VTechWorks Repository :: Browsing by Author "Anderson, James C."

Browsing by Author "Anderson, James C."

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Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs
Cook, Natalie E. (Virginia Tech, 2016-01-08)
Family support programs serve vulnerable families by providing various forms of support, such as education, health services, financial assistance, and referrals to community resources. A major feature of evaluation involves assessing program effectiveness and learning from evaluation findings (Mertens and Wilson, 2012). Collaboration and cultural responsiveness are important topics in evaluation which remain largely distinct in the literature. However, evaluation capacity building provides a context for exploring possible intersections. Data about seven programs were collected via semi-structured interviews and document analysis. This study revealed that the program leaders feel that their programs are unique, complex, and misunderstood. The findings also suggest that program leaders believe that evaluation is important for program improvement and funding. Although participants did not anticipate evaluation capacity building and did not readily express a desire to develop their own evaluation skills, participants from all seven programs enthusiastically expressed interest in evaluation capacity building once explained. Although participants did not discuss cultural responsiveness as it relates to race, they expressed a need to overcome a community culture of reluctance to participate in programs and aversion to educational pursuits. Given the programs' shared population of interest, similar outcomes, and common challenges, evaluation capacity building in a group setting may give Roanoke family support program leaders the evaluation knowledge, skills, and peer support to engage in program evaluation that is both collaborative and culturally responsive.
Applying a Cognitive Lens to the Exploration of Social Mobility for African American Men: A Phenomenological Study
Woods-Wells, Tinesha Marie (Virginia Tech, 2016-12-08)
The American Dream which boasts equal opportunity, meritocracy, and prosperity in accordance with an individual's hard work and dedication continues to instill hope in upward social mobility. Understanding social mobility necessitates an examination of individuals' or groups' ability to move upward or downward in status based on wealth, occupation, education, or some other social variable ("Social mobility," n.d.). Accordingly, social mobility within a hierarchical status system like the United States parallels inequality and presents challenges for underrepresented populations. More specifically, there is a gap that exists in the perceptions, generalizations, and realizations of social mobility for Black men in America resulting in a dichotomous disparity that is perplexing and adds to some of the greatest challenges and barriers to social mobility facing Black men. The purpose of this phenomenological study was to employ a cognitive lens to examine factors affecting the social mobility experiences of Black men throughout their educational and occupational pursuits, and/or community involvement; ultimately giving voice to a traditionally marginalized group. Cognitive problem solving styles, decision making, performed behaviors, and diverse social interactions were explored within the context of negotiating overarching stereotypes, overcoming barriers, making good decisions, and persisting towards social mobility. The conceptual framework for the study took into account cognitive function, race, and resilience by way of Kirton's Adaption-Innovation Theory, Critical Race Theory, and Resilience Theory, respectively. The study findings offer counter-narratives to rebuff dominant ideology about Black men in society, facilitate an understanding of values and motivators, introduce characteristics that aid social mobility, and may inform strategies, policies, and programing that affect Black men. Recommendations for further research are also offered.
The Evaluation of a Women's Leadership Development Training for Girls Rock! Roanoke
Kelinsky-Jones, Lia R. (Virginia Tech, 2015-05-07)
Men and masculine qualities stereotypically define leadership. Role Congruity Theory explains that women leaders may experience a double discrimination. First, because leadership roles are stereotypically male, a woman may not have the necessary qualities. Second, because leadership qualities are stereotypically masculine, when women do exhibit agentic qualities, they are perceived negatively and not feminine (Eagly and Karau, 2002). Further, adopting a masculine style is perceived as an inauthentic leadership style. However, an androgynous style can blend feminine expectations with corporate needs, creating advantage and perceptions of authenticity (Tzinerr and Barsheshet-Picke, 2014). The leadership development training described in this thesis was held for female volunteer counselors of Girls Rock! Roanoke, an empowerment camp for young girls. The appreciative pedagogy included individual reflections, group discussions, and working through simulations. The evaluation of the training sought to identify: if discussion of leadership increased awareness of feminine and masculine leadership; if discussion of personal leadership experiences increased empowerment to self-identify as leaders; and what impact the experience had on participants' ability to improve and employ leadership. After participants completed the training, awareness of feminine and androgynous leadership increased; whereas, it is unclear if awareness of masculine leadership increased. Challenging participants to reflect on their leadership increased their self-identification as leaders, while those who already identified did so in androgynous terms. The training impacted participants' knowledge of themselves as leaders, how they planned to use leadership in camp and in real life, but it is unclear to what degree it impacted their ability to improve and employ leadership beyond the training.
