Fordham University: DigitalResearch@Fordham
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Linkages Between Adolescents\u27 Social Networking Site Use, Quality of Friendship, Co-Rumination, and Self-Disclosure Practices
No full textThis study examined the relationship between quality of friendship and social networking site (SNS) usage, co-rumination, and self-disclosure among 355 adolescents aged 11 to 15. Participants completed an online questionnaire addressing frequency, intensity, and rate of their online communication, how they perceived the positive and negative aspects of their peer relationships; and the methods with which they discussed problems with friends. Participants were also asked to list up to 10 individuals with whom they interacted most when using SNS and face-to-face to identify overlaps in their on- and off-line friendships. Findings showed that quality of friendship was positively correlated with co-rumination and self-disclosure, and that SNS usage was positively correlated with age and overlaps in online and offline friendship. Results indicated a positive effect of age and self-disclosure on quality of friendship. A main effect of gender was found whereby girls reported higher SNS usage, and levels of co-rumination, and self-disclosure than boys. Developmental differences were examined qualitatively through participants’ reports of the overlap in friendship, in which participants ages 14 to 15 showed greater overlap in their online and offline relationships when compared with participants ages 11 to 13. SNS usage served as a predictor of the level of overlap found between online and offline friendships. Collectively, these findings emphasize the importance of understanding SNS usage in adolescence, as peer relationships and internet usage continue to increase in importance with age
Development of a Parent/Guardian Questionnaire for Newcomer English Language Learners
No full textThe aim of this study was to develop and validate a computer-based, first language, newcomer English language learner parent/guardian (NEP) questionnaire for middle-school English language learners (ELLs). Parents/guardians and students in New York City (NYC) public schools communicate in many languages other than English and may be born in numerous different countries outside the US. The number of newcomer ELLs (students with three or fewer years in the US) is a growing population in the NYC public school system. Considering the vast heterogeneity of NYC newcomer ELLs, increasing educator knowledge about individual students’ backgrounds and experiences before entering the NYC school system can inform instruction and curriculum design to meet their specific needs, both educationally and socially.This questionnaire development study asked educators for their input as to what information would be most beneficial to collect from parents/guardians when newcomer ELLs register in the NYC public school system, specifically for middle-school students who have many years of personal and educational experience. The NEP Questionnaire passed through the development phase in this study as part of the validation process. The study collected and analyzed data through educator questionnaires to create items for the NEP Questionnaire with expert evaluations. The revised NEP Questionnaire was professionally translated into Spanish, reverse translated, and reviewed by a bilingual expert in preparation for pilot testing as an initial step in the validation process
An Intersectional Investigation of the Sociocultural Factors that Shape the Psychological and Sexual Well-Being of Asian Women in the U.S.: A Mixed-Methods Multi-Study Approach
No full textAsian women have been sexualized, subjugated, and discriminated against throughout U.S. history. Despite this, little research has been conducted on their experiences of sexual socialization, discrimination, and well-being. The current dissertation used an intersectionality framework and drew from the revised bioecological theory to explore the sexual and discrimination experiences of Asian women in three distinct studies. Conducted with a sample of 24 Asian women attending college in the New York area, Study 1 qualitatively explored the sexual socialization experiences of Asian women with a particular focus on how they learn about and navigate sexual consent, sexual interactions, sexual assault, and the decision to disclose a sexual assault or not. Findings from Study 1 pointed to the patriarchal messages, blame culture, lack of communication, cultural harmony, and sexually racist messages that contribute to Asian women’s understanding of their roles during sexual interactions. Themes converged on the ideas that women’s sexual autonomy may be threatened and that they encounter numerous barriers to disclosing sexual assault. Study 2 quantitatively assessed how intersectional discrimination predicts depression, anxiety, and three types of safety among a sample of 349 adult Asian women in the U.S. Additionally, the moderating roles of appropriated racial oppression and social support from friends were assessed. Findings suggested that increased discrimination relates to increased depression and anxiety symptoms and decreased safety. Appropriated racial oppression moderated the relationship between discrimination and anxiety and discrimination and safety on transportation, but social support did not moderate the relationship between discrimination and any of these well-being outcomes. Study 3 explored whether experiences of intersectional discrimination are associated with negative affect after a sexual interaction and sexual assertiveness among 112 emerging adult Asian women. Hypotheses were not supported. However, patterns in the discrimination and sexual experiences of Asian women were found. Together, these three studies contribute to a gap in the literature and should be used to direct future research on Asian women’s experiences of discrimination and sexual well-being in hopes of informing future de-colonial interventions and practices designed to uplift and protect this underserved community
