VTechWorks Repository :: Browsing by Author "Sanders, Karen Eley"

Browsing by Author "Sanders, Karen Eley"

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Adaptive Life-Long Learning for an Inclusive Knowledge Economy
Arnold, Amy; Lindsey, Andrew; McCoy, Andrew P.; Khademian, Anne M.; Lockee, Barbara B.; Adams, Carol; Amelink, Catherine T.; Blankenship, Chip; Glover, Christopher; Harris, Chrystal; Hoyle, Clayton; Potts, Colin; Pike, Dale; Whittaker, Dale; Kjellsson, Daniel; Hare, David; Tegarden, David P.; Tinapple, David; Ucko, David; Nahapetian, Eta; Hou, Feng; Holmes, Glen A.; Keyel, Jared; Garrett, Jeff; Joo, Jenna; McPhee, Joel; Boyer, John D.; Flato, John; Lister, Jonothan; Haldane, Joseph; Greenwood, Julie; Sanders, Karen Eley; Bruce, Karla; Lindsey, Kate; Carlson, Kimberly; Wingfeld, Kristin; Hamilton, Laura; McNair, Lisa D.; Kamlet, Mark; Semmel, Marsha; Holt, Matthew; Richey, Michael; Kumar, Mukul; Spivy, Nene; Cardwell, Owen; Holloway, Rachel L.; Swearer, Randy; Hall, Ralph P.; Clark-Stallkamp, Rebecca; Mazer, Robert; Smith, Robert; Reynolds, Roger; Bess, Diego Scott; Weimer, Scott; Sagheb, Shahabedin; Garmise, Sheri; Ashburn, Sherrell; Johnson, Sylvester; Cardone, Taran; Nicewonger, Todd; Martin, Tom; Quick, Tom; Rikakis, Thanassis; Skuzinski, Thomas; Contomanolis, Manny (Calhoun Center for Higher Education Innovation, 2020-08-24)
This report addresses the globalized knowledge economy in the 21st century; not only as it exists today, but the knowledge economy needed to meet the demands of tomorrow. This report proposes that in order for our knowledge economy to grow and be sustainable, it must be inclusive in ways that enable it to adapt to—and incorporate within it—the personal and professional growth of a large and diverse body of lifelong learners. In this introduction, we first define what we mean by inclusive knowledge and explain how our proposed definition expands some of the traditional understandings. We then show that an expansive and dynamic conceptualization of knowledge increases inclusion and promotes lifelong adaptive learning as a mindset and a practice.
The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement
Cain, Darrell L. (Virginia Tech, 2005-04-01)
There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic variables. Specifically, this study investigated if the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., use of the computer and the Internet) contribute to student learning. Included in the sample were 2000 college students, which were randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. For the data analysis, eight multiple regressions were conducted on student learning outcomes and student learning engagement. Student learning outcomes included four composite scales, measuring students' personal and social development, general education gains, intellectual development, science and technology gains, and vocational preparation. The student engagement scale was comprised of three composite scales, which included faculty interactions, social, political and scientific discussions, and diversity and social interactions. The findings revealed that the use of technology resources does contribute to student learning, above and beyond student's background variables. The model inclusive of technology variables explained 4% to 7% of the gains in student learning, while student background variables contributed .03% to 2% of the gains. The findings suggest incorporating the use of technology can aid students in the learning process, though the effect size was fairly modest in most cases. The use of computer mediated conferencing and computer assisted learning tools should be used in combination with traditional classroom instructions to have the best effects.