An Exploration of Food Security and Agriculture Challenges for Female Farmers in Rubkona County, South Sudan
Jieknyal Jr, Bijiek Gatwech (Virginia Tech, 2016-03-10)
The purpose of this study was to explore food security and agricultural challenges to examine the feasibility of using extension services as food security challenges intervention. The study used extension services, microfinance, farm cooperatives, and educational strategy to apply the Theory of Planned Behavior (TPB) to investigate culturally specific attitudes, subjective norms and perceived behavioral constructs in relationship to female economic development through agricultural production. The use of semi-structured interviews in a qualitative research design was found useful in exploring the informants' experiences in challenges to food security and agricultural productivity not only in South Sudan, but also in Sub-Saharan Africa. In-depth one on one semi-structured interviews were conducted with farmers and international agriculture researchers.
An Exploration of the Perceptions and Attitudes of Senegalese Professors Toward Learner-Centered Instructional Strategies in Agriculture Courses
Gichane, Wangui C. (Virginia Tech, 2016-07-22)
Like many African nations, Senegalese education emphasizes teaching approaches characterized by lecture-driven courses and information memorization.The objective of the study was to assess the needs for employing learner-centered practices and challenges professors' faced in terms of current teaching and learning methods at five Senegalese higher-education institutions. An explanatory mixed method study was designed to assess professors' teaching strategies, attitudes toward learner-centered methods, social climate at the institutions, perceived confidence in effectively incorporating these methods, as well as the challenges faced in current teaching and learning approaches. Results showed professors had positive attitudes towards learner-centered methods and thought they were effective teaching techniques. Professors also indicated that they felt little to no pressure from their peers or institutions in employing other methods and some felt confident enough to use learner-centered strategies properly. Data also revealed that the culture of instruction and the constraints in teaching were the primary obstacles preventing professors from effectively incorporating the methods in their classrooms. The study's findings indicated that: 1) addressing the normative beliefs and social norms toward learner-centered methods requires an understanding of the cultural context of Senegalese instruction and 2) professional trainings can make a marked difference in how professors think about teaching practice, as well as increase self-efficacy that can influence their behavior toward more learner-centered strategies.
An Exploration of the Relationship between International Students and Their Advisors in U.S. Higher Education Institution
Mitra, Shreya (Virginia Tech, 2017-03-31)
International students in U.S. academic settings are facing barriers in the path of their academic accomplishments. In higher educational institutions, students work very closely with their academic advisors to solve a definite problem. Dependence on the academic advisor is much more when the advisee is international. Keeping these points in mind, one of the factors that might impact academic environment for an international student is the bonding that they share with their advisor. This research study determines the factors that encourage or discourage the relationship between the advisor and international advisee. More specifically, what factors, cultural or cognitive are more salient in defining the advising relationship, and how are coping behaviors being employed and by whom when differences between the working pair exists? Full-time international graduate students having at least one year of graduate school experience in U.S. academic settings and faculty advisors who had experience in advising international graduate students participated in this study. A total of 20 international students participated. All the participants completed the Kirton Adaption-Innovation Inventory (KAI) as a measure of problem-solving style. Of the 20 that completed the inventory, 14 participants from 10 different countries agreed to participate in a semi-structure interview. Additionally, five faculty advisors completed the KAI inventory and three faculty advisors participated in an interview. Findings of the study are: 1) a link exists between participants' problem-solving styles and their expectations for the advising relationship; 2) cultural difference outside academia had no impact on academic progress of international students; 3) acculturation into American academic culture seemed essential for academic success of international students in U.S academic settings; 4) international students wanted their home country culture to be acknowledged in a multicultural settings; 5) success of advising relationship seemed to be dependent upon how much the advisor and the advisee exhibited coping behavior; 6) acknowledging the differences and accepting a person in a holistic manner as a separate identity worked best in a multicultural settings; and 7) developing a human connect between the advisor and advisee seemed to be vital for a successful and academically productive advising relationship.
