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From Doubt to Degree: The Retention of African-American Mother-Scholars
Get PDFAccording to college student demographic data, the majority of undergraduate students are nontraditional. However a smaller portion of educational resources are allocated to retain nontraditional college students in comparison to traditional college students. An even smaller portion of resources are allocated for the retention of sub- populations of nontraditional college students, such as Mother-Scholars. Therefore it is imperative for postsecondary institutions to understand the needs of sub-populations like Mother-Scholars and adequately apportion resources to increase their retention.
Upon matriculation, Mother-Scholars encounter systemic barriers within their institutions that impede their college persistence. Furthermore, because of their intersectionality, Mother-Scholars have college experiences that foster imposter syndrome and stereotype threat that negatively impact their persistence and retention. Academic advising is viewed as the most effective institutional system to address student retention overall and more specifically, the issues that impede persistence for Mother-Scholars.
This study utilized Interpretative Phenomenological Analysis (IPA) and Critical Constructivism to explore the lived college experiences of Mother-Scholars persisting at a predominantly white institution of postsecondary education and how those experiences, as well as the experiences with academic advising impacted their persistence and retention. In alignment with an IPA study, a small sample size of four Mother-Scholars were interviewed to collect data on the phenomenon. One primary research question guided this study: What are the lived experiences of Mother-Scholars\u27 interaction with the institutional student support service of academic advising while persisting at a four-year predominantly white postsecondary institution? Three sub-research questions expanded upon the primary research question: 1) How do Mother-Scholars make sense of their experience in college? 2) How do Mother-Scholars think about their experience with the university’s system of academic advising? and 3) How do Mother-Scholars experience intersectionality, imposter syndrome, and stereotype threat related to their college experience?
Research findings indicated that positive college experiences with academic advising can improve the retention of Mother-Scholars when elements of appreciative and proactive advising are implemented. Additionally, positive advisor-advisee relationships can reduce student anxiety, fear, and self-doubt that manifest in the forms of imposter syndrome and stereotype threat when Mother-Scholars encounter college-related obstacles engendered by their intersectionality
Operation Motivation - Samuel Shepard Jr.
Get PDFAfrican-American students have often faced systemic oppression and racial inequities as learners in the United States. Public schools in their communities lacked the resources to offer full access to a fair and equitable education. For years, human rights activists fought for radical changes in public schools. Finally, in 1954, the U. S. Supreme Court in Brown v. Board of Education ruled segregation in public schools unconstitutional. The Brown decision did not have the power to eliminate the long-established segregation practices. Nor did it grant access to educational equity for children of color. Dr. Samuel Shepard Jr. began his work in the Banneker District in 1956 as the Assistant Superintendent. His education model focused on creating programs that provided a fair chance to the Black children in the surrounding community. This research study examines Dr. Shepard\u27s transformational leadership style while leading the Banneker District in St. Louis from 1956 to 1976 through a Critical Race Theory (CRT) lens of storytelling and a critique of liberalism theme. Also, this work aims to define his practice of enhancing the experiences for Black students beyond marginalization to upward mobility. This study uses an educational biographical approach to identify, isolate, and examine Dr. Shepard\u27s leadership practices to make academic changes for African-American students living in extreme poverty in the Pruitt-Igoe Housing Project
Improving Postpartum Depression Screening Practices in the Postpartum Setting
Get PDFAbstract
Problem: Postpartum Depression (PPD) is frequently undetected in women due to barriers that limit effective recognition and diagnosis. Depression screenings and treatment referrals improve outcomes in the immediate postpartum period. Follow-up methods for positive depression screens are often missed by postpartum care teams.
Methods: A descriptive, observational design was used for this quality improvement project. A formalized depression screening protocol was created to help guide nursing staff on a Postpartum Unit when detecting a positive depression screen. Convenience sampling was utilized and the sample included patients aged 18-45. Data collected throughout this quality improvement project included Edinburgh Postnatal Depression Scale (EPDS) scores greater than 10 and the number of completed and/or missed social work consults and OBGYN notifications.
Results: A total of 66 positive depression screens were identified during data collection. Prior to the implementation of the QI project, social work consults were completed at a rate of 96.9% (n = 31), and 3.1% (n = 1) were missed. The rate of completed OBGYN notifications was 62.5% (n = 5), and 37.5% (n = 3) were missed. After implementing the QI project, the rate of completed social work consults increased to 100% (n = 34), and 0% (n = 0) were missed. The rate of completed OBGYN notifications increased to 81.8% (n = 9), and 18.2% (n = 2) were missed. Completed follow-up methods for positive depression screens were improved by utilizing a depression screening protocol.
