1,721,015 research outputs found
Stress and resilience in transgender and non-binary K–12 educators : an explanatory sequential study.
No full textTwo Spirit, transgender, intersex, non-binary, and gender non-conforming (2STING) and other gender-diverse teachers face significant additional stress in their careers. This explanatory sequential transformative mixed methods study (Quan -> Qual) assessed stress and resilience in 134 transgender and non-binary teachers in the United States and conducted semi-structured follow-up interviews with twelve teachers. By highlighting the experiences of gender-diverse people working in education, this work sought to improve the working conditions and long-term career prospects in education for 2STING and other gender-diverse educators. The results uncovered intolerable conditions for many teachers, even those in states with long-standing anti-discrimination policies. All professional educators reported experiencing harassment at work, at least one hostile colleague, and at least one supportive colleague. Many participants reported colleagues passively hostile to them but actively hostile to the LGBTQIA+ students in their care. Participants also reported difficulty in accessing medical and mental health care, sometimes because of exclusions for care in teacher health plans due to a gender identity disorder diagnosis. Some teachers experienced nightmarish doxxing campaigns and other forms of harassment online and at work. Many participants did not have safe, accessible gender-neutral restroom access. Many participants worked for educational leaders who claimed to be supportive but did not demonstrate actual support. Non-binary teachers faced daunting circumstances with hostility and deliberate and persistent misgendering. Gender-diverse teachers have strengths that are essential assets for any learning community. Participants' strengths included perspective-taking with diverse student experiences, modeling empathy, creating safe spaces for students, and disrupting homophobia and anti-trans bias. Twenty-five percent of participants interviewed have already left their careers in education. Participants reported alarming rates of non-suicidal self-injury, suicidal ideation, and suicide attempts. All learning communities must change the culture surrounding these issues to help keep LGB and 2STING educators and students alive
An exploration of the Army's diversity culture : a collective case study that captures the emotional intelligence of successful male African American general officers.
No full textIn this qualitative collective case study, I examined what emotional intelligence characteristics empowered four successful officers to succeed in unbalanced circumstances. The Army's General Officer corps is approximately 85% White officers, and the African American General Officer population is 11% (General Officer Management Office, 2021). The unbalanced scale is discriminatory and reduces racial minorities' opportunities to excel and make lasting strategic-level changes in the Army. However, some officers overcome diversity challenges and excel in the ranks. Through this qualitative collective case study I sought to understand how four male African American General Officers serving in the Army applied emotional intelligence to overcome diversity challenges and achieve the rank of a general officer. I applied a purposive single stage sampling strategy because the population was relatively small and I had easy access to the participants. The data collection phase of the study included a document and archival record review of prior interviews, speeches, and command philosophies, interviews with each participant, and a focus group. I applied cross-case synthesis to analyze the data collected from the participants, which led to the identification of diversity and emotional intelligence-related themes. The results of the study illuminate how the United States Army can incorporate emotional intelligence education into its training and doctrine programs. The study demonstrated that self-perception, self-expression, interpersonal skills, decision-making skills, and stress management emotional intelligence characteristics helped overcome diversity challenges to improve performance measures and promote success in the Army. The most common diversity challenges were perceptions, hate speech, and divisive symbols. The most prominent emotional intelligence characteristics were self-perception and self-expression. The officers also indicated that, while not an emotional intelligence characteristic, mentorship played a crucial role in understanding different strategies to overcome diversity challenges. The study made three recommendations related to improving emotional intelligence and enhancing the performance opportunities of racial and gender minorities in the Army. The three recommendations focused on including emotional intelligence in training and curriculum, developing multicultural experienced-based learning skills, and developing a formalized mentorship program. This study highlights the need to conduct further research to understand emotional intelligence's impacts on improving workplace discriminatory racial practices
How can you be what you can’t see? : a multiple case study exploring Black women’s experiences in senior leadership positions in higher education and the strategies they use to combat systemic barriers.
No full textBlack women in the United States face compounded challenges at the intersection of race and gender, a phenomenon that has led to the continued underrepresentation of Black women in senior-level leadership positions in higher education, particularly at predominantly White institutions (PWIs). Despite comprising the largest demographic among non-White women and achieving notable progress in higher education degree attainment, Black women hold only 7% of leadership roles in higher education. As the landscape of higher education continues to diversify and change, it is imperative that higher education leadership reflects the diversity of the student body.
This qualitative multiple case study explored the experiences of six Black women senior-level leaders in higher education and uncovered strategies they used to combat and overcome systemic barriers. Patricia Hill Collins’s (1986) three seminal tenets of Black feminist thought—self-definition and self-valuation, the interlocking nature of oppression, and the importance of Black women’s culture— guided this study. Data collection included personal life timelines, semi-structured interviews, and a focus group.