Exploring Cultural Identity and Engagement among Hispanic Youth: Implications for Food Justice and Food System Development
Purnell, Rachelle Ashley (Virginia Tech, 2017-09-19)
Creating healthy lifestyles and access to quality, nutritious food for marginalized groups, specifically Hispanics, is becoming an increasing topic of conversation. However, issues of access, availability, lack of initiatives in many areas which allow these individuals to become involved in the local food movement have plagued this population, especially the youth. In recent years, Georgetown, Delaware has become a major immigration hub, seeing large populations of Hispanics migrating to the area. Like many locations which see large numbers of individuals of a particular ethnic group not known to the area, the need for culturally relevant and responsive resources becomes imperative. Considering that youth are a vital part of society and are widely impacted by issues of food insecurity and unhealthy food choices, it is important to address their intentions to become actively engaged in their local food system and the role that their identity as Hispanic youth plays in that intention. To assess Hispanic youth's intentions to engage in their local food system and food heritage, the researcher selected a group of 11 Hispanic youth from Georgetown, Delaware, to participate in a Photovoice project, which called on them to take pictures of items salient to their identity, how they understood their local food system and perceived barriers. Following the two-week photo taking period, youth then participated in two focus group sessions, one to obtain information relevant to the research topic and the other, serving as a member check and to elicit further information. Findings of this study include the idea that cultural identity serves as a major influential factor to youth engagement in the food movement and in food heritage. Cultural identity shapes the attitudes of Hispanic youth towards engaging. Further, attitudes toward food movement involvement and educating others positively impacts youth intentions to engage. Hispanic youth's attitudes toward protecting the authenticity of food and culture serve as an additional influential factor for engaging in the food movement and advocating for food justice. Social pressure from family and peers significantly impacts the food choices and cultural engagement of Hispanic youth. Food system knowledge and awareness contributes to youth attitudes towards the food movement and food and cultural heritage. Lack of knowledge can potentially impede engagement. Lastly, self-efficacy concerning the food movement acts as both a facilitator and inhibitor to youth engagement. However, cultural identity and familial support serve as factors which boost the confidence levels of Hispanic youth to engage in the food movement and food heritage.
Exploring STEM Identity Development, Motivation and Problem-Solving Preferences of African American Men Pursuing Undergraduate Degrees
Simpson, Chantel Yvonne (Virginia Tech, 2019-06-18)
Science, Technology, Engineering, Math (STEM) and agriculture are rapidly growing fields and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields and there exists a gap in information about the lived experiences and perceptions of members of this group within this field. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Individual problem-solving preferences, academic motivation and subscription to black identity were examined using a conceptual framework adapted from Kirton's Cognitive Functions schema and the Organismic socio-behavioral perspective. This conceptual framework was viewed through a lens of critical race theory in order to determine the salience of these factors on the development of a STEM identity among African American males. The results of this study interrogate current educational practices to provide information about student perceptions, experiences with belonging and coping strategies utilized to overcome real and perceived barriers to STEM or agricultural degree attainment giving voice to this underrepresented group. Data from this study provide information to better inform STEM recruitment and retention practices and include recommendations for future research.
Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success
Silas, Michael Antonio (Virginia Tech, 2016-12-08)
Due to an impending STEM shortage facing the United States, it is critically important that students of color are recruited to scientific disciplines. This STEM shortage affects agricultural fields, as many agricultural disciplines are scientifically based. There is currently a lack of students of color within agricultural disciplines when compared to the increasingly diverse make-up of the United States. This qualitative study utilizes the path-goal theory of leadership (House, 1971) and reasoned action theory (Fishbein and Azjen, 2010) to examine the perceptions of administrators regarding the barriers that students of color face within colleges of agriculture at 1862 land-grant institutions. Another important purpose of this study is to identify strategies that department heads, deans, and administrators within colleges of agriculture can use to increase the recruitment and retention of students of color. The study utilized phenomenology, as this method focuses on participants' subjective experiences and interpretations of the world. Eighteen participants at 17 institutions were interviewed about their perceptions of diversity, the barriers that students of color face within colleges of agriculture, and strategies for success. The findings of this study reveal that (1) diversity is a multifaceted and evolving concept that varies from individual-to-individual, (2) students of color face barriers to access, (3) successful recruitment and retention strategies for students of color require investments from administrators, and (4) data validates program success.
A Mixed Methods Study of Leader-Follower Dynamics in Student Project Teams: Toward Advancing Career Readiness
Alegbeleye, Ibukun (Virginia Tech, 2020-04-22)
The challenges we face in society are becoming increasingly complex. Addressing complex problems (such as climate change, food security, and water conservation, among others) requires working with others in an interdependent and collaborative environment. However, employers have noted that college graduates are insufficiently prepared to work effectively in teams. The central problem this study seeks to solve pertains to the inability of college graduates to engage effectively in teamwork. I have identified transformational leadership and effective followership behaviors as predictors of teamwork quality and team effectiveness in the study. This study applies an explanatory sequential mixed methods design to examine: (a) whether transformational team leadership is positively related to team effectiveness, as mediated by teamwork quality, (b) whether effective team followership is positively related to team effectiveness, as mediated by teamwork quality; (c) team members' perceptions of overall teamwork quality, (d) team members' perceptions of how transformational team leadership influences overall teamwork quality and team effectiveness, (e) team members' perceptions of how effective team followership influences overall teamwork quality and team effectiveness, and (f) the differences and similarities that exist between teams in the perceptions of teamwork quality, transformational team leadership and effective team followership. Quantitative data were collected through surveys that were completed by 98 students (n=98) subdivided into 20 project teams (j=20) in the Virginia Governor School for Agriculture, as well as 84 students (n=84) subdivided into 10 project teams (j=10) in a leadership class at the University of Georgia. Follow-up focus groups were conducted with five teams (j = 5, n = 27). Statistical analyses included: descriptive statistics, correlational tests, exploratory factor analysis (EFA), Cronbach's alpha tests, and a mediation analysis based on ordinary least square regression-based path analysis. Coding and thematic analysis of focus group transcripts were carried out in the qualitative phase. Findings indicate that transformational team leadership was positively related to team effectiveness ( = 0.54, p < .05), such that the relationship was mediated by teamwork quality. However, teamwork quality did not mediate the relationship between effective team followership and team effectiveness. Findings show a distinction in the perception of teamwork quality between teams. Those with low-quality teamwork started out with limited social cohesion, exhibited social loafing, and were polarized along in-group versus out-group lines. In contrast, groups with high-quality teamwork started out with team bonding, resolved minor conflicts quickly, and established team synergy. Similarly, findings show a distinction in the perception of team leadership between teams, where those with low-quality teamwork exhibited centralized leadership, while teams with high-quality teamwork exhibited shared leadership. Lastly, findings show a distinction in the perception of team followership between teams, where those with low-quality teamwork exhibited passive team followership, and those with high-quality teamwork exhibited proactive team followership. The study has important implications for college students, leadership educators, organizations, and researchers.
