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1997 research outputs found
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An Assessment of Youth Perceptions of Youth Employment Initiatives and Attachment to Community as Determinants of Migration Decisions Among the Youth in Keta Municipality of Ghana
Full text linkYouth migration from rural to urban areas in Ghana, particularly to cities like Accra, Tema, Kumasi, and Takoradi continues to rise, despite ongoing efforts to improve youth employability and reduce urban influx. This study examined the extent to which youth attachment to community and participation in employment initiatives predict migration intentions. Guided by the network, sense of community, neoclassical, and empowerment theories, the research employed a mixed-method correlational design. Data was collected from 249 participants, including 109 youth employment initiative participants, 126 non-participants, and 10 agency staff through surveys, as well as interviews with 4 heads of agencies. Quantitative data was analyzed using SPSS 24, and qualitative data was analyzed using QDA Miner. Findings revealed that (1) attachment to community significantly predicts migration intentions, particularly among local youth; (2) individuals with higher education levels were less likely to participate in employment programs and more likely to migrate; (3) Accra and Kumasi accounted for nearly half of all preferred migration destinations; and (4) perceived lack of employment opportunities, economic instability, and limited financial prospects within the municipality were primary drivers of migration. A migration prediction model was developed based on the findings. Recommendations include creating targeted employment opportunities, fostering community pride and connection among youth, and enhancing inter-agency collaboration to reduce resource duplication and promote program effectiveness
Lived Experiences of Welfare Dependency, Systemic Entrapment, and the Fight for Dignity in U.S. Low-Income Policy
No full textThis paper is poised to look into the welfare dependency situation and policy issues for low-income programming in America. The specific objectives include establishing the lived experiences and perceptions of individuals currently enrolled in welfare or low-income programs regarding their participation in these programs; establishing how socioeconomic, structural, and systemic factors contribute to welfare dependency and entrapment among individuals receiving welfare assistance; establishing the primary barriers and obstacles faced by individuals in transitioning away from welfare assistance towards self-sufficiency and independence: and propose the strategies and reforms to address welfare entrapment and promote economic empowerment within their communities. The Intersectionality theory is applied in this study with interviews of welfare assistance beneficiaries. The results indicate that welfare dependency has persisted due to a collection of factors relating to individual attitudes and choices, program deficiencies, and policy factors. More so to the generic nature of policies and program requirements rather than individual-focused needs assessment. To improve the situation, need policy review, program re-orientation to focus on addressing the personal needs of each individual beneficiary based on needs assessments
Testimonios of Identity and Critical Consciousness: A Narrative
No full textDeficit ideologies of identities labeled Latina, Spanish-speaking, and disabled permeate society, impacting how individuals, who are multiply marginalized by these identities, view themselves and their world. However, because of this intersectionality, they are uniquely positioned to understand themselves, others, and the community and to act upon systems of oppression to challenge the deficit myths surrounding them. The purpose of this study is to investigate ways in which bilingual preservice teachers with learning disabilities understand themselves as unique individuals residing in the Borderlands and develop their sense of identity and critical consciousness. The study uses testimonio, a narrative inquiry, to focus on the lived experiences, identities, and expressions of critical consciousness of six bilingual preservice teachers with learning disabilities at an HSI in the Borderlands. Data was collected through semi- structured interviews, researcher memos, and participant-generated documents.
The findings indicate that the Borderlands is a space of contradictions, where conflicting ideologies impact the identities and beliefs of the participants; feelings of despair, resiliency, and hope emerge as the participants navigate their intersectional identities through systemic oppression; and, while still cultivating their professional identities as teachers, they express development of critical consciousness by seeing, acting upon, and transforming reality. This study provides an understanding of expressions of identity and critical consciousness in participants who are multiply marginalized but have hope for the future; a future where all educational stakeholders must develop critical consciousness; cultural and educational spaces where intersectional identities are seen, honored and celebrated; and teaching strategies and programs that honor the lived experiences and knowledge of the students. The participants hold onto hope for an emancipatory education, one that they are excited to build
Visual Literacy, English Learners, and the Slider
Full text linkThe article looks at some of the ways “degrees of intensity” can be taught and practiced with visual supports such as sliders, graphs, or emojis, with a focus on English learners of all ages
An Investigation into the Effectiveness of High School Models of Instruction in English Language Arts for Exceptional Education Standard Diploma Students
Full text linkThis study examined the effectiveness of high school instructional models in English Language Arts (ELA) for Exceptional Student Education (ESE) students pursuing a standard diploma. The purpose was to compare self-contained and inclusion models within the framework of the Individuals with Disabilities Education Act (IDEA), emphasizing Free and Appropriate Public Education (FAPE) and the Least Restrictive Environment (LRE). The research was conducted in a medium-sized rural district high school.
The overarching research question was: Based on student test scores, ESSA data, surveys, and interviews with content area teachers, ESE teachers, paraprofessionals, support facilitators, and administrators, how effective are self-contained and inclusion settings in supporting ESE students toward meeting graduation requirements? Using a mixed method research model, extant student test scores, Every Student Succeeds Act (ESSA) data, and surveys were analyzed to assess the impact of these instructional models on student achievement.
