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Oral history interview with Beth Ann Fisher
Get PDFAbstract provided by interviewer Grace Sukach.
Beth Ann Fisher attended Abilene Christian University in Abilene, Texas from 1989-1993 and received a B.S. Psychology degree. She returned to ACU and her Masters of Divinity in 2021, and is a current Doctorate of Ministry candidate. She has taught within the College of Biblical Studies at ACU since Summer 2021. Abilene Christian holds to the mission of educating students for Christian service and leadership throughout the world. However, gendered roles and expectations have impacted the ways in which this mission is implemented within the student body, the classroom, and campus life. In this interview, Mrs. Fisher talks about the expectations of students at ACU in relation to schedule, dress, and expression. She reflects on her time as a student through the lens of purity culture and her current beliefs around gender and sexuality
Oral history interview with Stephen Wayne Nichols
Get PDFAbstract provided by interviewer Kara Nichols.
This is an oral history interview with Dr. Stephen Nichols. The audio was recorded on February 25, 2024. In this recording, Dr. Nichols shares his college experience at Abilene Christian College, which he attended from 1970 to 1978. Questions are related to conversations on campus concerning gender and sexuality, and if gender and sexuality were even a discussed subject on campus during this time. With the social movements of the 1970s in mind, Dr. Nichols is asked a series of questions that reflect values, and influences from the surrounding social context and from the college. He explains the tensions between these two influences and what ultimately contributed to his understanding of gender and sexuality within himself. In addition to Dr. Nichols’ commentary on the college’s impact, he shares the authority of family in his life and how his upbringing provided him comfort and confidence in his own gender role. Dr. Nichols’ overall main point in this interview is the importance of family and how that has guided him in his beliefs regarding gender and sexuality then and today
Administrators and Teachers\u27 Experiences With Trauma Training and Trauma Informed Care
Get PDFTrauma problems have made an impression on school systems in the United States, and parents, students, administrators, and teachers pose concerns in the community and schools. The purpose of this study was to understand the lived experiences of administrators and teachers on trauma training and the implementation of trauma-informed care. This qualitative method was hermeneutical-phenomenological and centered on the lived experiences of this population. The researcher analyzed individual interviews of 11 educators identified as administrators and teachers. The results indicated that this population was disadvantaged by the trauma training they received in their ability to provide trauma-informed care. Three themes emerged: limited, familiarization, and challenging. The findings emphasized the significance of training for educators to implement quality trauma-informed care. The study highlighted the need for understanding how knowledge applied in appropriate contexts gives a greater capacity for building relationships, creating positive learning environments, managing student trauma-related behavior, and modeling positive behavior for students exposed to trauma. Furthermore, the findings necessitate school systems to recognize and confront the challenges administrators and teachers face because of training limitations on implementing trauma-informed care
A Phenomenological Study of the Lived Experiences of Black Entrepreneur Women’s Personal Development and Its Effect on Their Self-Identity
Get PDFThe purpose of this qualitative study was to explore Black entrepreneur women’s personal development and its effect on their self-identity. The study specifically aimed to explore personal development, entrepreneurship, and self-identity as they related to and affected Black entrepreneur women, in the United States, and their experiences with oppression, challenges, barriers, intersectionality, and systemic subordination. Historically, Black entrepreneur women have experienced systematic oppression and faced increased challenges that have and continue to negatively affect their entrepreneurial progress and their self-identity. Preliminary findings from the literature found that when Black entrepreneurial women engage in personal development, the results are reflected in both their personal and business growth in a positive manner. While Black women continue to be marginalized, oppressed, suppressed, and depressed, they continue to be the fastest growing demographic group in starting new businesses. This solidifies the Black woman’s uniqueness and their ability to push through oppression and the intersectionality of race, gender bias, and sexuality despite such challenges. Black feminist thought and intersectionality theory served as the conceptual framework that guided this study and assisted with the interviewing of 11 Black entrepreneur women. The findings of this study are grounded in Black feminist thought and the various dimensions of intersectionality theory and support the unique perspective to understand the Black woman’s consciousness, struggles, and double jeopardy treatment, and Black women’s personal development, its processes, and its effect on their self-identity
Understanding the Barriers of General Education Teachers Implementing Inclusive Practices