This study resulted in four key findings: (1) Black women in senior-level leadership positions in higher education describe themselves as authentic, valuable changemakers who define their worth; (2) Black women in senior-level leadership positions in higher education face compounded, persistent, and undermining oppression; (3) Black women in senior-level leadership positions in higher education utilize their culture of resiliency and creative approaches to build community, find mentorship, and foster generational support, and (4) Black women in senior-level leadership positions in higher education use allyship, continual learning, mentoring, and networking as strategies to combat systemic barriers and empower change. This study provides actionable recommendations for key decision makers, including PWI administrators and leadership search committees, higher education associations and conference leadership, current Black women senior-level leaders in higher education, and Black women interested in senior-level leadership positions in higher education. These recommendations include equitable recruitment practices, accessible professional development opportunities, mentorship programs, and increased institutional investment in Black women’s leadership pathways. The findings highlight the urgent need to dismantle systemic inequities in higher education leadership and to ensure that leadership structures reflect the diversity of the student population
Why bowl? Exploring competitive bowlers’ experiences and perspectives within bowling associations : a multiple case study.
No full textThe sport of bowling encompasses recreational, youth, competitive, amateur, collegiate, and professional bowlers. Although researchers have investigated motivations that influence individuals to participate in the sport, studies have not separated experiences by the aforementioned type of bowler within research. The bowling community includes various organizations that work to serve bowlers through resources, events, and member participation. There is a lack of literature that focuses on the benefits and culture these organizations provide bowlers. The purpose of this qualitative multiple case study is to investigate the experiences of competitive bowlers within bowling organizations. This study focuses specifically on participants’ experiences in three bowling associations: The United States Bowling Congress, The National Bowling Associations, and the Underground Bowling Association. This study explores competitive bowlers' experiences by examining their motivations to pursue the sport, their influences to join bowling associations, and their participation as competitive bowlers related to the culture of these associations. The study utilizes theories of Maslow’s Hierarchy of Needs (Maslow, 1954; Oxford & Shearin, 1994), Self-Determination (Anderman & Leake, 2005; Deci & Ryan, 1980; Deci & Ryan, 1985), and Organizational Culture (Cruickshank & Collins, 2012; Janicijevic, 2011; Scott, 1997; Warrick, 2017) to investigate the construct of motivation. Multiple data collection techniques are used to analyze the experiences of competitive bowlers through qualitative questionnaires and interviews. Participants in the study self-identified as competitive bowlers who are members of various bowling organizations. Data analysis includes coding, content analysis, narrative analysis, and cross-case analysis to create themes and categories from the data collected. The results of the study reveal the participants’ experiences through the themes created to provide each organization with information to enlighten their membership experience and engagement strategies. The findings inform the organizations about the realities members face in them, add to the literature on competitive bowlers, and expose the non-bowling community to the sport of bowling as well as to the organizations that provide resources to this community
Efficacy of video education for mouth breathing and oral health : a qualitative case study to understand adult patient awareness and behavior change.
No full textMouth breathing has been linked to adverse oral and detrimental health problems for patients. The following dissertation presented a qualitative case study that focused on the efficacy of using video education to address patient awareness and behavior change regarding the topic of mouth breathing. Raising awareness and encouraging patients to make behavioral modifications to improve their health outcomes is essential due to the current high prevalence of mouth breathing. Utilizing the Transtheoretical Model of Behavior Change (TTM) as the framework, the focus of the study was understanding how communication through a video training module would influence participants as they progressed through the readiness stages of the framework and the influence on their behavior changes. The data collection involved interviews, questionnaires, memos, and a document review, allowing for a comprehensive understanding of the participants' experiences. The qualitative analysis of the data helped to identify themes and patterns that emerged from the participants' lived experiences and how their awareness and behavior changed regarding mouth breathing. The findings highlighted the importance of using video-based means of presenting information about airway-related health topics and how it effectively raised awareness of the participants about the negative consequences of mouth breathing, which motivated patients to consider a behavior change. The participants' readiness stages were varied throughout the study, reflecting that behavior change is fluid. The content of the video significantly influenced participants' progression through the readiness stages. Overall, this dissertation contributes to the literature by offering a fuller understanding of video-based education to foster awareness and behavior change amongst adult patients regarding airway-related topics such as mouth breathing. The findings provide healthcare professionals with a positive correlation between using an innovative method of video-based education to address mouth breathing-related concerns and promote better health amongst their patients
Empowering gifted Hispanic multilingual learners through a social justice curriculum in becoming agents of change : a single case study.