Ontological Possibilities: Rhizoanalytic Explorations of Community Food Work in Central Appalachia
D'Adamo-Damery, Philip Carl (Virginia Tech, 2015-01-26)
In the United States, the community food movement has been put forward as a potential solution for a global food system that fails to provide just and equitable access to nutritious food. This claim has been subject to the criticism of a variety of scholars and activists, some of whom contend that the alternative food movement is complicit in the re-production of neoliberalism and is therefore implicated in the making of the unjust system. In this dissertation I use theories of Deleuze (and Guatarri) and science and technology scholars to enter the middle of this dichotomy. I argue that both readings of community food work, as just and unjust, rely on realist epistemologies that posit knowledge as representative of an existing reality. I alternatively view knowledge as much more contingent and plural, resulting in a multiplicity of realities that are much less fixed. The idea that reality is a product of knowledge, rather than the inverse, raises the question of how reality might be made differently, or of ontological politics. This is the question I set out to interrogate: how might the realities of community food work be read and made differently, and how this reading might open new possibilities for transformation? To explore this question, I conducted interviews with 18 individuals working for three different non-profit community food organizations in central Appalachia. I used and appreciative inquiry approach to capture stories that affected these individuals' stories about their work captured their visions and hope for food system change. I then used a (non)method, rhizoanalysis, to code the data affectively, reading for the interesting, curious, and remarkable, rather than attempting to trace a strong theory like neoliberalism onto the data. Drawing on Delueze and Guattari, I mapped excerpts from the data into four large narrative cartographies. In each cartography, the narrative excerpts are positioned to vibrate against one another; my hope is that these resonances might open lines of flight within the reader and space for new ontological possibilities. For adult and community educators, I posit this rhizoanalysis as a poststructuralist contribution to Freire's concept of the generative theme and of use to broader project of agonistic pluralism.
Professional Learning in Cooperative Extension: Understanding Opportunities for Social Learning and the use of Computer Mediated Technologies
Wiley, Shannon (Virginia Tech, 2018-11-15)
Social Learning in the workplace can encompass many things. In social environments, adults are constantly communicating with their colleagues and actually participating in an exchange of shared knowledge. As virtual learning continues to become more prominent in the workplace in an effort to help adults work and collaborate, learners will need to continually generate a network of communities to engage in practice. This study utilized the theoretical framework of Wenger's social theory of learning as a lens for identifying experiences contributing to social learning in the workplace and to what extent technological tools contributes to those collaborative learning opportunities. Qualitative methods were utilized for this study which generated themes central to "learning through collaboration", and "learning through system processes". There were also findings that related to the use of technological tools and specifically related to how they contribute to opportunities for learning. Extension Professionals including Extension Agents and State Specialists were recruited for participation.
The Relationship between Motivation and Evaluation Capacity in Community-based Organizations
Sen, Anuradha (Virginia Tech, 2019-06-11)
Community-based organizations increasingly face the need to systematically gather and provide data, information, and insights on the quality of their services and performances to governments, donors, and funding agencies. To meet these demands, community-based organizations have identified the need to build their own evaluation capacity. Increasing the evaluation capacity of an organization requires evaluation capacity building at an individual level, which might be affected by other factors like employee work motivation. This quantitative study uncovers the relationship between employee work motivation and individual evaluation capacity using the Multidimensional Work Motivation Scale and the Evaluation Capacity Assessment Instrument. I found that employees with higher intrinsic motivation have higher evaluation capacity, whereas, those with higher amotivation have lower evaluation capacity. Apart from that, this study also investigates the relationships motivation - evaluative thinking, and evaluation capacity - evaluative thinking, finding that individual evaluation capacity and evaluative thinking are closely related. This study elucidates the link between employee motivation, evaluation capacity, and evaluative thinking, which will not only benefit the organizations to better their practice of evaluation, but also help the employees to make progress in their career paths.