Faculty Perspectives on Diversity and Inclusion at a Highly Diverse Institution: A Study of Organizational Culture
Camargo, Elsa (Virginia Tech, 2017-04-14)
U.S. demographic shifts are not being reflected in higher education institutions (U.S. Census Bureau, n.d.; U.S. Department of Education, 2013). While institutions recruit underrepresented students and faculty, retention of these populations continues to be an issue in part due to a lack of sense of belonging (Booker, 2007; Hurtado and Carter, 1997), poor institutional climate (Hurtado, Alvarez, Guillermo-Wann, Cuellar, and Arellano, 2012; Rhee, 2008), and institutional racism (Stanley, 2006). Organizational culture theory offers a lens to examine the underlying structural problems preventing organizations from permanently adopting diversity and inclusion initiatives throughout the institution. This qualitative study examines how faculty members describe organizational culture of diversity and inclusion at a research university with a high degree of student diversity. The conceptual framework was Schein's (2010) organizational culture model. Participants included 19 faculty members who identified as Caucasian/White, African American/Black, Hispanic/Latino, or Asian/Pacific Islander. Of all participants, 12 were male and seven female. In-person interviews were conducted to gather data. Data were analyzed using the constant comparative method. Five themes emerged: forming culture, describing diversity and inclusion within the culture, learning impacted by diversity, feeling the culture, and directing culture. Unique findings from this study reveal that participants believed there is a shifting organizational culture of diversity and inclusion at the selected institution due to newly acquired designations, causing redefinition of existing assumptions. Additionally, faculty members (a) held different definitions for diversity and inclusion, which affected how they understood the university's responsibilities; (b) relied on localized diversity initiatives over university-wide ones; (c) believed in the unique needs of a highly diverse student body; and (d) were concerned with gaining diversity and inclusion at all ranks of the institution. Findings suggest that faculty at this institution viewed the organizational culture of diversity and inclusion to be welcoming for students. However, participants' perspectives were mixed about this same culture being welcoming to all faculty members. The study has implications for administrators and faculty members seeking to create more diverse and inclusive organizational cultures. Findings also have implications for future research on organizational culture, faculty, diversity, and inclusion.
How First-Generation Students Spend Their Time: Clues to Academic and Social Integration
Rudd, Heather Renee (Virginia Tech, 2006-04-19)
This study explored the activities in which first-generation students engage that might promote academic and social integration. Additionally, differences in activities by race were examined. Participants included fifteen Caucasian and fifteen Multicultural first-generation, first-year students. Respondents maintained logs of their daily academic and social activities for a two-week period during their first semester on campus. The logs yielded both quantitative and qualitative data. The results revealed several interesting findings. First, first-generation students engaged in a number of academic behaviors that often contribute to academic integration and success. Although they were not always confident in their abilities as a student, first-generation participants attended most of their classes, completed assignments, participated in class discussions, and visited their professors to seek assistance. Second, although informants seemed to devote more time to academic pursuits, they did take time to enjoy conversations and activities with peers and attend meetings and events on campus. Third, Caucasian and Multicultural first-generation students were nearly equally involved in academic pursuits. However, Caucasian students focused on developing personal relationships with those who support their success, while Multicultural students focused more on results and achievement. Fourth, both Caucasian and Multicultural students found ways to be involved socially on campus, but Caucasian students were more comfortable describing their time spent out of the classroom. In general, the students in this study were not as much at risk as results from prior research on first generation students has suggested they might be. In their first semester, they found ways to participate successfully in the academic and social environments of college.
Identity Performance Among Muslim International Women: A Narrative Inquiry
Yousafzai, Ayesha Latif (Virginia Tech, 2019-04-23)
The purpose of this research was to study identity performance among undergraduate Muslim international women on college campuses in the U.S. Identity performance was defined as the way in which these women acted, engaged, interacted, behaved, and situated themselves in their various environments (Goffman, 1959). The conceptual framework for the study was Bronfenbrenner's Ecological Systems Theory (1979) that identifies five environmental systems in which an individual interacts (microsystems, mesosystems, ecosystems, macrosystems, and chronosystems). This study focused on identity performance in microsystems. Narrative inquiry, a qualitative methodological approach, was utilized to pursue two research questions: (1) how do undergraduate Muslim international women describe their experiences of identity performance inside college environments; and (2) how do undergraduate Muslim international women describe their experiences of identity performance outside college environments? Two in-person interviews were conducted with eight participants representing six countries (Kuwait, Malaysia, Morocco, Oman, Pakistan, and Saudi Arabia). Interviews were transcribed verbatim, and data were analyzed with four iterations of coding (narrative coding, refining narrative coding, pattern coding, theming the data) (Saldaña, 2015). Five themes emerged: Muslim identity performance in home country, Muslim identity performance and family, Muslim international identity consciousness, religious engagement on campus, and understandings of new Muslim international identity. The stories shared revealed that identity performance was a complex process; it was ever changing and evolving as Muslim international women navigated their way from a religiously homogeneous environment in the home country to a heterogeneous environment within the U.S. Their microsystems and interactions with various environments influenced their performances of their various identities. These influences were also related to contextual conformity, psychological awareness, agency, resilience, persistence, positivity and appreciation of their experiences in the ever-changing environments. The study has implications for faculty and university administrators who are seeking to create inclusive and encouraging academic and social environments. Findings also have implications for future research on identity performance, contextual conformity, and experiences of Muslim international students.
