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Familismo in Latine/x First Generation College Student Experiences and Balancing Discord Between Ethnic Culture and Student Culture
No full textLatine/x are the second largest ethnic minority group nationwide with the highest rate of undergraduate enrollment (NCES, 2020). While that is true, Latine/x students are also retained at much lower rates in comparison to their White and Asian counterparts (Banks & Dohy, 2019). Diversity Equity and Inclusion (DEI), a model adopted by many colleges and universities following the pandemic, is intended to address the lack of institution-wide feelings of belonging and implement necessary change to support diversification, including ethnic diversity (Meyer, 2021). While the model intends to support university diversity, a limitation in the literature of Latine/x students and First-Generation College Students (FGCS) is the lack of inclusion of familismo as a form of cultural and familial wealth recognized in academia (Márquez, 2017). Familismo suggests that you cannot understand Latine/x student needs without considering their culture (Tello & Lonn, 2017). Latine/x students who feel culturally incongruent on their campuses usually struggle with their sense of belonging because it differs from their own values and or belief systems embedded in their family system (Tello & Lonn, 2017). Meanwhile, DEI strives to create a sense of belonging, familismo identifies cultural values that are critical for retention and college/university completion specifically to those that identify as first-generation college students (Tello & Lonn, 2017). The study explored the larger issue of cultural incongruence between Latine/x student culture and that of university/college culture and collected how LFGCS balance the discord. Including, the role of familismo, environmental factors, and education policies found in the literature that inhibit and support LFGCS success. This data is extremely important because it aids the important work social workers are doing at the college and university level as counselors, administrative staff, policy advocates, professors, and campus programming all critical to student success. This data is also useful in partly serving to close the gap between Latine/x students being the second largest minority group seeking postsecondary options, but beyond accessing college, Latine/x students are not making sizable strides in postsecondary completion (Laureano, 2022)
Sentimental Empiricism: Politics, Philosophy, and Criticism in Postwar France
No full textSentimental Empiricism reconsiders the legacy of eighteenth and nineteenth century empiricism and moral sentimentalism for the intellectual formation of the generation of postwar French thinkers whose work came to dominate Anglophone conversations across the humanities under the guise of “French theory.” Panagia’s book first shows what was missed in the reception of this literature in the Anglophone academy by attending to how France’s pedagogical milieu plays out church and state relations in the form of educational debates around reading practices, the aesthetics of mimesis, French imperialism, and republican universalism. Panagia then shows how such thinkers as Jean Wahl, Simone de Beauvoir, Gilbert Simondon, Gilles Deleuze, and Michel Foucault develop a sentimental empiricist critical philosophy that distances itself from dialectical critique and challenges the metaphysical premise of inherent relations, especially as it had been articulated in the tradition of Aristotelian scholasticism.
Panagia develops the long disputed political legacy of French theory through an exploration of how these thinkers came to understand an aesthetic of mimesis as a credentialing standard for selection to political participation. Since, in France, the ability to imitate well is a state qualification necessary to access offices of elite power, the political, aesthetic, and philosophical critique of mimesis became one of the defining features of sentimental empiricist thought. By exploring the historical, intellectual, cultural, and philosophical complexities of this political aesthetic, Panagia shows how and why postwar French thinkers turned to a tradition of sentimental empiricism in order to develop a new form of criticism attentive to the dispositional powers of domination.
This book is available from the publisher on an open access basis
Sustained Turnaround Ethical Leadership in Public Elementary Schools: Analysis of Principal Perceptions
No full textThis qualitative phenomenological study uncovered the essence or invariant lived experiences of school leaders who currently or formerly directed sustained school turnaround, a relatively unexplored phenomenon. A purposive sample of four school leaders included principals in suburban, urban, and rural settings from three distinct geographic regions across the United States. Two 60–minute standardized, open-ended interviews were conducted with each school leader to obtain descriptions of, explore their experiences with, and examine their understandings of sustained turnaround. This study applied in-depth, phenomenological interviewing to uncover the meaning participants ascribed to their experiences. This study uncovered empirical evidence of successful sustained turnaround. This research distinguished leadership practices employed during the turnaround and sustained improvement phases. The thick, rich descriptions recorded in this study describe fine-grained (i.e., micro) leadership actions. This study’s findings revealed 16 themes that characterize the fundamental features of the shared experiences of the four principals, which described ethical leadership competencies and core leadership practices. These 16 themes fell into seven domains of sustained turnaround ethical leadership, capturing the essence of sustained school turnaround. The seven domains were situated within three overarching domains: ethical leadership competency domains, the effecting domain (the deep understanding of organizational conditions), and core leadership practice domains. Sustained turnaround ethical leadership describes the school leader who embraces ethical leadership competency domains as a lens when initiating the effecting domain. The effecting domain supports and facilitates the engagement of core leadership practice domains that are continuously guided by the ethical leadership competency domains
