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Mini 01: What’s It Like Being a Community College CEO: The Good, the Bad, and the Ugly (CANCELED)
No full textDo you aspire to be a community college CEO or want to learn what’s it like being a CEO? Dr. Tod A. Burnett, former president of Saddleback College and former vice chancellor in the California Community Colleges Chancellor’s Office, will share his experience and provide information on what it’s like being a community college CEO: the good, the bad, and the ugly
The Lived Experience of Black American Women Who Were Teen Mothers and their Pathway to Achieve Master’s Degrees and Higher
No full textPurpose: The purpose of this heuristic phenomenological study is to examine the lived experiences of Black American women who were teen mothers and achieved master’s degrees and higher. Furthermore, this study seeks to describe the economic barriers and support resources that hinder and/or influence educational achievement as perceived by Black American women who were teen mothers.
Methodology: This heuristic phenomenological study shares the personal experiences and commonalities of 16 Black American women who were teen mothers as the support resources perceived as impacting or encouraging their ability to achieve a master’s degree or higher.
Findings: There were four overarching themes identified from the data collected in this study process. The four themes are patience, persistence, passion, and people. The identified themes provided a detailed explanation for how Black American women who were former teen mothers navigated the challenges of teen motherhood and achieved educational success through accomplishing a master’s degree or higher.
Conclusions: There were several conclusions gained from the data collection of this qualitative study. The focus on background experiences, obstacles, support systems and resources outlined the framework used to identify a collection of themes and findings necessary to support future generations of teen mothers. The collection of Black American women who achieved academic success through obtaining a master’s degree presented ideas on how to encourage and motivate the next generation of teen mothers towards economic stability.
Recommendations: Further research was recommended to boost the support of teen mothers seeking educational advancement. The recommendations focused on expanding the study to include a long-term, phenomenological case study of the pathway between teen motherhood and achieving master’s degrees, engaging in a phenomenological study that explores teen motherhood and the pathway to successful entrepreneurship, concentrating on research that identifies the pathways of teen fathers, exploring the cultural influences that limit communication about sexual intercourse, and examining a cross-sectional study on military service and the stability of former teen mothers
The Perceptions of Public High School Administrators Regarding the Inclusion of Students With Disabilities in the General Education Classroom: A Phenomenological Study by Jennifer A. Thomasian
No full textPurpose: The purpose of this phenomenological study was to describe the perceptions of high school administrators in Southern California regarding how they interpret and implement specific federal and state policies concerning the inclusion of students with disabilities in the general education classroom and to identify additional factors high school administrators perceive affect implementation. It was also the purpose of this study to describe how high school administrators perceive that their prior experiences with students with disabilities impact their interpretation and implementation of policies concerning inclusion.
Methodology: A sample of participants was selected from the target population of administrators serving at the 54 comprehensive public high schools in Riverside County, California. Standardized open-ended interviews were conducted according to a protocol developed by the researcher in conjunction with an expert panel and aligned to the research questions.
Findings: High school administrators make sense of inclusion largely through formal trainings and through their own experiences with students with disabilities both in the classroom and in their personal life. Administrators implement inclusion practices through both core academic and nonacademic classes and through extracurricular experiences. Several additional factors compound how administrators implement inclusion, most notably the opinions of teachers and logistical constraints.
Conclusions: The findings of this study led to 3 major conclusions. First, that inclusion does not function in isolation on the school site and must be part of the larger transformative changes that the administrator is navigating with the school community. Second, administrators draw heavily from their own experiences with students with disabilities. Lastly, the individual leadership of high school administrators is a key factor for the success or failure of inclusion implementation.
Recommendations: It is essential that districts and schools work together to develop a system of ongoing formal training for administrators and general education teachers regarding the inclusion of students with disabilities. In addition, further research should be conducted regarding how district office personnel work with and support site administrators regarding inclusion