The LAIR at East Texas A&M
Not a member yet
7179 research outputs found
Sort by
Billy Jack Silman, Oral History
No full textThis is a video recording of an oral history interview with Billy Jack Silman. It was conducted on February 25, 2020. The interviewer is Marcia Lair.
In this interview, Billy Jack Silman discusses his life in Delta County, Texas and his career as a barber.
Billy Jack Silman was born on August 21, 1944 to Jack Pratt and Joyce Bartley Silman. He was born in Dallas, Texas but grew up in Delta County, Texas. He shares memories of Silman’s Grocery Store, the family business, where he and his brother worked at delivering groceries. In addition, Silman discusses playing Little League baseball, how he met his wife Linda Conway Silman, as well as fishing and golfing with his father.
After graduating from Cooper High School in 1962, Silman began attending East Texas State College. He struggled with his classes and eventually dropped out to attend barber school, where he became certified as a master barber. Silman discusses his experiences working in and owning barbershops. In addition, Silman worked at East Texas State University in the Maintenance Department for twenty-five years.https://lair.etamu.edu/scua-oral-history-all/1059/thumbnail.jp
Raychell Reynolds, Oral History Index
No full textThis is an index of an oral history interview with Raychell Reynolds. It was conducted March 2, 2020. The interviewer is Marcia Lair. The videographer is Sandy Bond.
This interview focuses on Raychell Reynolds\u27 memories of growing up in Delta County, Texas and her adult life in Boston, MA.
Raychell Reynolds was born in 1944 to Marie Givens and Troy Reynolds. She had nine brothers and five sisters. She attended Booker T. Washington School in Cooper, Texas and graduated in 1961. She attended Texas College in Tyler, Texas until 1963 when she moved to Boston, Massachusetts to finish her Master of Arts degree. Reynolds worked at the Department of Welfare in Boston for thirty-two years. She discusses differences in food stamp programs between Boston and Texas, along with differences in public transportation. In 2003 she returned to Texas.
Reynolds discusses the role that racism and desegregation of schools played in her and her family’s life. She recalls Black business owners in Delta County along with memories of desegregation. Reynolds was living in Boston when busing for school integration began, and she sent her children to attend school in Texas because she did not want them to be bused outside of their district for school.https://lair.etamu.edu/scua-oral-history-all/1067/thumbnail.jp
Salient Social Identity: Effects on Moral Foundations
No full textSocial identity theory relates to the degree to which individuals act as a function of their respective group memberships. That is, individuals categorize themselves into specific social identities, resulting in the tendency to behave as a collective group, as opposed to individuals. Similarly, moral foundations theory attempts to explain normative behaviors. However, by examining the origins and diversity of human moral reasoning and moral judgments, based of modular foundations closely related to cultural values and norms. The present research study examined potential changes in moral foundations depending on salient social identity. Although some support for the association of degree of group membership identification and endorsement of values was found, the main hypothesis that, emphasizing participants’ long-lasting identities (i.e., American identity), or shorter-lived group identifications (i.e., A&M-Commerce student) influence participants’ ratings of moral foundations, was not supported
Increasing State Accountability: An ex post facto Study on the Relationship between Participation in Band and Measures of Student Progress
No full textThe purpose of this ex post facto study was to determine the significance of the relationship between participation in band and students meeting the progress measure on the State of Texas Assessment of Academic Readiness (STAAR) English II end-of-course assessment. The study was conducted with a population sample from a single high school located in central Texas. Using students who took the STAAR English II end-of-course assessment in the 2018-2019 academic year and who received a progress measure designation, two population samples were identified: students who participated in band and students who did not participate in band. This study used an independent samples t-test to conduct a two-tailed analysis to determine if a significant relationship exists with an effect size of 0.50, α-level of 0.05, and a desired statistical power of .80. Findings indicated there was not a significant relationship in the scores for students enrolled in band (M = 0.50, SD = 0.707) and students not enrolled in band (M = 0.69, SD = 0.549). The probability value was .279, which exceeded the α-level of 0.05; thus the null hypothesis was retained
Diagnostic and Treatment Options for Adults with Intellectual Disabilities and Elevated Anxiety and Depressive Symptomology