Investigating Academic and Psychosocial Outcomes of First-Generation African American Postsecondary Students who completed Early College Access Programming: A Qualitative Case Study
Witcher, Angelica W. (Virginia Tech, 2020-12-17)
This qualitative bounded case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a colossal increase in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses the effectiveness of early college access and its effects on first-generation African American students' postsecondary academic and psychosocial outcomes. Driven by critical race theory, this study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Results were analyzed using inductive coding to identify components that affect academic achievement. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout postsecondary education. In addition to positive outcomes, barriers to achieving academic success were also identified.
Minority Students' Transition Experiences at a Predominantly White Institution
LaBoone, Kimberly (Virginia Tech, 2006-03-29)
The process of transition to college is complex and has received attention from many scholars (e. g. Baker & Siryk, 1999; Beal & Noel, 1980; Choy, Horn, Nunez, & Chen, 2000; Gaither, 1999; Paul & Brier, 2001; Tinto, 1993). Transition impacts persistence in college, hence retention rates (Tinto, 1993). As a result, postsecondary institutions have developed models of transition. In one such model, first year students experience transition in four domains; academic, social, personal-emotional, and attachment (Baker & Siryk, 1999). Past studies have explored transition from the perspective of majority versus minority student experiences (Allen, 1992; Hurtado, Carter, Spuler, 1996; Rodriquez, Guido-DiBrito, Torres, & Talbot, 2000) as well as male versus female experiences (American Association of University Women, 1992; Fassinger, 1995; Gablenick, MacGregor, Matthews, & Smith, 1990). The current body of literature fails to adequately represent transition issues for non-majority students, however. For example, additional research is needed to compare experiences among minority groups (e.g., African American v. Hispanic v. Native American). In addition, studies that explore the relationship between retention and transition for minorities and women are needed. The current study was designed to examine transition experiences of minorities and women attending predominantly White institutions. In addition, the study addressed the link between transition and retention to second semester and the second year of college. The Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1999) measures the transition experiences of students in college. In the current study, the author administered the SACQ to minority students in their first year at a predominantly White institution. The participants' responses were analyzed to determine if differences existed in transition experience by race or sex. Follow-up information was collected to explore whether students who had higher transition levels were more likely to return to college for the second semester and the second year. Results revealed that minority students made successful transitions during the first year as well as developed a strong attachment to the institution and higher education. However, there were no significant differences in the transition experiences of the participants by race or sex. When examining the relationship between transition and retention, findings show that students who left had high or medium transition levels.
(Mis)communicating postsecondary opportunities through diploma policies: A content analysis of Louisiana public high school websites
Adams, Venice Marie (Virginia Tech, 2024-06-21)
This study explored high school communication (i.e., policy translation) of Louisiana statutes pertaining to postsecondary opportunities aligned with the CTE graduation pathway and the implementation of curriculum tracks through high school track-shifting policies. Two research questions guided this study: 1) To what extent do diploma policies listed on high school websites in the Louisiana Acadiana region describe the actual postsecondary opportunities available to students in a CTE program? and 2) What information do high school websites reveal about curriculum track-shifting policies? To answer these questions, I conducted a manifest content analysis (Kleinheksel et al., 2020) of websites for 29 traditional public high schools operated by school districts in Louisiana's Acadiana region. My analysis was guided by a conceptual framework that included horizontal differentiation, track shifting, and misinformation (Rosenbaum, 1978; Sørensen, 1970). Two major themes emerged in the findings: Inconsistent and Incomplete Information about Postsecondary Options for CTE Diploma Pathway Students and Limited Flexibility (Semi-Closed) Curriculum System. These themes and their respective subthemes revealed that high school websites contained inconsistent and incomplete information about graduation pathways that constrains students' postsecondary options. Findings from this study offer implications for practice, policy and policy translation, and future research regarding high school diploma policies, curriculum tracks, track-shifting policies, and curriculum enrollment decisions. This study also offers recommendations for officials at the state level and school leaders at the local level.
