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FORGING A DIASPORA: JAMAICAN IMMIGRATION TO NEW YORK, 1965 – 2003
Get PDFThis dissertation delves into the experiences of the Jamaican immigrants who ventured to New York City in pursuit of a new life. Their stories encapsulate the challenges, triumphs, and cultural amalgamation inherent in the immigrant experience. The narrative unfolds against the backdrop of socio-economic complexities, cultural adaptation, and the quest for identity in a foreign land. Their resilience in navigating these challenges illuminates the resourcefulness and determination embedded within immigrant communities. Through qualitative interviews and ethnographic insights, this dissertation aims to capture the nuances of Jamaican migration – from the initial aspirations and struggles to the evolution of their diaspora in New York. It explores the dynamic interplay of cultural preservation and assimilation, showcasing how Jamaicans negotiate between maintaining their roots and embracing the opportunities presented by American culture. The Jamaican immigrant experience in this study, evolves around the legacy of Martha Gayle, whose narrative serves as a microcosm reflecting shifts in immigration, assimilation, and the formation of diasporic communities. The study seeks to provide a deeper understanding of the Jamaican immigrant experience in New York City, offering valuable insights into the complexities of cultural integration and identity formation in an urban context. Ultimately, it is a story emblematic of the resilience and adaptability of the Jamaican immigrant narrative that contributes significantly to the diverse tapestry of New York City’s landscape
ASSOCIATION BETWEEN CAREGIVER AND CHILD SYMPTOM CHANGE IN TRAUMA-FOCUSED COGNITIVE-BEHAVIORAL THERAPY
Get PDFTrauma-Focused Cognitive-Behavioral therapy (TF-CBT) is one of the most empirically supported interventions for treating children’s posttraumatic stress disorder, depression, and other behavior problems. Caregivers are involved in treatment and improve in their own symptoms during TF-CBT. Research suggests that caregivers’ and children’s outcomes may be interrelated in trauma-focused interventions, and that children’s posttraumatic stress is mediated by decreases in caregivers internalizing symptomatology. There are numerous limitations to existing literature, including the limited direction of the mediations and the consideration of only internalizing symptoms in mediations. This study aimed to prospectively examine how changes in caregivers’ negative affectivity mediate changes in their children’s internalizing and externalizing symptoms. It also aimed to examine how changes in children’s internalizing trauma symptoms mediate changes in their caregivers’ negative affectivity. The current study consisted of racially and ethnically diverse caregivers (N = 243) and their children (N = 243) participating in an ongoing effectiveness study of TF-CBT in a community clinic in Queens. They were evaluated right before starting TF-CBT, in the middle of treatment, and at the culmination of treatment. At each evaluation, caregivers reported on their own psychopathology and their children’s externalizing symptoms, and children reported on their own internalizing symptomatology. First, an exploratory factor analysis (EFA) was conducted to determine the homogenous items in the caregiver psychopathology measure that encompass a negative affectivity construct. Measurement models were conducted through confirmatory factor analysis (CFA) to verify this factor structure at each time point. Finally, mediation analyses using a structural equation modeling framework were conducted to understand if a reciprocal relationship exists for caregiver and child symptom improvements during TF-CBT for caregiver negative affectivity and child internalizing symptoms (Model 1), and caregiver negative affectivity and child externalizing symptoms (Model 2). The EFA produced a negative affectivity construct with 12 items. The CFAs at each time point did not have adequate fit indices, so caregivers’ negative affectivity scores were presented as observed variables and calculated using a sum score. Unfortunately, neither Model 1 nor Model 2 yielded adequate fit. Clinical implications and future research directions will be discussed
Breaking news: The presence of the White racial frame in partisan cable news networks’ coverage of officers killing Black victims
Get PDFThis study analyzes how two of the most popular and partisan cable news networks in the U.S., FOX and MSNBC, framed victims and officers in their coverage of cases where officers kill Black men. In addition, this work investigates how these networks discuss systemic racism. Using Feagin\u27s white racial frame as a framework and critical discourse analysis as an analytical tool, the findings show that both networks exhibited anti-Black and pro-White framing within their reports. However, how these frames manifested differed across the networks, displaying differing similarities. Most notably, when counter-framing was present on MSNBC, they still perpetuated the anti-Black and pro-White subframes. These results have implications for how the white racial frame should be expanded to account for the different ways the frame could manifest in different communities with different ideologies. In addition, the results make a strong case for alternative news sources that prioritize amplifying the voices of racially marginalized communities and presenting counter frames that challenge dominant narratives and disrupt the white racial frame
Public Disclosure and its Impact on CEO Compensation: Evidence of Media Influence
Get PDFI examine the effect of the AFL-CIO executive paywatch identification on future CEO compensation. My findings indicate that the public disclosure of CEO compensation has a negative impact on subsequent changes in CEO pay. Additionally, I find that CEOs with ex-ante overpayment have experienced changes in their subsequent compensation. This paper contributes to the literature by documenting that firms respond to negative press coverage of CEO compensation, even after controlling for the mean reversion effect associated with high CEO pay