No full textIdentification of anxiety and depressive symptoms is difficult in the general population due to the internalizing nature of presentation of these disorders. Among the population of persons with Intellectual Disabilities, it becomes even more challenging because of the altered presentation of symptoms, communication impairments, reduced self-awareness of internal states, and lack of expertise required for symptom identification in this population. These factors combined with the presence of challenging behaviors in this population with comorbid anxiety or depression, makes the treatment options elusive, even though the prevalence of these disorders has been found to be at least as common as that in the general population of persons without intellectual disabilities. The treatment options for anxiety and depression in the population of persons with Intellectual Disabilities are limited due to challenges in cognition and communication and altered adverse effects of psychotropic medications. This study was conducted at a continuing education program for adults with intellectual disabilities, and aimed to find the prevalence, symptomology, and treatment options for anxiety and depression among persons with intellectual disabilities at the program. A comparative analysis was conducted with the general population of persons with and without intellectual disability. The caregivers and family members were also involved in the study by means of focus group discussions which were conducted to collect qualitative data about the nature of symptoms, treatment options, and strategies for intervention utilized by the instructors as well as caregivers/family members of persons with intellectual disability. This study will be beneficial in enhancing the understanding of prevalence rates, diagnosis and treatment options for anxiety and depressive symptomology among persons with intellectual disability
Stuck in Two Worlds: A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts
No full textThis qualitative study examined dual language learners participating in a two-way dual language program in a central Texas school. Specifically, the researcher investigated and documented the cultural perceptions of dual language learners when exposed to culturally relevant texts and how those perceptions affect their interaction with the texts. In addition, this examined whether culturally relevant texts help address the cognitive dissonance and how they influence students\u27 self-identity. A purposeful sample of six dual language learners was used. Data collection consisted of classroom observations, analysis of students\u27 reading response journals and in-depth qualitative interviews. The interviews and observations were transcribed. Open coding and analytical coding were employed in the inductive analysis cycle of data in this study. Three major themes emerged: making connections, identity construction and social issues. Further analysis revealed six subthemes: (1) personal, (2) cultural reference (making connections); (3) self, (4) bilingualism (identity); (5) social, and (6), political (social issues).The discussion offers considerable support for the findings of existing research on culturally responsive pedagogy and the response of dual language learners to the integration of culturally relevant texts to their reading instruction. The ability of dual language learners to connect to culturally relevant texts and their increase reading motivation and engagement are a contribution to the literature. In this study, the findings are reported in the voices of the participants, which is lacking in the current literature. Also, dual language learners\u27 cultural perceptions depending on generational status and development of student self-identity are presented, which are new to the existing literature. In conclusion, this research produced two important results for the field of bilingual education: (1) the need for schools and school districts to offer dual language educators culturally responsive training, and (2), mind shift in dual language educators to become more intentional in their teaching in order to help with cultural dissonance by knowing their students and becoming knowledgeable of the generational differences in dual language learners. Studies that further explore dual language learners\u27 cultural perceptions and Spanish learners are warranted
Clarifying the Definitional Boundaries and Essential Characteristics of Effective Home-Based Counseling: A Delphi Study
No full textDespite the growing amount of literature in the area of home-based counseling, the field lacks a working definition and essential characteristics necessary for effectiveness. Counseling professionals cannot be expected to measure the vague and subjective characteristics of home-based counseling. Therefore, the purpose of this study was to develop a working definition of home-based counseling and to identify the characteristics necessary to ensure the ability to empirically determine the effectiveness of home-based counseling that might ultimately lead to more effective and accurate training and evaluation protocol. A three round Delphi method was used for this study to gain consensus on a working definition that defined the essential characteristics necessary. Two questions addressed experts’ thoughts on home-based counseling in Round 1 (R1). A definition based on themes from R1 was drafted and sent out for feedback in the Round 2 (R2). Changes were made to the overall definition based off of the feedback from the panel. Round 3 (R3) consisted of the modified definition with a Likert scale ranking agreeableness. R3 resulted in consensus with all panelists ranking the definition as very agreeable or extremely agreeable. Results from this study were used to compile an inclusive definition that encompassed home-based counseling and characteristics necessary to ensure effectiveness. Recommendations and implications encourage the information from this study to be used in the development of educational and practical applications