A Mixed-Method Approach of Exploring the Ways Food Access Impacts the Quality of Life of College of Agriculture and Life Science Students at Virginia Tech
Petrie, Lana (Virginia Tech, 2023-06-30)
Food insecurity has been documented on college campuses. Exploring the barriers that factor into food access can provide insight into how to combat food insecurity in higher education. Furthermore, exploring how these barriers play a role in students' Quality of Life (QoL) can help improve a student's success while in school. Little research has been done on food access and its impact on QoL, and research is completely absent in regard to its effects on agriculture students specifically. As the desire for degrees increases, students from more diverse backgrounds are attracted to college. Many students from underrepresented populations experience barriers to attaining a degree that other students may not. First-generation students, being the first in their family to attend college and have little to no knowledge of how to navigate the challenges of degree attainment., International students experience living in a completely different culture and having to adjust to a new country and a new educational environment. This mixed-method study focused on how food access barriers impact the QoL of first-generation, international, rural, and urban College of Agriculture and Life Science students at Virginia Tech. The study involved a concurrent phase (1) of a cross-sectional survey consisting of multiple choice and open-ended questions. The sequential phase (2) of the study constructed interview questions from themes found in phase 1 and then were used to interview students. Once interviews were completed, phase 1 and phase 2 results were then compared to provide a broad view of how food access impacts QoL for agriculture students. The results from the study showed an adjusted R square explained .277 or 27% of the variance in the dependent variable QoL to be affected by the independent variables. The independent variables of food access, first-generation, Asian, and undergraduate classification of senior were shown to be significant in the first stepwise linear regression model. In the 6 stepwise linear regression models that examined the QoL of students based on department/schools, each model was found to be significant and have food access as significant predictor variable. An additional 6 stepwise linear regression models were completed to examine the significant independent variables from the department/school QoL scores models. The QoL scores explored were Asian, Hispanic/Latino, first-generation, international, rural, and undergraduate senior status and all showed food access as a predictor value to impact QoL. In addition, lack of awareness of resources, lack of options that are affordable and available, demanding schedules, running out of meal plan money, lack of acknowledgment of food access concerns, and environment impacted students' ability to access food. Students also voiced that lack of access to food impacted their QoL in the following ways: concentrating in class, studying, attending social events, maintaining a positive physical and mental health status. The impact of food access is a multidimensional problem that was shown to impact the QoL of CALS students at Virginia Tech. Preventing hunger and overcoming food access barriers are not problems to solve overnight. Finding solutions will take time and dedication from leadership, faculty, staff, and students. In addition, just because you may not be experiencing low food access doesn't mean you never will or that your friends are not going through the situation. Demonstrating love, empathy, and kindness when talking about hunger will be needed to lead the fight against this all-too-prevalent problem.
Office for Equity and Inclusion
Sanders, Karen Eley (Virginia Tech, 2010-01-12)
OEI Mission: Our mission is to promote, sustain, and advance an environment that supports principles of equity, diversity, inclusion and community.