Implications for Practice: Implementing a formalized depression screening protocol is an effective intervention to help improve routine screening and completion of follow-up methods for positive depression screens leading to favorable outcomes for mothers
Up the Bayou Without a Paddle: A Historical Case Study of Black Catholic Education in New Orleans Post-Katrina
Get PDFBy concentrating on one of the tenets of Critical Race Theory (Harper et al., 2009), counter-narrative, this study focused on: (1) the history of New Orleans prior to the Louisiana Purchase; (2) the inception, history, and advancements of Black Catholic education prior to Brown v. Board of Education; and (3) controversies in Black Catholic education post-Katrina.
By delving into the history of New Orleans, I will assert that The Roman Catholic Archdiocese of New Orleans struggled with whiteness as property and an ardent desire to present a narrative embodied by interest convergence in historically-Black Catholic secondary schools since each school’s inception.
The Archdiocese’s narrative was widely accepted as fact until Hurricane Katrina.
This storm was a turning point in Black Catholic education in New Orleans. It illuminated the history of systemic and institutionalized racism within a faith organization that purports a legacy of inclusion and diversity. Detailing my background as a native-born New Orleanian with a Black Catholic education, I will chronicle events as a participant observer of various public challenges between the Archdiocese of New Orleans, led by Archbishop Aymond, and several Black Catholic secondary schools.
These observations are substantiated by data collection and analysis, so I utilized them to highlight post-Katrina controversies in Black Catholic education in New Orleans while providing a CRT analysis of historical events prior to Brown v. Board of Education. While the Black spaces are neither transferable nor physical, they must constantly be defended against the neo-liberal turn in Black politics and whitewashing in historically-Black educational institutions. My counter-narrative will argue that since the inception of Black Catholic education in New Orleans, the Archdiocese has utilized interest convergence, whiteness as property, and racial realism to perpetuate systemic racism in its school system
PRIMED for Sport Coaching: A Mixed-Methods Pilot Study of a Six-Week Intervention
Get PDFThis six-week pilot study was conducted using grounded theory from “What Works in Character Education” (Berkowitz & Bier, 2014) and specifically the “PRIMED for Character Education” framework (Berkowitz, 2021) applied to 11 high school sport coaches. The three key ideas of focus were on whether the PRIMED framework could increase the coach-participants’ commitment to character education, self-efficacy as character educators, and self-identification as Servant Leaders in an effort to “nurture the flourishing of human goodness” (Berkowitz, 2021) of our youth and, in this case, specifically, high school student-athletes.
With millions of youth involved in sport in North America and across the world, the potential positive impact for good that sport coaches can play in the development of character is significant. The relevant literature in coaching for character training programs points to two major gaps in the literature: the need to establish grounded theory around what constitutes effective character education training programs for sport coaches, and a means to combat the “fade-out” effect prevalent in coaching for character training programs. It is integral that coaches are provided effective, evidence-based, training programs from which to influence their coaching behaviors and practices for character development.
This mixed methods (six-week) pilot study with high school sport coaches was the first of its kind to utilize the grounded, evidence-based theory of the PRIMED for Character Education framework while applying it to sport coaching. Qualitative research was the prioritized method of data collection in this study, though the quantitative research data (though not statistically tested due to small sample size) also contributed important findings.
The primary findings of this short six-week pilot study with 11 high school sport coaches provide strong evidence to suggest that the PRIMED for Coaching for Character framework was applicable and relevant to their coaching and a way to increase their commitment to and self-efficacy for character education, as well as their self-identification as Servant Leaders with their sports teams. The two secondary findings of relevance to the field revealed that short interventions (brief orientation and length of time of study) could be effective; and the innovation of “weekly text prompts” could provide a possible solution to combat the “fade-out” effect. The findings from this pilot study can be built upon in future studies to enhance coaching for character training programs to benefit the millions of youth participating in sport each year
You Can Get There from Here: A Phenomenological Study of Help-Seeking Behavior and Experiences of Student Military Veterans in Community College
Get PDFThis phenomenological study described the experiences of student military veterans in a community college with physical and psychological health needs. Each participant enrolled in the community college by utilizing the benefits of the post-9/11 GI Bill and transitioned from active duty to civilian life. More than 40,000 programs in the United States are designed to assist veterans transitioning to civilian life (Carter, 2013). Further, the health needs and transition experiences of military veterans have been well-documented. Numerous programs seek to reduce barriers; however, many veterans experience challenges when using the programs or services (Perkins et al., 2019; Aronson et al., 2019). Previous studies suggested that veterans reported not using services during the reintegration process for the following reasons: many felt they did not need help, had difficulty identifying a program or service that adequately met their needs, did not understand the types of programs they qualified for, and did not know where to acquire assistance (Morgan et al., 2020). Employing purposive sampling and the Moustakas (1994) method for phenomenological analysis, interviews with eight participants served as the primary data collection source. A phenomenological methodology was used to explore veterans’ perceptions of the transition experience to the community college and utilizing college services through the lens of Rendón’s (1994) validation theory. Six major themes emerged, including a positive view of college resources, recognizing feeling misunderstood or isolated, seeking community, a challenging enrollment process, possessing mission-driven goals, and pursuing ways to mitigate needs