Parent Perspectives of Parental Involvement and Barriers at the Middle and Elementary Levels in a Suburban School District: A Multiple Regression Quantitative Study
No full textSeveral studies have found that students with involved parents, regardless of income or educational background, have higher chances of achieving high academic grades, attending school consistently, and graduating high school. The purpose of this multiple regression quantitative study is twofold. The researcher will examine whether a list of independent variables such as school level, age, gender, ethnicity, and education background levels of parents, predict self-reported parental involvement. Next, the researcher will explore school barriers that parents may experience at the elementary and middle school levels. The findings of this research may help schools learn how to eliminate these barriers within the suburban community. Forming parent involvement teams could help families with parenting practices and provide parental involvement policies that increase parent activity to ensure students are successful in school
A Phenomenological Inquiry into the Lived Experiences of Persons Diagnosed with Dissociative Identity Disorder
No full textDissociative identity disorder (DID) is a complex and controversial diagnosis. The history of DID is presented with a discussion of the competing theories about the causes of the disorder. Methods of diagnosis and treatment are presented. The purpose of this phenomenological study was to learn how people diagnosed with DID are impacted in their daily functioning, education and/or employment, and in their social life. Participants were engaged in a semi-structured interview in which they share their experiences. The interviews were recorded via Adobe Connect due to the presence of the COVID-19 virus and IRB requirements. The recordings were transcribed verbatim. Data was analyzed according to Giorgi’s (2009) methodology. Significant statements from each interview were coded and the following themes were developed: 1) Unreality, Unpredictability, 2) Lost Time, 3) Daily routines and activities, 4) School confusion, 5) Employment Difficulties, 6) Social Connection, 7) Stigma. Keywords: Dissociation, Dissociative identity disorde
Exploring How West African Immigrant Parents’ Acculturation Attitude and Lived Experiences Influence Their Second- Generation Adult Children’s Use of Counseling and Guidance Services: A Transcendental Phenomenological Study
No full textThere has been a noticeable, unmatched increase of immigrants in the US for almost half a century (Schwartz et al., 2013). Strikingly, the African immigrant population has also been identified to be growing relatively fast in the US with positive job and labor contributions toward its economy (Camarota & Zeigler, 2016; Simmons 2018). African immigrants report high levels of English fluency and educational attainment but are often found living below the poverty level (Capps, McCabe, & Fix, 2011). Sub-Saharan Africans, which make up 44.6% of West African immigrants, are informed as the best educated and the least likely to have limited English proficiency; they also make significant labor contribution towards the U.S. economy (Zong & Batalova, 2017). However, there have been relatively little attention and limited studies related to their mental health and well-being (Akinsulure-Smith, 2017; Simmons; 2018). Therefore, the purpose of this study was to ascertain how the acculturation attitude, values, and beliefs of first-generation West African immigrants’ parents influence the values and beliefs of their second-generation adult children related to decisions and choices to seek and not seek counseling and guidance services. This study also investigated the implications of these choices on those children’s mental health and well-being.The study was a transcendental phenomenological study. Therefore, purposive participant selection criteria with lived experience were utilized. In collecting data and performing analysis, bracketing out preconceived knowledge of participants’ experiences and using epoché to identify the assumption of lived experience of the phenomenon and capturing the essence of its meanings was based on Husserl’s philosophy of transcendental phenomenology (Moustakas, 1994). Findings from this study represent participants’ shared descriptions of the experiences of first-generation West African immigrant parents and second-generation adult children living in the Southern region of the United States