Organizational Fit of Non-Academic Administrators of Color at Small Liberal Arts Institutions
Yokley, Delight Bena (Virginia Tech, 2017-04-04)
Diversity has become a central organizational goal especially as the U.S. population is experiencing racial demographic shifts (U.S. Census Bureau, 2014). Employees of color makeup one-third of the workforce, yet higher education institutions have been slow to adjust to the shifting demographics (Birnbaum, 1988; Brown, 2004; Yancey, 2010). Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color working at their institutions. Available research focuses on organizational fit and faculty of color (Bozeman and Gaughan, 2011; Jackson, 2003b; Jayakumar et al., 2009; Ortega-Liston and Rodriguez Soto, 2014; Victorino et al., 2013) or examines organizational fit at research universities (Barrett and Smith, 2008; Gasman et al., 2011; Ryan et al., 2012; Turner et al., 2011). A review of the literature shows there is scarcity of scholarly knowledge on the experiences of administrators from historically minoritized groups with organizational fit at small liberal arts institutions. The purpose of this study was to understand and describe how administrators of color at small liberal arts institutions experience organizational fit. The conceptual framework for this study was Jackson's (2004a) Engagement, Retention, and Advancement (ERA) Model. The participants in the sample included Black/African American, Asian American, Native Hawaii/Pacific Islander, and Latina/o non-academic administrators from institutions with less than 2,500 students. Using a phenomenological design, I interviewed selected administrators twice using a modified version of Seidman's (2013) life history structure. Data analysis revealed six themes including the pathways into higher education, attraction to small liberal arts institutions, institutional culture, position empowerment, multiple hats/roles, and professional success. The findings suggest these administrators of color experience similar ERA processes as other administrators. These similarities include desiring to fit in, an on-going process of building trust, and enjoying the small family business environment of a small liberal arts institution. Unique findings included how participants valued their quality of life despite limited salaries at small liberal arts institutions. They also assimilated, code switched, and served as cultural guides, adding responsibilities to an already hard working group. Implications for higher education leaders concerning the importance of supporting administrators of color can be gleaned from these findings.
Predicting Academic Success among First-Year, First Generation Students
Amelink, Catherine T. (Virginia Tech, 2005-04-20)
Due to immigration the non-Hispanic White population continues to decrease and the population continues to change in regard to the ethnic and racial make-up. As these demographic changes take place higher education institutions will face increasing pressure from stakeholders to create environments that facilitate degree completion among mounting numbers of populations who are at risk in terms of academic success. First generation status denotes one group of students who are at risk in terms of persistence towards a bachelor's degree. The purpose of this study was to examine what factors predict the academic success of first year, full-time first generation students. Furthermore, this study examined whether there is a relationship between race, gender, financial need, and language ability and factors used to predict the academic success of first generation students. Factors were defined as variables measured by the 2002 Your First College Year Survey (YFCY) data (HERI, 2004a). Factors fell into five main areas: Student Background Characteristics, Agents of Socialization, Structural Characteristics, Institutional Environment, and Student Effort (Pascarella & Terenzini, 1991). The study was based on secondary analysis of the 2002 YFCY data provided by the Higher Education Research Institute at the University of California, Los Angeles. A combination of descriptive statistics, factor analysis, and logistic regression was used for this study. Findings revealed there are significant differences between academically more successful FGs and FGs who are academically less successful in relation to three factors: Institutional Environment, Student Effort, and Agents of Socialization. FGs are more likely to experience academic success in regard to variables associated with the factor Institutional Environment. There is a greater likelihood FGs will be academically less successful in relation to variables associated with the factors Student Effort and Agents of Socialization. When considering demographic variables in relation to the three significant institutional factors, FGs who are Asian American are more likely to experience academic success. Alternatively, FGs have greater odds of being academically less successful if they are male, African American, Mexican American, and non-native speakers of English.
