inspire agentic conversations among teachers and leaders on the dialogism inherent in the digitalization of texts, pedagogy, and surveillance. More significantly, this paradigm synthesizes the ideas of dialogic thinkers such as Mikhail Bakhtin and Michel Foucault, making their complex conceptualizations more accessible as teaching and leadership tools
Empowering Educational Leaders: Enhancing Administrative Leaders’ Effectiveness Through Strategic Professional Development
Full text linkThis study analyzed the current state of professional development opportunities for administrative leaders across ten U.S. states. The research aimed to explore trends, perceived needs, and gaps in professional learning programs for educational administrators. The central research question guiding this study asked: How do administrative leaders perceive and experience existing professional development opportunities, and what areas require strategic improvement? A mixed methods approach was used, with survey data collected from administrative leaders serving in K–12 school settings. The survey instrument was designed to assess participants\u27 perceptions of the relevance, effectiveness, and accessibility of their current professional development experiences. Data analysis identified key patterns, areas of deficiency, and themes related to desired improvements. Findings indicated that administrative leaders consistently needed more strategic, targeted, and intentional professional learning experiences. Participants reported that current offerings often lack coherence and alignment with leadership goals or site-level demands. Conclusions emphasized that high-impact professional development is essential for improving leadership effectiveness, decision-making, and student outcomes. The study recommends ongoing evaluation of leadership development programs, data informed modifications at district and regional levels, and responsive, equity-driven training that celebrates both incremental and long-term progress
Intersecting Inequities: Latinx Access To Mental Health Services
Full text linkThis study examined barriers to mental health service utilization among Latinx populations using data from the 2022 National Survey on Drug Use and Health (NSDUH). Through the theoretical frameworks of Minority Stress Theory and Toxic Stress Theory, the study investigated the relationships between age, language proficiency, socioeconomic status, and mental health service access among different Latinx subgroups. Statistical analyses included chi-square tests, multiple regression, and mediation analyses on a sample of Latinx adults (N = 9,852). Results indicated associations between age and English proficiency (χ² = 145.23, p \u3c .001, Cramer\u27s V = 0.38), with 45% of adults aged 50 and older reporting limited English proficiency. Socioeconomic analysis revealed that 32% of older Latinx adults reported family incomes below $20,000, with insurance status partially mediating the relationship between income and service utilization (indirect effect = 0.15, 95% CI [0.08, 0.23]). differences in utilization rates emerged among Latinx subgroups (F(6, 1243) = 8.76, p \u3c .001, η² = 0.12), with Mexican-origin individuals showing higher utilization (10%) compared to Puerto Rican individuals (2-3%). Age and socioeconomic status demonstrated interaction effects (β = 0.18, p \u3c .01), while language proficiency moderated the relationship between age and service utilization (β = 0.24, p \u3c .001). These findings suggest that barriers to mental health service utilization among Latinx populations are complex and interconnected, requiring multilevel interventions that address linguistic, cultural, and socioeconomic factors simultaneously. Implications for healthcare policy and service delivery are discussed, emphasizing the need for culturally responsive and linguistically appropriate mental health services