Combating Systemic Racism With Truth Commissions
Get PDFThe main form of justice practiced in the United States when it comes to criminal proceedings and individual wrongdoings is a form of justice called Retributive Justice. Retributive justice is committed to following these three principles, 1: that those who commit certain kinds of wrongful acts, morally deserve to suffer an equivalent punishment; 2: that it is intrinsically morally good—good without reference to any other goods if some legitimate punisher gives them the punishment they deserve; and 3: that it is morally impermissible to punish the innocent intentionally or to inflict disproportionately large punishments on offenders. From the three principles that retributive justice must follow, we can see that retributive justice is concerned with the philosophical ideas of assigning moral responsibility, desert, and obtaining justice through the means of punishment. From my observations, retributive justice in the United States has not properly implemented nor practiced its philosophical ideas or duties. The existence of many societal and cultural factors and pressures has made the proper implementation of retributive justice hard to achieve. My argument is that the philosophical ideas found in retributive justice have been lost and have not been followed due to the existence of societal conflicts affecting the individuals in place who are meant to carry out these policies. In contrast, transitional justice does not face these same issues when practiced. This is due to a variety of reasons, primarily this is the case due to the end goal of transitional justice. I showcase the benefits and differences of the processes found in transitional justice, and why it is more likely to combat the negative effects of systemic racism, in a way that could allow us to correct the problems found in retributive justice
Repudiation and Repression: The Human Costs of Sovereign Default
Get PDFSovereign default has myriad economic and political consequences. Existing research, however, has not explored the human costs of sovereign default, though some link the fiscal flexibility afforded by sovereign creditworthiness to improved human rights performance. But what are the consequences when sovereigns lose all creditworthiness and default on their debt obligations? I argue that while the average effect of default is negative for respect for physical integrity rights, a conditional effect exists. When states devote more of their resources to debt service and default, they are likely to see a short term increase in respect for physical integrity rights. I find robust support for these arguments using panel data on over 90 developing countries from 1981–2010
Investigating the Nectar Preferences of Bumblebees while Foraging: are Total Responses a Good Metric?
Get PDFThe declining population of bumblebees worldwide poses an unmistakable threat to ecological systems and biodiversity. Therefore, a deep understanding of the factors at play when bees are foraging is crucial to conservation efforts. This research aims to explore the energy that foraging bumblebees are willing to expend at a known food source after the food has stopped, and if these responses reveal sugar concentration preferences. In this experiment a novel approach was used, adapted from psychology research on addiction, to measure bee’s preferences for different concentration of sugar-water (nectar). First, how many rewards the bees earned if they were given 1 reward each time they visited an artificial flower (fixed ratio) was measured. Next, the bee was ran again but the cost of each reward was increased by 1 visit each time the bee consumed the reward (progressive ratio). This functionally made the reward progressively more expensive. This was repeated until the bee returned to the colony or stopped responding. These messages were alternated between until the bee had completed a fixed and progressive ratio for each reward type. (30%, 45%, and 60% sucrose). This research found that the preferences bees demonstrated no preference in sugar concentration. Progressive ratio sessions likely mimic wild conditions better because flowers are drained of nectar throughout the day by competing pollinators and they produce less nectar as they age. Researchers should consider using progressive ratio a measure of preference because it better matched wild conditions. Preferences measured using free-access to food are likely overstated
Exploring the Effect of Sexual Identity and Social Support on Drinking Habits among College Students
Get PDFThis study examines the effect of sexual identity status and social support on drinking habits among college students, focusing on the frequency of alcohol consumption.
Unlike previous research that primarily emphasizes the impact of discrimination on drinking behaviors among sexual minority individuals, this study examines the role of social support. We hypothesize that social support serves as a protective factor, buffering the relationship between sexual identity status and alcohol consumption frequency. Using a series of self-report questionnaires, college students were asked to report their perceived social support (PSS), demographic characteristics, alcohol use frequency, and binge drinking habits.
Results from linear regression indicated a significant interaction of perceived social support and LGBTQ status predicting the number of drinks consumed. LGBTQ students with lower perceived social support reported drinking significantly more drinks when they drank alcohol. There were no associations when examining the frequency of binge drinking. To conclude, it is suggested that social support may serve as a protective factor for LGBTQ college students