Predicting the Academic Success of Transfer Students During the First Year of College
Piekarski, Teresa (Virginia Tech, 2004-02-13)
The majority of the research conducted to date on transfer student academic success compares transfer students with first-year freshmen or native students (Belcheir, 1999, 2001; Carlan, 2001; Cohen & Brawer, 1987; Cope & Hannah, 1975; Eimers & Mullen, 1997; Glass & Harrington, 2002; Keeley & House, 1993; Lorentz & Benedict, 1996; Lunneborg & Lunneborg, 1976; Miville & Sedlacek, 1995; Owen, 1991; Pascarella, 1999; Richman, 1979). Of the studies solely focusing on transfer student academic success, there is inconsistency in the variables selected for analysis and in the findings. Furthermore, transfer students from other four-year institutions are often excluded from these studies. The research generally focuses on transfers from a single community college (Townsend, McNerny, & Arnold, 1993) and oftentimes on transfers from a state's public community college system into the state's public university system (Graham & Hughes, 1994; Holton, 1991; Minear, 1998; Walker, 1992). There is a need for research that looks at transfer students from both two- and four-year institutions and that examines multiple variables associated with academic success. The purpose of this study was to determine the value of the following factors in predicting the academic success of undergraduate transfer students in their first and second semesters of enrollment: (a) on-campus residency, (b) ethnicity, (c) gender, (d) domicile (in v. out of state, (e) Scholastic Aptitude Test (SAT) scores, (f) number of credits enrolled in, (g) academic college, (h) class standing, and (i) last prior institution (two-year v. four-year). First semester GPA was included as an additional independent variable in the examination of second semester GPA. The data analyzed in the study were collected in 2002 at a research institution in the mid-Atlantic region and were accessed through the student census file. Participants were students coded as entering undergraduate transfer students in the university's student census file during the fall of 2002. This study defined academic success as first and second semester Grade Point Average (GPA), which were used as dependent variables. The above factors were used as independent variables in a step-wise regression analysis. The results indicated nine significant predictors of first semester GPA. The following variables contributed positively to first semester GPA: (a) SAT scores, (b) class standing, (c) being a student in the College of Architecture and Urban Studies, and (d) attending Community College (CC) #3. The following variables contributed negatively to first semester GPA: (a) attending CC #1, (b) being Black, (c) attending CC #2, (d) attending Comprehensive University #1, and (e) attending CC #4. The only significant predictor of second semester GPA was first semester GPA. This suggests that the first semester predictor variables help set a student up for academic success or failure. That tracking then carries over generally to second semester.
Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program
Ellis, Keyana C. (Virginia Tech, 2013-05-14)
The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the campus environment. VTSA is a six-week intensive residential summer-bridge program that provides academic preparation, highly-individualized advising, learning communities, and the personal attention of faculty and peer mentorship through both academic engagement and structured activities. Although based on a substantive body of research concerning student retention, little is known about the empirical and influential value of this program. A two-phase, sequential explanatory mixed-methods (QUAN"" QUAL) study was developed to assess the value of student academic engagement in a first-year experience program. Specifically, this research investigated the outcomes of participation on cognitive, behavioral, and affective factors of motivation, taking into account demographic and academic performance variables. In the initial quantitative phase, data from 89 students were analyzed to assess engagement and academic motivation. Data from the Scale of Educationally Purposeful Activities (SEPA) were used to determine levels of student engagement among VTSA students, while the Motivation Subscale of the Learning and Study Strategies Inventory (LASSI) was used to investigate the change in student academic motivation before and after participation in VTSA. In the subsequent qualitative phase, 16 students participated in focus groups designed to explore student perceptions of engagement in the VTSA program and their connections to academic motivation. Both qualitative and quantitative data were assessed to provide an in-depth evaluation used to interpret and explain significant factors of student engagement that provide for internal and external academic motivation in college.
Relationship Among Class Perceptions, Math Identification, and STEM Choice: Examining Gender and Racial Differences
Mondesir, Sachiel (Virginia Tech, 2022-04-19)
The first purpose of this research was to understand the factors that contribute to the underrepresentation of women of color in science, technology, engineering, and math (STEM) career fields, with a specific focus on understanding the issues faced by Black women. The second purpose was to analyze the gender and racial differences in the interrelationship of high school students' class perceptions, math identification, and their decisions to select a STEM major in college. These relationships are important because the growth outlook for careers in STEM is higher than other career fields and providing underrepresented women in STEM equal access to these careers is vital. Additionally, it is important to increase the gender and racial diversity of the STEM workforce. The first manuscript (Chapter 2) was based on a literature review that provided an overview of the social factors that affect the underrepresentation of women of color in STEM by highlighting the experiences of girls of color in their youth. The literature review explored the stereotypes and discrimination girls of color experienced in the K-12 school system that affect their participation in math and science, and how the intersection of race and gender contributed to the experiences of Black females when it comes to their experiences with STEM. Using the MUSIC model of motivation theory and domain identification theory, the study in Chapter 3 explored the relationship between students' math class perceptions, math identification, and decision to major in a math-intensive (i.e., math and statistics, engineering, computer science, and physical sciences) STEM major. The study in Chapter 3 used multigroup structural equation modeling (SEM) to analyze gender and racial differences among four groups Black females, Black males, White females, and White males. The results indicate that students' math class perceptions of success and interest were positively related to their math identification. Furthermore, students' math identification was positively related to their decisions to select a STEM major as they entered college. The interrelationship between math class perceptions, math identification, and the decision to select a STEM major was not statistically different for Black females as compared to Black males, White females, or White males. Implications for schools and educators for increasing the participation of Black female students in STEM are discussed.