Leadership and Organizational Practices to Support Upper Elementary Student Proficiency in Mathematics
No full textA Title I elementary school in New York City faced a challenge in supporting students in Grade 3 to Grade 5 who did not meet state proficiency standards in mathematics. The student body of approximately 300 was 80% Black and Brown students, with 40% of students identified as English language learners or students with disabilities. The assistant principal set out to decrease the percentage of students in testing grades who were not proficient in math by 10% by August 2024. The research is grounded in Gholson et al.’s stance on “Black Excellence.” Using an improvement science approach, four primary drivers were identified: (a) improving students’ familiarity with different strategies for solving math problems, (b) increasing the quality of student discussions in class, (c) instilling confidence in students and developing a positive attitude towards math, and (d) strengthening targeted support in math in testing grades. The primary change idea was to implement the Illustrative Mathematics curriculum that includes problem–solving strategies, instructional routines, and the use of culturally responsive pedagogy during instruction. Teachers engaged in professional learning supported by coaching and mentoring. The assistant principal engaged in structured leadership reflection using Drago–Severson’s Pillars of Adult Learning Theory. The study generated four conclusions: (a) teachers need ongoing professional development, (b) it is critical to continue to engage in culturally responsive pedagogy and math professional learning, (c) it was effective to add an additional math period, and (d) it is important to provide adults with leadership roles and for educational leaders to mentor teachers and staff
Impostor Phenomenon and School Belonging of First-Year College Students in an Educational Opportunity Program
No full textThere is limited research on the relationship between the Impostor Phenomenon (IP) and School Belongingness (SB) of college students in an Educational Opportunity Program (EOP). The present study examined the extent to which first-year college students in an educational opportunity program experience the impostor phenomenon and school belongingness. Using the Clance Impostor Phenomenon Scale and the Institutional Integration Scale, this study recruited 481 participants to investigate if a relationship exists between the impostor phenomenon and school belongingness. The study found that 58% of these first year EOP students reported high or intensely high levels of IP. Further, greater IP was associated with feelings of less school belongingness. Recommendations for future research were discussed
Best Practices in Tier I Strategy Implementation
No full textIn this dissertation, the researcher examined the effective implementation of Tier I strategies at One Team Central School District within the broader framework of Response to Intervention (RTI) and Multi-tiered System of Support (MTSS), addressing the urgent issue of Tier 1 instructional quality, particularly targeted at economically disadvantaged students. Utilizing a mixed-methods method, the research investigates the effect of professional development (PD) sessions on Grade 5 teachers’ abilities to understand and implement such Tier 1 strategies as modeling, differentiation, and vocabulary development. Driven by a theory of action asserting that the collaborative effort of the district office, principals, and teachers will result in better quality of core teaching through Tier 1 interventions and ultimately facilitate academic outcomes and bridge the achievement gap, the research studies a Plan-Do-Study-Act (PDSA) cycle of 6 weeks. The latter is broken down into professional sessions focusing on modeling, differentiation, and vocabulary development. Pre- and post-surveys results and exit tickets evidence are complemented with observational data to study the professional development sessions and workshops’ efficiency in enhancing the quality of teacher instructional practice. The results indicate that professional development is effective in improving teacher ability to implement Tier 1 strategies and emphasize the importance of ongoing professional learning. The dissertation concludes with practice and research recommendations and underscores the potential of well-orchestrated Tier 1 strategies for mitigating achievement gaps and advancing equity in education
Principals\u27 Perception of Catholic Identity of Catholic Schools in the Diocese of Ondo - Nigeria