Retention of underrepresented groups in corporate agribusinesses: Assessing the intentions of underrepresented groups to remain working for corporate agribusinesses
Wright, Brielle Simone (Virginia Tech, 2014-12-23)
It is projected that the majority population will become the minority population by 2050. In order to serve the needs of an ethnically diverse U.S. population, corporate agribusinesses are encouraged to employ an ethnically diverse workforce. The purpose of this research was to understand how attitudes, subjective norms, and perceived behavioral control in the workplace affects the intent of underrepresented groups to remain in working for their current corporate agribusiness. In current agriculture research, there are very few studies that focus on the experiences of underrepresented groups in corporate agribusinesses. There is also very little research and public information that provides the number of underrepresented students who are recruited and retained in corporate agribusinesses from year to year. For this reason the author sought to explore the experiences of underrepresented groups who work for agricultural organizations and gain an understanding of factors that impact their intentions to maintain a career in the field. Using a phenomenological qualitative research study design, individual interviews were conducted with underrepresented employees from various corporate agribusinesses from across the United States. A review of the findings indicate that underrepresented groups who work for corporate agribusinesses are satisfied with their jobs in terms of compensation, work/life balance, and the opportunities for advancement. Yet, they are sometimes faced with micro-aggressions, at times feel they are treated differently because of their race, and often work in cultural climates that lack inclusion and/or cultural intelligence. As a result the majority of the participants who participated in the study felt that they would remain with their corporate agribusiness employer until they found a new company to work for, started their own business, or a better opportunity presented itself. The findings from this study also show that anyone seeking employment in corporate agribusinesses need to have effective communication skills, cultural and emotional intelligence, agricultural competency, and a true passion for their field of agriculture in order to be successful in the industry. Other findings show that underrepresented groups and their White counterparts need to be educated on the contributions that underrepresented groups have made to the agricultural field in efforts to change the negative perceptions that underrepresented groups have about agriculture.
Systems Thinking and Hybrid Learning: An Exploration of Complexity Theory in an Undergraduate Writing Classroom
Carper, Kathleen E. (Virginia Tech, 2020)
Around 2011, hybrid learning became an official delivery modality for education. Hybrid learning is defined as the blend of online and face-to-face learning. The ratio of that blend, however, is often defined by state and higher education standards. At Virginia Tech, ALCE 3624: Communicating Agriculture in Writing is a hybrid delivery undergraduate writing course. The purpose of this study was to explore the system of hybrid learning in this course at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey. These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affect the overall experience. Further, the study found that intentional course design was critical in hybrid learning. Within course design, the value of face-to-face interactions, online learning, and the blend of online and face-to-face learning were key factors. Additionally, the importance of teacher relationships and feedback and implications for the future were also significant. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality. Specifically, the implications for practice are helpful to understanding hybrid learning in higher education, especially regarding course design, relationship building, differentiation of materials and practices, and technology use and accessibility. The implications for research show that higher education needs a better understanding of the future of hybrid learning, delving into the complexities of the delivery across all subject matters. Further, there is a need for training for teaching hybrid learning courses.
Towards Defining
Omosa, Oladayo (Virginia Tech, 2019-04-04)
As part of the neoliberal 'development project' and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western paradigms and approaches. This creates a two-pronged problem. First, imported Western evaluation methods and approaches may in fact lack validity, and thus be leading to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may reinforce subjugation and cultural hegemony through neo-imperialism and the 'colonization of the mind.' This problem has been addressed in recent years through development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better and operationalize MAE. Chilisa's (2015) synthesis paper moved the field towards conceptualizing MAE to prevent it from becoming an empty buzzword. However, Chilisa's efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further to the conceptualization of MAE. Theoretically, this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. Methodologically, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I prioritize the next steps that are important and feasible in advancing the concept. I posit that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process.

Browsing by Author "Anderson, James C."

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