Get PDFThe inclusion of students with disabilities has become more prevalent in general education classrooms advocating for children to be educated in the least restrictive environment. This participatory action research aimed to investigate the effects of general education teachers’ lack of sufficient preservice training and attitudes on learning outcomes for children with special needs placed in inclusive learning environments. The participatory action research took place on one elementary and one early childhood campus. Data collection methods took place via triangulation using data from interviews, journals, and surveys. There are many barriers to successfully implementing inclusion in general education classrooms. This study aimed to allow teachers to express their thoughts and ideas regarding such implementation as well as to discuss the methods for implementing change in preservice training programs as well as in schools and districts. The study also aimed to gain the perspective of administrators, and the level of support required to facilitate change. Keywords: differentiated instruction, inclusion, Individualized Education Plan (IEP), Individuals with Disabilities Education Act (IDEA), LRE, social development theor
Implementing Student-to-Teacher Feedback: Analyzing the Effectiveness of Feedback in a Pull-out Special Education Classroom
Get PDFThis qualitative case study focused on special education pull-out teachers’ and their students’ perceptions of student-to-teacher feedback forms and how the feedback forms influence their teaching and student learning. The researcher used four data collection methods including feedback forms, interviews, observational notes, and surveys. The patterns and themes found within the data collected were analyzed to determine the study’s findings. The major findings revealed that students who are given the opportunity to openly express their needs through a feedback form felt that the tool helped them to communicate their feelings to their teacher. The students found that expressing their needs to their teachers helped produce a more productive and engaging learning experience, while teachers found it helpful to better communicate with and understand their students
College and Career Readiness Effects on Minority Male College Retention
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The continuously low college retention and low degree attainment of African American and Hispanic men is a generational and decades-long hindrance to the elevation of these marginalized communities in the United States and the state of Texas. In Texas, the last 3 years’ worth of data has proven college-readiness rates of African American and Hispanic college students were significantly lower by large margins than White students in English language arts, math, and both subjects by large margins. Consistent low college retention rates of minority men produce a need to conduct further research of how this phenomenon affects minority men who are first-year, first-generation college students attending institutions of higher learning in the state of Texas. Little research is available on the effectiveness of Texas’s college, career, and military readiness efforts and how its efforts influence students’ perceptions of what it means to be college ready or their perceptions of their own level of college readiness and self-efficacy when it comes to college persistence. Therefore, a qualitative, narrative inquiry study was conducted to understand the lived experiences of current, first-generation and continuinggeneration, minority male college students that attend Texas colleges and universities. The study aimed to examine participants’ perceptions of their college and career readiness efficacy and their college retention decisions. It also examined how the social and emotional components of college, career, and military readiness efforts may be linked to aspects of college retention among first-year, first-generation African American and Hispanic male college students. The intention was to present new data on connections between college and career readiness efforts and the college retention rates of minority male college students. The researcher collected data from five first-generation and continuing-generation, minority male college students who graduated from Texas public school districts and enrolled in Texas colleges and universities after v graduation. Several factors were identified as having significant correlations with college readiness and college retention, such as preentry attributes (background, skills, abilities), goals and commitments, institutional experiences, academic and social integration, self-efficacy, time management, early exposure to college, activity involvement, family support, K-12 and university support, and social network.
Keywords: African American, Hispanic, college retention, first-generation, college and career readiness, social and emotional learnin
Protocols for Enhancing the Role and Value of Spiritual Care Resources in the Metropolitan Nashville Police Department
Get PDFThis thesis addresses the assessment of innovative practices in police chaplaincy. The purpose of the project intervention is to develop protocols that can guide police chaplains through an assessment process. The intervention relies on practical theology as exemplified through the ministry of chaplaincy. This ministry comprises police chaplains offering spiritual comfort to persons encountering critical incidents involving violence, accident, or other trauma-intensive events and situations. Adoption of innovations can allow police chaplains to be more effective in fulfilling many outward-focused tasks such as delivery of death notifications. I conclude that: (1) police chaplaincy is amenable to use of protocols to assess innovative practices, (2) practices in police chaplaincy that relate to time and other resource constraints are especially in need of innovations, (3) diversity of chaplaincy practices is increasingly important, (4) innovations that address moral injury and moral distress in chaplains and those they serve are needed, and (5) this protocol has applicability beyond this police chaplaincy program