Josef Pieper and the Danger of Sophistry
No full textThis thesis explores Josef Pieper’s writings on sophistry and their contemporary relevance. It has three goals: to show the relevance of sophistry, to clarify the meaning of the concept, and to explore its consequences for the individual and society. I think of these three goals as responses to three questions: Why is sophistry relevant? What is it? Why is it worth exposing and opposing? In the introduction I give a brief biography of Josef Pieper and a survey of his work. Then, the first chapter answers the first question; the second chapter responds to the second question; and the third chapter to the third question. Key to the second chapter is Pieper’s text Abuse of Language, Abuse of Power, where, I maintain, he characterizes sophistry in five ways: as a disposition, an art, a corruption, a weapon, and a danger. Since the first of these - sophistry as a disposition - is the most important, the third chapter presents Pieper’s metaphysics, which is deeply rooted in Plato, Aristotle, and Thomas Aquinas, to whom I refer liberally. This gives deeper insight into the sophistical disposition and its ultimate consequence: unhappiness. Finally, the conclusion offers a few remedies for the sophistical worldview
Essays in Fiscal Policy
No full textAlthough government spending is one of the main components of Gross Domestic Product (GDP), the impact of various types of government spending on the economy is not yet well understood. Policymakers may want to know which part of government spending can effectively stimulate the economy. The government spending multiplier is a commonly used tool in this regard, and it estimates the changes in GDP for every additional dollar spent by the government. When the multiplier exceeds one, it is generally considered that additional government spending is effective. In Chapter I, I study whether various types of government spending generate similar multiplier effects. I use a mix of econometric and general equilibrium models to answer this question. Direct government spending can be separated into different categories, such as consumption vs. investment or federal vs. state. Consumption expenditures mostly include the salaries of government employees, whereas investment accounts for expenditures in structures, equipment, and intellectual property. Based on the US data from 1966 to 2020, I find that the consumption multiplier is close to zero, and the investment multiplier exceeds one in the short run. I also find evidence that the state and local spending multiplier is larger than the federal spending multiplier. In Chapter II, I use a heterogeneous agent model to analyze how missed payments in a large-scale federal stimulus program could affect the outcome of the program. When the US federal government implements a stimulus program, most eligible individuals receive their stimulus checks. However, some individuals miss their payments. Studies reveal that such occurrences are non-random and mostly concentrated at the bottom of the asset distribution. If the unused funds become a deadweight loss, missing payments can lower aggregate consumption, savings, and output in the short run. I show that missing payments do not lower output if the unused funds are quickly returned to taxpayers. Rather, it is possible that output will be higher in the medium run. This is because average taxpayers are typically wealthier than those who miss payments and have a higher marginal propensity to save (MPS). As a result, they save a higher share of those unused funds, which could eventually translate into higher capital stock and output
Leading Successful Schools for Culturally and Linguistically Diverse Students
No full textCulturally and linguistically diverse (CLD) students who are English learners (ELs) represent over 10% of the overall student population in U.S. public schools. Nevertheless, this population is highly underserved in schools and has some of the lowest graduation rates. This phenomenological research interviewed eight principals to examine how they led successful high schools for CLD students. The purposive sample was selected from school leaders who led public schools for over 5 years in urban districts from three regions in the United States. The researcher examined how successful principals (a) approach leadership when working with CLD students, (b) design schools to support CLD students, and (c) learn to lead schools for CLD students. The culturally and linguistically responsive and socially just leadership anchored this study. The findings showed that principals led and designed their schools to ensure that CLD students graduated from high school within 4 years by (a) centering their leadership approach on equity, drawing from multiple leadership frameworks, (b) strategically designing comprehensive academic programs with high expectations and inclusive support systems, and (c) maintaining a learner’s mentality and practicing continuous learning. The researcher concluded that successful leaders lead and design welcoming, affirming, inclusive, and supportive academic rigorous learning environments conducive to success for all students
The Exodus: Exploring the Experiences of Palliative Care Nurse Practitioners During COVID-19
No full textThis study explored the lived experiences of American palliative care nurse practitioners (NPs) who left their jobs due to pandemic-related stressors. The healthcare field has lost almost half a million workers since the COVID-19 pandemic began (Yong, 2021). Although the pandemic burdened palliative care teams (Finuf et al., 2021) and resulted in NPs navigating unique professional responsibilities, no studies have focused on factors that influenced palliative NPs to leave professional roles. The principal investigator interviewed 12 geographically diverse NPs (all female) who provided palliative care during the pandemic and left jobs because of pandemic-related stressors. The sample was recruited via social media and professional nursing organizations. NPs participated in semi-structured Zoom interviews, which assessed their work and personal experiences during the pandemic. Consensual qualitative research data analysis was conducted, which revealed general themes (found in all but one interview) indicating that participants experienced major changes in their working environments, anxiety about the pandemic and fear of contagion, lack of information and resources at their jobs, disconnection with their patients and co-workers, and physical and emotional burden. Participants reported that many issues reflected in these themes influenced them to exit their jobs, including changes in their working environments and physical and emotional burden, as well as lack of institutional support; others left work to set boundaries or reprioritize wellness. Several typical themes (found in more than half the interviews) were also identified, as were themes related to coping during the pandemic. Clinical implications and directions for future research are discussed