No full textOne of the challenges to Catholic identity is that Catholic schools are faced with the challenges of meeting the needs of students from low socio-economic backgrounds. The analysis of the qualitative phenomenological study underscores the invaluable role of principals of Catholic schools in the Diocese of Ondo. Using social justice and Ubuntu, the collective solidarity in African life theoretical framework, the research, therefore, describes the commonality in the experience of principals dealing with students from low socio-economic backgrounds.This study is relevant because it focuses on the invaluable role of the principal as an agent of the new evangelization who strives beyond administrative skills to embrace the ethics and ethos of the Catholic faith, thereby making their schools a place of encounter and witnessing the creative power in humanness. The researcher collected the data through an open-ended semi-structured interview involving web-based (virtual) interaction with 10 Catholic principals to understand the phenomenon\u27s essence. The two broad questions are about what the participants experienced about the phenomenon and what situations affected their experiences. The four critical themes that emerged from the data analysis are stewardship, inclusion, compassion, and witnessing. These are the goals school leadership articulated as leaders of new evangelization
A Cultural Perspective on the Lived Experience of South Asian American Women With PCOS
No full textPolycystic ovary syndrome (PCOS) is a common endocrine-metabolic disorder impacting multiple domains of individuals’ physical and mental health. Despite its far-reaching consequences for quality of life, most studies related to individuals’ experiences with PCOS have been conducted from a medical perspective. Less is known about the sociocultural experiences of individuals from diverse ethnic/racial backgrounds living with PCOS. While the prevalence of PCOS among individuals from distinct ethnicities is equivocal, South Asians have been found to experience greater severity and earlier onset of PCOS symptoms compared to other ethnicities. South Asian Americans are a rapidly growing immigrant population in the United States; however, research pertaining to their health beliefs, health-seeking behaviors, and sociocultural experiences of illnesses is scarce. The purpose of this study was to understand how culture, gender, and ethnicity contribute to the lived experience of South Asian American emerging adult women with PCOS via a phenomenological and transcendental inquiry model. Through in-depth interviews with 16 emerging adult, Indian American women, seven primary themes emerged: (a) Health Prior to Diagnosis; (b) Diagnosis Experience; (c) Living with PCOS: Psychological Risks; (d) Living with PCOS: Intimacy and Distance in the Context of Interpersonal Relationships; (e) An Intersectional Perspective of Living with PCOS; (f) “There’s No Magic Fix”: Management of PCOS Symptoms and Future Concerns; and (g) Recommendations for other South Asian American women Living with PCOS: “Find your Community.” Limitations, avenues for future research, and clinical implications for providing mental health services to this population are discussed
Exploring the Mutual Benefits of Reciprocal Mentorship in a Community-Based Program: Fostering Community Cultural Wealth of Latino Students and Families
No full textThis case study examines reciprocal mentoring in a community-based program (CBP) serving immigrant Latino families with school-aged children. University student volunteers shared technological and college knowledge and grew in leadership skills. Simultaneously, they gained familial and cultural support and belonging from program families. The CBP fostered all forms of community cultural wealth capital. Study findings can inform educational leaders seeking to develop mutually beneficial partnerships between education institutions and community organizations to support student succes
Mochon, Lynne
No full textSummarizer: Sophia Maier
Lynne Mochon, born 1951, grew up on the campus of Maritime College. Her father, who left Warsaw in 1922, was educated in pre-state Israel and then MIT, before becoming a professor of science at Maritime. Her mother, born in Queens, worked at Maritime, and, as the only Jewish people working there together at the time, they got married, have Mochon and her older sister. Mochon describes Maritime as a small community of about 14 families, where the children were similar in age and played together by the water. She remembers some antisemitism among the staff, her father being the only Jewish professor until he became head of the department and was able to hire more. The surrounding area was a place she describes as unwelcoming to Black and Jewish people alike.
Mochon attended classes for intellectually gifted children in elementary school, participated in the SP program in junior high school, before going to Bronx High School of Science. She also went to Hebrew High School, which she loved for the things she was learning, though admitted she wasn’t a very good student there because of the pressures of Science. Her family attended synagogue weekly in Parkchester and observed all the Jewish holidays. Mochon herself became more religious, eating kosher and observing Shabbat, after attending Ramah camp as a young teen.
Mochon left the Bronx to go to Binghamton University, wanting to be more independent and tired of difficult commutes. She met her husband, a Sephardic Jew of Syrian descent, while getting her master’s in Israel. He went on to get his doctorate and become a professor in Mexico, where lived for 32 years. Mochon, who grew up only speaking English at home, now speaks Hebrew and Spanish, and describes the move to Mexico, with her own teaching position and surrounded by her husband’s family, to have been a happy experience. Now, on return visits or whenever she crosses the Throgs Neck Bridge, she remembers Maritime and the Bronx as still her home, a place she loves to be.
Keywords: Maritime College, Fort Schuyler, Throgs Neck, Parkchester, Israel, Mexico, science, education, antisemitism, teaching, SP, PS 72, PS 36, JHS 101, Bronx High School of Science, Binghamton University, Ramah, Sephardic, Ashkenaz