Quantitative findings indicated no direct relationship between instructional environment and standardized test performance. However, qualitative data analysis identified gaps in instructional strategies, particularly those used for vocabulary comprehension and reading skills. These findings highlighted the need for targeted interventions to improve ESE students’ literacy development and overall academic success. To address these gaps, the study recommended increasing ELA achievement scores for ESE students in both instructional settings through teacher professional development, community outreach, targeted intervention programs, and fostering an inclusive school culture
Perceptions of Gifted Education: An Examination of One School District’s Gifted Program Compared to Nationwide Gifted Programs for Best Practices
No full textIn this study, I aimed to examine the gifted program in one school district in comparison to nationwide gifted programs to identify best practices. The review of literature consists of three primary foci, which question whether (a) there is a threat of underrepresented students in the gifted program, (b) there are social justice issues related to the instruction in gifted programs, and (c) the school under study has the right components for a successful gifted program. Using a mixed-methods approach, I gathered data through surveys, interviews, and extant data. The participants included chool administrators, teachers, parents, and one district gifted coordinator. Findings indicate that minority students were underrepresented in the gifted program, and some members of the school districts were not tracking the performance of students of color in the program. Additionally, the findings also indicate that district personnel provided inadequate resources to support the district\u27s gifted programs. To address these issues, I proposed a policy centered on professional learning and the allocation of funding. As a solution, I suggested a policy alteration that would mandate a certain number of professional learning hours focused on equity and culturally responsive teaching
Exploring the Relationships Between Childhood Emotional Neglect, Attachment, Perfectionism, and Adult Mental Health Struggles Across the Socioeconomic Spectrum
No full textThis mixed-methods, cross-sectional study investigated the associations between childhood emotional neglect, perfectionism, attachment insecurity, and internalizing symptoms (depression and anxiety) among adults from varying socioeconomic (SES) backgrounds. Participants (N = 210) aged 18 years or older completed five validated self-report instruments for the quantitative analyses and answered two optional open-ended questions that yielded qualitative data. Data from the self-report measures were analyzed using independent samples t-tests, linear regressions, and moderation analyses conducted with the PROCESS macro. Three hypotheses were tested in this study. First, participants from high-SES backgrounds reported experiencing emotional neglect more frequently than other maltreatment subtypes (t = -2.33, p = .021, d = -.34), supporting the hypothesis that emotional neglect may be relevant in high-SES environments. Second, within the high-SES subgroup (n = 61), emotional neglect predicted higher perfectionism (β = .40, R² = .16, p = .001), greater depressive symptoms (β = .36, R² = .13, p = .004), and increased anxiety (β = .41, R² = .17, p \u3c .001). Third, attachment anxiety, but not attachment avoidance, significantly moderated the relationship between emotional neglect and perfectionism (ΔR² = .018, p = .033), with stronger associations observed at higher levels of attachment anxiety. Results from this study challenge assumptions that financial privilege protects children from maltreatment and highlights the importance of looking at both relational factors, such as attachment, and personality factors, such as perfectionism, when attempting to better understand the lasting impact of childhood adversities. Clinical implications include routine screening and culturally sensitive care when working with individuals from high-SES households where emotional neglect may be masked by privilege
The Withdrawal From Afghanistan: Impacts on U.S. Veterans Who Served in Afghanistan
No full textThis study explored the experiences and perspectives of U.S. military veterans who served in Afghanistan regarding their views on the impacts of withdrawal from Afghanistan. Using a qualitative phenomenological approach, the study explored the effects of the immediate and unexpected withdrawal from Afghanistan as it pertains to military veterans\u27 perspectives on the purpose, value, and meaning of their previous military service, and the service of future generations. The study included 10 participants who had previously served at least one deployment to Afghanistan; each participated in a semi-structured interview via phone call, Zoom meeting, or in-person. The interview included 10 demographic questions and 11 open ended survey questions with options for follow up. Participants were prompted to answer as much or as little as they were comfortable with. The findings revealed five overarching themes: Feelings of Pride, Experiences of Moral Injury, Questioning the Government, Civilian Lack of Understanding, and Calls to Action. Feelings of pride were reported regarding humanitarian efforts during deployments, defending the nation, and perceptions of military service previous to the Afghanistan withdrawal. Experiences of moral injury were reported regarding the withdrawal from Afghanistan being viewed as an act of omission and betrayal trauma. Questioning the government was reported regarding its motives for military presence in Afghanistan, as well as its motives for the way the withdrawal was carried out. Civilian lack of understanding was reported regarding public perception and media representation of the military and veteran experience being inaccurate. Calls to action were made to encourage civilians to be more involved with the veteran experience and military actions when possible. The study demonstrated that military veterans who served in Afghanistan have had significant and negative reactions to the August 2021 withdrawal from Afghanistan. This research emphasizes the need for increased understanding of and attention to the experiences of military veterans who often feel unheard and misunderstood
Exploring Hiring Managers’ Strategies for Recruiting Diverse Educators in a Southeastern State
No full textThis dissertation examined the strategies applied by hiring managers within one state in the southeastern United States to recruit diverse teachers. The purpose of the study was to explore hiring managers’ experiences and knowledge of minority teacher recruitment. The primary research question for this study was: What strategies do hiring managers in the school district under study find most effective in overcoming barriers to recruiting minority educators, and how do they measure their success? Data was collected through semi-structured interviews, and thematic coding was used to arrive at emerging themes, patterns, and perceptions. The findings revealed that while hiring managers were committed to diversity, concerns such as not locating diverse candidates, lack of applicants, and external concerns such as health screening mandates and budget constraints often hindered their efforts to achieve a fully diverse staff. It was concluded that while the school district under study had a stated commitment to diversity hiring, the actual implementation faced significant hurdles, particularly in specialized teaching fields and due to systemic issues like limited applicant pools and external policy impacts. Despite those barriers, intentional practices such as outreach in the community, targeted outreach at Historically Black Colleges and Universities (HBCUs), and the use of objective assessment tools had the promise to make the workplace more diverse. It is recommended that school districts increase partnerships with minority-serving institutions, institute targeted funding for diversity initiatives, and enforce accountability systems for monitoring equitable hiring practices