EXPLORING SCIENCE AND MATHEMATICS TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT DURING ARTS INTEGRATION PROCESSES
Get PDFCurrently, studies on STEAM education or arts integration focus on students’ experiences rather than teachers’ challenges. Thus, the purpose of this dissertation is to set an example for policymakers, educators, and researchers, to provide better support for art-integrated mathematics and biology teachers by understanding their professional identity growth and their informal art learning. In this qualitative study, I employ case study as my research methodology by conducting interviews, observation, and physical artifacts. My sample consists of a high school mathematics teacher and a biology teacher who bring art to the teaching. My research findings highlight the significance of artistic thinking for art-integrated teachers’ teaching. The implications of the study indicate that art-integrated teachers’ artistic thinking can be stimulated by enjoying art and expanding the comprehension of art rather than only depending on art specialists
THE IMPACT OF PERCEIVED JOB SATISFACTION, MOTIVATIONAL ATTITUDES, AND ORGANIZATIONAL COMMITMENT: A COMPARATIVE ANALYSIS BETWEEN SPECIAL EDUCATION TEACHERS EMPLOYED IN PUBLIC VERSUS PRIVATE SCHOOLS
Get PDFDuring and after the Covid-19 pandemic, a high turnover rate of PreK-12 special education teachers continues to persist. To ensure all students with disabilities receive equitable access to a special education teacher, turnover intentions among private school teachers require further insight due to a long-standing gap in research. Using the theoretical frameworks of Herzberg’s (1959) Two-Factor Theory and Meyer & Allen’s (1997) Three-Component Model of Commitment, this non-experimental correlational study examined the influence of six demographic factors related to teachers’ perceptions of job satisfaction, motivational attitudes, and organizational commitment among special education teachers employed in PreK-12 suburban schools in the northeastern region of the United States. The study was conducted using the Teacher Satisfaction, Motivation, & Commitment of Present Employment (TSMCPE) Survey. Results found that all demographic factors had a significant influence on participants’ job satisfaction, motivational attitudes, and organizational commitment. Findings were further supported by special education teachers’ comments on their perceived commitment. The present study offers recommendations to the PreK-12 leadership community on ways to increase the likelihood of their special education teachers to remain in their present school/district
BILINGUAL SCHOOL COUNSELORS WITH ADDITIONAL MENTAL HEALTH TRAINING AND DIVERSITY SENSITIVITY FORM STRONGER CONNECTIONS WITH DIVERSE AND AT RISK POPULATIONS WHICH INCREASE STUDENT SUCCESS AND OVERALL GRADUATION RATE
Get PDFThis study will examine the relationship between school counselor and ELL student and see if at risk and diverse populations graduate on time when they have a relationship with their counselor. Also if the school counselors have additional training helps school counselors form relationships with their students. The researcher will inquire about additional certifications, such as mental health counseling, school counselors may have and if having additional certifications creates a connection and increase the graduation rate. Administrators that oversee counselors from Suffolk County high schools on Long Island will be asked to participate in the survey on ethnicity, certifications and graduation rates. Administrators will be asked to answer the fourteen survey questions. The role of a school counselor is to build trusting relationships. These relationships define the dynamics among counselors and students. Counselors that form stronger connections with a student can be particularly helpful for students as they go through changes and challenges in becoming an adul
SCHOOL PSYCHOLOGISTS’ TRAINING, ENGAGEMENT, AND LEGISLATIVE INVOLVEMENT IN RETURN TO LEARN PROCEDURES FOR STUDENTS WITH A mTBI
Get PDFConcussions, or mild traumatic brain injuries (mTBIs), are increasingly affecting school-age children in the United States. Despite this rising incidence, comprehensive return-to-learn plans for affected students are often inadequate and not utilized to the degree needed. This deficiency may stem from school psychologists\u27 insufficient training, knowledge, and awareness regarding how to support these students effectively. This is further impacted by school psychologists’ exclusion in legislation or school district policies addressing concussion management, specifically in mandated professional development training. This is despite being recognized as essential members of the concussion management team (CMT). This study aimed to investigate school psychologists\u27 familiarity and training regarding mTBIs and how they typically support students who have sustained such injuries. Eighty-nine school psychologists from various regions in the United States participated in the survey. Qualitative analyses revealed a lack of formal training and confidence among school psychologists in addressing mTBIs, despite self-reports of feeling qualified to assist affected students. The findings also underscored limited exposure to students with mTBIs and a lack of awareness regarding resources or protocols for concussion management. Consequently, school psychologists expressed a heightened interest in and need for further training opportunities on this topic. These findings indicate a significant gap between the potential resourcefulness of school psychologists and the actual accommodations received by students returning to school after an mTBI. However, this gap can be addressed through graduate programs incorporating training in this area and through adjustments to legislation and district policies to ensure consistent inclusion of school psychologists in relevant training initiatives. In summary, the study highlights the urgent need for enhanced training and support for school psychologists in addressing mTBIs among students. By bridging this gap, schools can better meet the needs of students recovering from concussions and facilitate their successful return to learning environments