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The Imposter Phenomenon and Achievement Dispositions in High-Achieving Women in Clinical Psychology
No full textThe purpose of this study was to examine the relationships between imposter feelings and achievement dispositions (i.e., self-handicapping behaviors and personal development competitive attitudes). It was hypothesized that imposter feelings would be positively correlated to self-handicapping behaviors and negatively correlated to personal development competitive attitudes. Female clinical psychologists with at least 10 years of postlicensure experience (N = 75) were recruited via American Psychological Association Division Listservs, the Illinois Psychological Association’s Listserv, and networking among mental health professionals. Participants completed the Clance Imposter Phenomenon Scale (CIPS), the Self-Handicapping Scale (SHS), and the Personal Development Competitive Attitude Scale (PDCA). Two Pearson product-moment correlations were run to examine the relationships. A moderate positive correlation was found between a woman’s experience of imposter characteristics and her tendency to self-handicap, confirming the first hypothesis. The second hypothesis was not confirmed, as the correlation between imposter characteristics and personal development competitive attitudes was non-significant. The findings from this study are directly applicable to the therapeutic context, as these factors provide insight into the internal experiences and perspectives of women psychologists and help to encourage a conversation regarding self-awareness in therapists
Culturally Responsive Teaching and Learning For Success
Get PDFThe enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.
The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers
Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve
Get PDFThe purpose of this study was to allow students to make meaning of and understand their positionality within an academic setting while providing teachers and instructional staff with insight into personal experiences of African American middle school male students within the context of eligibility. Student voice was the primary form of description for this research. Each individual had a different perspective based on class, culture, age, religion, and environment, among other factors. The individual differences impacted the students’ and my own construction of meaning. The paper is organized as follows: (a) Chapter One: Introduction; (b) Chapter Two: Review of the Literature; (c) Chapter Three: Methodology; (d) Chapter Four: Results; and (e) Chapter Five: Discussion, Conclusions, and Recommendations. The phenomenological method was utilized in order to conduct interviews and observations of the students within a school setting
“I feel so happy now” Afghan students’ cross-cultural adaptation experiences in Turkey
Get PDFThe main purpose of this qualitative case study is to understand Afghan students’ cross-cultural adaptation experiences by applying Kim’s theory of cross-cultural adaptation. Within the first part of this study, cross-cultural adaptation theory and some information about Afghan immigrants in Turkey were given. Then, Afghan students’ experiences are discussed under three sub-themes within the frame of Kim’s stress adaptation growth model. The participant group consisted of three middle school students who have come from Afghanistan to Turkey at different times. Data for this study were collected by using semi-structured interviews and analyzed through content analysis technique. Findings revealed that Afghan students have lived many positive or negative experiences in the whole process. Having similar cultural characteristics, learning the target language, people’s attitudes towards immigrants in the host country, religious and cultural proximity play critical roles in adapting to the new environment. The last section included a conclusion and offered some implications for research and practice
Impact of Tier 2 Intervention Program on Student Achievement and Self-Efficacy
Get PDFTo address the challenges of drop-out rate and achievement gap, high schools have begun to implement intervention programs. Schools bear responsibility in addressing factors such as poor academic performance, lack of course credit, and low motivation to encourage post-secondary success. Intervention programs show promise in mitigating these factors despite variation due to lack of state or federal requirements. The most common frameworks used to address the skill gaps and deficiencies that prevent graduation are Response to Intervention (RtI) or Multi-Tiered Systems of Support (MTSS). The purpose of this study was to determine the impact of academic interventions on student achievement and self-efficacy for below average and failing high school students. Due to limited research of RtI/MTSS interventions at the secondary level, this quantitative analysis is important as it reinforced that Tier 2 interventions do have impact on standardized test measures, completion of grade-level core coursework and increase self-efficacy inventory scores for students receiving intervention. Every outcome of this study indicated a statistically significant impact on the students receiving intervention. These results are noteworthy as they can inform design of secondary intervention models
CULTURALLY RELEVANT PEDAGOGY AND FIRST-GENERATION LATINX STUDENT SENSE OF BELONGING
Get PDFThis qualitative research study assessed the impact of culturally relevant pedagogy on first-generation Latinx student sense of belonging at an emerging Hispanic serving institution (HSI). This study adds to current literature around culturally relevant pedagogy, which focused on the close, meaningful relationships between faculty and students in the classroom (Ladson-Billings, Gay, Wlodkowski, & Ginsberg, Stembridge, et al.). The link to sense of belonging (Hurtado & Carter, 1997) demonstrated the importance of academic and non-academic setting connections that led to other social and academic outcomes, which include student satisfaction, motivation to study, and perseverance in completion of a post-secondary. A transformative research framework sought to understand the first-generation Latinx student sense of belonging and their experiences within the larger context of a predominantly white campus and academic course offerings through engagement with a small sample size (Moustakas, 1994). Implications for future research and applications for students, faculty, and leadership at predominantly white institutions on the pathway to becoming an HSI are outlined
Program Evaluation of a District’s Elementary School Wellness Curriculum to Improve Undergraduate Training
Get PDFThis doctoral research project examined elementary teachers’ preparation to teach health content (Emotional, Relationships, Growth and Development, Nutrition, Physical Activity, Hygiene, Safety, Substance Use/Misuse, Diseases, Environmental/Consumer/Community Health) within the framework for a state’s certification and qualifications. The study used a mixed-methods approach in a Midwest school district to discover components of undergraduate certifications, current teaching methods, and potential modifications to the curriculum. While all surveyed elementary teachers were licensed to teach the health content, many were not formally qualified to teach the material due to content gaps in their teacher preparation programs. The study concluded that undergraduate institutions preparing teachers for educator licensure need more in-depth qualifying training for pre-service teachers in the area of health for elementary education majors
The Impact of Reading Intervention on Retained Elementary-Age Students
Get PDFDue to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.
My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills
Assessing Response To Intervention By The Extent To Which Tier II Supports Impacted Student Growth: The Story Of Response To Intervention (RtI) Practices In One Urban School District
Get PDFThe purpose of this research was to evaluate Response to Intervention (RtI) Tier II data and to determine its impact on student growth. Following the Patton (2008) utilization focused program evaluation model, information learned about staff practices with data in Tier II became available to users. A staff survey, statistical analysis of Tier II data, and an RtI form evaluation informed the program evaluation. Based on the evaluation of Tier II data concerns for this level of support were raised around its impact on student growth. Finally, Tier II data may not have been attended to sufficiently with implications for its future ability to safeguard against disproportionality. Recommendations to improve Tier II as an organizational tool were identified and shared with the district superintendent
Investigation of the Effectiveness of the Social Interaction Program Applied to the Students in an Elementary School
Get PDFThis study examines the effectiveness of the Gazi Inclusive Environment Social Integration Program (GIESIP), which we applied to 4th-grade elementary school students. We completed the study in an elementary public school located in Ankara in the 2016-2017 academic years. The study group consisted of 30 female and 28 male students. We chose the school via a random sampling method among public elementary schools. This school is in a middle socioeconomic status region in the Mamak district of Ankara, Turkey. In the study, we used a quasi-experimental design, including an experimental-control group, pre-test, post-test, and follow-up test. We applied a personal information form, Social Acceptance Scale (SAS), and Perceived Social Support Scale-Revision (PSSS-R). Research findings reveal that the students who have typical development levels in the experimental group have highly increased levels of social acceptance and perceived social support. Based on the results of the study, we can recommend that teachers who have inclusive students in their classes improve and support the development of the students’ social acceptance