Minnesota State University, Mankato
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Teaching Deaf and Hard of Hearing Students in Post-Secondary Education [Facilitated Discussion]
Get PDFFollow-up discussion from a presentation on the same topic by Kari Sween, about the learning needs of deaf and hard of hearing students in college
2024-05: A Place to Call Home: Source of Income Protection
Get PDFIn 2010, the Court of Appeals wrongly applied the Minnesota Human Rights Act when it allowed landlords to discriminate against someone who is a recipient of a federal public assistance program. Minnesota should clarify what has been the law in Minnesota for 50+ years: Refusing to rent to someone because they are a recipient of federal, state, or local public assistance, including housing voucher programs (such as Section 8), and VASH (Veterans Affairs Supportive Housing), is a violation of the Minnesota Human Rights Act, it is discrimination, and it is illegal. Freedom from discrimination in housing must be the public policy in Minnesota for all Minnesota, regardless of the source of income used to pay rent
How I Got Over: Long-Serving Black Women Principals Coping with Microaggressions
Get PDFThis research delves into the lived experiences of retired Black women principals in relation to racial microaggressions, investigating their impacts, coping strategies, and the necessary support for sustainability in their roles. This study aligns with existing literature on racial microaggressions, emphasizing the profound toll these experiences have on the emotional and physical well-being of Black female principals. Key themes such as systemic challenges, resilience, commitment to students, coping mechanisms, and the critical role of intentional support from district leaders emerge from the findings. By shedding light on these issues, this research contributes to a deeper understanding of the multifaceted challenges faced by Black women principals and offers recommendations for further research and district-level practices aimed at supporting their well-being and professional success. However, the study acknowledges limitations, including a small sample size and regional specificity, which may temper the generalizability of the findings
Flowers in the Concrete”: Anti-Violence Nonprofit Leadership and Primary Prevention in Minnesota
Get PDFThe grassroots origins of the American anti-violence movement have evolved to rely on institutions that perpetuate cycles of violence including law enforcement, criminal justice, and government funding programs. These systems do not meet the needs of most survivors and, in many cases, increase the physical violence and emotional abuse they experience. While the anti-violence movement has had success in shifting perceptions of gender-based violence, systemic responses have proven inadequate to prevent cases of sexual assault and intimate partner violence. This thesis study will analyze various forms of anti-violence response in the state of Minnesota using qualitative interviews with anti-violence advocates in nonprofit leadership roles. Using grounded theory and a feminist critique of neoliberalism, this thesis will examine challenges and successful strategies anti-violence advocates experience in their work. This research can be used by feminist scholars and activists to shift the focus of anti-violence organizing towards social justice and primary prevention initiatives
Fish & Obelisks
Get PDFCeramic sculpture has been my concentration in studio art. It is an ancient art with unlimited possibilities. I have strived to push the limits of the medium while expressing my creativit
A Preliminary Study on Intra-Departmental Abuse in a Central American Police Force
Get PDFThe aim of this study was to serve as a preliminary analysis to investigate the prevalence of sexual violence in the Belize defense and police force, the impact on victim’s lives, and the culture of military/police force. This mixed-methods study was conducted through a Qualtrics survey, and 34 participants were obtained. This survey contained a variety of dichotomous, multiple-response, and open-ended questions. This study found that 54.5% reported as a victim of sexual violence in the workplace. We also found that most victims did not report the crime, and many victims’ perceptions of their workplace has changed. A thematic content analysis revealed that the overall recommendation participants reported was to change the agency’s culture. In addition, this study found that when looking at descriptive statistics solely, as predicted, participants who are victims of sexual violence had more previous trauma experiences, trauma symptoms, and overall harassment compared to individuals who did not report as a victim. Victims also reported lower support from family and friends, unit support, and training and employment preparation compared to individuals who were reported as not a victim. This study reported evidence that there are sexual violence concerns within the police force in Belize that need to be addressed. This added awareness of issues can help inform agencies as to how to address these issues as well as adjust selection and training in a fashion to add roll clarity and help all officers feel safe within their community
ENHANCING COLLEGE AND CAREER READINESS OF HMONG ADOLESCENTS THROUGH GROUP WORK IN HIGH SCHOOL
Get PDFHmong adolescents face many challenges during high school, particularly college and career readiness. School counselors are trained professionals who can help. This transcendental phenomenology study explored the lived experiences of six Hmong adolescents and how they make sense of college and career lessons in a group work format over six weeks. Data was collected through participant journals and interviews. Each participant interview was recorded, transcribed, and analyzed using Moustakas (1994) phenomenology method of data analysis. Five domains, sixteen themes, and three subthemes emerged. Family members are crucial influencers in college and career decision-making. Barriers include language, financial, family, culture, and cognitive strategies. All participants enjoyed the group experience, they each learned about their personalities and identities and suggested changes for future groups. College and career planning themes on how to pay for college, confidence about going to college, and their bicultural identity were found. Although all participants chose college as their path after high school, they did not have confidence in choosing a career. Lastly, the school environment, specifically the educators, was vital in supporting the participants. This study provides implications for practice and further research along with recommendations on how school counselors can better support Hmong adolescents with college and career readiness
The Role of Reflection in Writing Transfer for First-Year Multilingual Writers
No full textTransfer refers to how previous learning impacts current and future learning, as well as its application to new situations (Elon Statement on Writing Transfer, 2015). Prior research has demonstrated that metacognitive awareness and reflection are crucial in enhancing writing proficiency and promoting writing transfer across diverse contexts (Gorzelsky et al., 2016; Moore, 2017; Yancey et al., 2014). Although reflection is commonly practiced in first-year composition courses, limited research exists on its effectiveness in facilitating writing transfer for first-year English as a second language (L2) writers at US universities. The study investigates how reflection supports transferring writing skills and knowledge between course units and how students\u27 perceptions of transfer evolve. To achieve these goals, action research methodology was employed. Data sources, which included students\u27 in-class and at-home writing assignments, as well as Zoom recordings of one-on-one interviews held at the end of the semester, were analyzed using qualitative content analysis. Findings show that students develop awareness of audience and genre conventions, and engage in revision as they reflect on their writing process. The study highlights the importance of incorporating reflection prompts that focus on audience and genre, along with explicit instruction on revision strategies, to enhance writing transfer
Fostering Inclusive Excellence: An Antiracist Pedagogy to Online Course Quality
No full textDiscover the transformative power of Antiracist pedagogy in online education. This session explores applying Antiracist principles to online course design. Faculty will gain practical insights through review of a currently available, nationally recognized DEI rubric focused on course design. Join us in shaping a future where online education exemplifies both excellence and equality