Study Abroad Length of Program Influence on Cross-Cultural Adaptability
Zielinski, Beth Anne Z. (Virginia Tech, 2007-04-24)
The literature available on study abroad addresses reasons students chose to study abroad, outcomes of participation in study abroad, and study abroad program characteristics. However, there is a lack of research linking outcomes of study abroad to program characteristics. The present study will add to the literature by providing information about study abroad program characteristics and their relationship to one possible outcome of study abroad, cross-cultural adaptability. In this study, four factors were used to measure cross-cultural adaptability: (a) emotional resilience, (b) flexibility/openness, (c) perceptual acuity, and (d) personal autonomy. Data were collected using the Cross-Cultural Adaptability Inventory (CCAI) (Kelley & Meyers, 1995). The target sample for this study was undergraduate college students that have participated in study abroad programs of varying lengths. The findings showed significant differences in all five areas: emotional resilience, flexibility/openness, perceptual acuity, personal autonomy, and total CCAI score. These findings suggest that researchers need to take a further look at study abroad program characteristics and their relationship to beneficial outcomes.
Transformation within College Students Participating in a Cultural Awareness Program: Perceptions of Becoming Culturally Competent
Thompson, Jody Alycia (Virginia Tech, 2008-11-04)
Cultural competence is defined as having the knowledge, skills, and attitudes to interact and assist people from culturally and ethnically diverse backgrounds (Sue, 2001). People who are culturally competent are aware of their own cultural background and the backgrounds of groups that are different. These individuals understand and appreciate a variety of cultures. Much of the research on cultural competence has focused on practitioners or graduate students in medicine, psychology, education, and social work (Eunice, 2004). Primarily, this research has looked at the training that these individuals have received and their attitudes about interacting with diverse groups. Howard-Hamilton, Richardson, and Shuford (1998) proposed that a set of competencies be developed for college students similar to those created for practitioners. Examples of those competencies include an understanding the cultural backgrounds of other groups, being able to interact with diverse individuals, an appreciation for diversity and valuing social justice for all cultural groups, etc. Research on cultural competence and college students has primarily focused on attitudes of college students towards diverse individuals (Hu & Kuh, 2005; Nelson-Laird, Engberg, & Hurtado; 2005; Pascerella & Terenzini, 2005; Pacerella, Edison, Nora, Hagedorn, & Terenzini, 1996; Whitt, Edison, Pascerella, Terenzini, & Nora, 2001). Students' in and out-of-class experiences give them a holistic education in which they develop an appreciation of individuals whose cultures are different (Kuh, 1995). Yet, very little research has focused on students' experiences learning about and interacting with individuals from other cultures. The purpose of this study was to gain insight from students participating in a cultural awareness program regarding their experiences before and during college that shape their cultural competence. Specifically, I examined students' perspectives on pre-college and college experiences that influence their values and beliefs about their own and others' racial/ethnic culture. The participants of the study were college students who participate in a cultural awareness grant program. This study is phenomenological by nature. Data was obtained from interviews, field notes, and students' journals. Three interviews were conducted with each of the participants. In the first interview, the students were asked about their backgrounds and how they describe their racial or ethnic culture. In second interview, the participants were asked about their interactions and experiences with other racial or ethnic groups on campus. The third interview focused on students' opinions about learning about issues of race and ethnicity. The data were analyzed using constant comparative analysis (Strauss & Corbin, 1998), inductive analysis (Patton, 2002) and open coding (Rossman & Rallis, 2003). Profiles of the participants were created from the interview transcripts and field notes (Seidman, 2006). The background, experiences, and perspectives of students were described in narrative form. Results of this study indicate that four factors have an impact on participants becoming culturally competent: (a) family influences, (b) formal learning, (c) encounters with others, and (d) personal interests.

Browsing by Author "Sanders, Karen Eley"

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