No full textThe purpose of this single case study was to understand the teachers' perceptions of one specific social justice curriculum's impact on fifth-grade Hispanic Multilingual (HML) gifted students at Bright Future Dual Language Academy through the lens of Equity Pedagogy. With the number of gifted HML students on the rise in the United States, scholars have studied and addressed the barriers to identification that these students face for admission to gifted programs across the country (Ford, 2010, 2013; Grissom & Redding, 2016; Lohman & Gambrell, 2012; Mun et al., 2020, 2021). Progress has been made in breaking down identification barriers for HMLs, as research has served to address these obstacles and helped to create more equitable spaces in gifted education (Bernal, 2001; Card & Giuliano, 2015; Ecker-Lyster & Niileksela, 2017; Hurt, 2018; Lakin, 2016). However, fewer studies have looked at the curriculum that gifted HMLs experience in gifted programs (Callahan et al., 2015; Rubenstein & Ridgely, 2017). The current literature does not focus on the curricular needs of HML students and how to ensure that this population of learners is both supported and challenged; therefore, this study fills a gap as to what curriculum can best address the needs of gifted HML students. The data collection method of this single case study consisted of collecting data from five teachers (four fifth grade classroom teachers and one gifted and talented specialist) through semi-structured interviews, classroom observations, and curriculum documents. The findings of this study add to the scholarship about best practices in gifted education and curriculum for HML students and provide recommendations for further research in this area. An understanding of the instructional strategies used during this unit, along with the teachers' perceptions of the curriculum, provided insight into the curriculum's impact on students. Based on the results of this study, I include recommendations for three primary stakeholders: gifted coordinators and educators, school and district administrators, and parents
A qualitative case study exploring how teachers implement culturally responsive teaching.
No full textResearch indicates that a significant number of teachers in the United States do not implement culturally responsive teaching practices, which hinders students of color from feeling included and engaged in their classrooms. The lack of awareness and bias among predominately White educators often leads to social injustices in educational settings. Culturally responsive teaching entails integrating students’ cultural backgrounds into everyday learning experiences and requires teachers to continually reflect on and address their biases. Teachers using culturally informed strategies lead to improved academic success and engagement for students of color. Additionally, strong relationships between students, teachers, and families are essential for fostering a supportive environment where high expectations are set. Without these relationships and culturally responsive practices, the academic disparities faced by students of color persist.
This qualitative case study aimed to understand how teachers use the eight competencies of culturally responsive teaching to propel students of color to feel connected to the classroom community and engaged in the learning process in one school district in Texas. By focusing on the perceptions of four selected teacher participants from a single intermediate school in Texas, the research utilized multiple data collection methods, including interviews, focus groups, and classroom observations, to gain insights into their experiences. The study adhered to a structured research design that included thorough data analysis through coding, categorizing, and verifying findings with the participants. This led to a rich understanding of the challenges and strategies within culturally responsive teaching.
The study emphasized that classroom teachers should prioritize implementing culturally responsive practices to enhance student engagement for students of color. Recommendations for teachers include facilitating open discussions about students’ experiences and collaborating with families to improve student engagement. Campus administrators are encouraged to design schedules that accommodate intervention needs and develop strategic plans for community collaboration. Additionally, school district administrators should address systemic biases, such as transportation challenges, to ensure equitable access to school events and align professional development with culturally responsive teaching competencies. Overall, community partnerships were essential in creating a supportive educational atmosphere for all students
The impact of jobs for America’s graduates (JAG) on students’ social and emotional well-being : a multiple case study.
No full textStudents who experience poverty often face barriers to school success. These barriers include emotional factors that affect learning, internal motivation, as well as social and cultural barriers. This multiple case study examines how a specific school intervention program, Jobs for America’s Graduates (JAG), increases students’ social well-being to help them experience academic success. In an era where educational emphases seem to focus solely on how well students perform on standardized tests, JAG embraces a unique curriculum model that focuses on developing students’ social and emotional well-being. The three-year program focuses on preparing students to succeed in the 21st century by removing social and emotional barriers that are often roadblocks to academic success. JAG also aids in the development of key employability skills that are necessary for students to become effective employees who can sustain employment in a demanding workforce. The conceptual framework that guides this study is based on Maslow’s Hierarchy of Basic Needs, which includes self-actualization, self-esteem, love, belonging, as well as safety and physiological needs (McLeod, 2018). This theory posits that students’ basic needs must be satisfied for them to experience academic success. With Maslow’s theory in mind, JAG supports a model and curriculum that recognizes students’ basic needs as building blocks for academic success. With over 7,000 students dropping out of United States’ high schools each day, drop-out prevention programs are needed to reduce this downward spiral. Research indicates there are multiple reasons why students drop out of high school: increased crime rates in low socioeconomic neighborhoods, inequitable resources, and teacher quality. Therefore, a multi-purpose solution must be employed to combat this issue. Dropout prevention programs and interventions are designed around strategies to help students gain effective social and emotional skills, as well as skills associated with their academic needs, may well be the key to solving the downward dropout spiral often seen among our nation’s youth. Through investigative research, four implications were identified to aid in decreasing the nation's increasing dropout rate. The implications were directly tied to the major research themes, including creating positive adult relationships and interventions that support social and emotional barrier removal
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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