Dr.Ernest Patti
No full textAbstract
Summarized by Lauren Payne
Dr. Ernest Patty, an ER attending physician at St. Barnabas Hospital in the Bronx, shared his experiences during the COVID-19 pandemic. He detailed the hospital\u27s transition from a Level 1 to a Level 2 trauma center due to resource constraints. Patty described the increased patient volume, with over 100,000 patients annually, and the emotional toll of treating critically ill COVID-19 patients without visitors. He highlighted thecommunity\u27s support, including food donations and personal protective equipment. Patty also mentioned the loss of colleagues and the importance of teamwork in managing the pandemic
Hendler, Libby
No full textLibby Hendler shared her life story, detailing her upbringing in the Bronx. Libby discusses her upbringing in a kosher home and her decision to maintain kosher practices initially. Libby shares that her mother kept a kosher home, and she continued this practice when she got married. She mentions having two sets of dishes, one for Passover and one for regular use. She recounts how she stopped keeping kosher after her daughter turned three, opting for non-kosher food during a vacation where kosher options were unavailable. Despite this change, she still has a strong aversion to certain non-kosher foods, such as shrimp, which she cannot eat. Born to a religious family, she attended Hebrew school and married a more knowledgeable Jew. Libby describes her neighborhood as predominantly Jewish, with her father being the synagogue president. She shares her dislike for the High Holidays parades and her family\u27s ordinary, non-wealthy lifestyle. Her mother was a skilled cook and seamstress, while her father worked in the garment industry. She elaborates on her mother\u27s role as a homemaker who shopped at Alexander\u27s. She also talks about her aversion to cooking.
Libby described her neighborhood\u27s Jewish community, her education at PS 50, Herman Ritter, and James Monroe High School, and her involvement in social activities like Mahjong. She discusses the local amenities in her neighborhood, including Alexander\u27s, the butcher, the foodman, and the candy store. She recounted her career path, including jobs at the Empire State Building and American Home Products, and her long marriage. She describes meeting her husband at a social event and their courtship, including their lack of a formal engagement and her preference for a watch over an engagement ring. Libby also touched on her children\u27s achievements and her current hobbies. Libby shares her address, 1690 Longfellow Avenue, and her fondness for driving around the neighborhood to reminisce. She talks about her education, attending various schools, and her academic achievements, including awards and being voted the Outstanding Senior. Libby mentions her younger sister, who lives in Spokane, Washington, and their close relationship. She shares her sister\u27s move from California to Washington and their frequent phone calls. The conversation ends with Libby expressing gratitude for the meeting and wishing Reyna Stoyvall well with her project and career. She reflects on her lack of ambition and her daily life contentment. She expresses her gratitude for her current life and ability to move around despite her hip problem
Varon, Dorothy
No full textThis interview explores Dorothy\u27s childhood and education, focusing on her experiences growing up in the Bronx during the 1950s and 1960s. Dorothy provides a detailed account of her neighborhood, the games she played with her friends, and the shops she frequented. She also discusses the diverse nature of her community and the lack of racial or religious tensions she witnessed. Dorothy vividly recalls her childhood on Weeks Avenue in the Bronx, describing it as a mixed neighborhood with people of all faiths and nationalities. She fondly remembers the games she and her friends played in the streets, including stickball, Scully, Ring Elevio, and Johnny on the Pony. These games, she notes, were a testament to the social nature of her childhood, where children spent their days outdoors and interacting with each other.
Dorothy attended public schools throughout her education, from elementary school to college. She highlights the rigor of her education, particularly in grammar and literature, and the high expectations placed on students. She also discusses her involvement in extracurricular activities, including theater, yearbook production, and a small singing group. Dorothy acknowledges the different expectations placed on girls and boys during her youth. She recounts instances where she was steered towards traditional female roles, such as teaching, and how her friend Lynn was denied the opportunity to learn about her father\u27s diamond business simply because she was a girl. However, she also emphasizes that her parents never explicitly discouraged her from pursuing her ambitions. Despite this, her father\u27s strong belief in the importance of a practical career led to a conflict when Dorothy declared a theater major in college. Dorothy describes the gradual shift in her neighborhood during the late 1960s and early 1970s, as white flight led to a change in the community\u27s demographics and an increase in crime. This ultimately prompted her parents to move to Riverdale, a safer and more affluent neighborhood within the Bronx.
Dorothy reflects on the differences between her education and that of her son, noting a shift in curriculum and a perceived decline in the emphasis on grammar and rigorous academics. She also expresses concern about how history is taught in public schools, arguing that a more comprehensive and honest portrayal of America\u27s past is crucial