Global ETD Search

51	Desde el barrio hasta afuera, From the Neighborhood Out: Building Sustainable Cities and Empowering Latinx Communities in Southern California through Asset-Based Community Development Reyes Salazar, Vannesa 01 January 2019 (has links) Being one of the largest and most influential ethnic groups in Southern California, Mexican and Latinx communities have continuously played a significant role in the shaping of major cities. Despite the history of racist and exclusionary urban planning and policy, Latinxs have persevered through adaptive and creative methods of creating space and reusing resources. Such strength, creativity, and resourcefulness are assets within Latinx communities and are also ways that they practice sustainability, thus having the potential to play a significant role in the development of sustainable cities. Therefore, by focusing local solutions and development projects on community assets as opposed to just community need, voice, autonomy, and inclusion are given to Latinx communities, where they not only participate in the development projects that affect them but are the drivers of the solutions and positive changes they see in their communities. I will be doing two case studies on two non-profit community-based organizations, Huerta del Valle and East LA Community Corporation, who practice this form of asset-based community development. Being situated in two of the most population dense areas in Southern California with the highest concentrations of Mexican and Latinx people, East Los Angeles and the Inland Empire, both organizations serve predominantly Mexican and Latinx communities. By practicing asset-based community development through their programming, Huerta del Valle and East LA Community Corporation are connecting their local communities to decision-making spaces, socially and economically empowering their communities, and overseeing green communal urban spaces. Thus, through asset-based community development, these two organizations are able to uplift and meet the needs of both human ecosystems and the natural ecosystems, creating socially, economically, and environmentally sustainable cities, especially for historically marginalized urban communities. Community-Based Solutions Food Justice Housing Justice Latino Urbanism Latinx/Chicanx Studies Sustainable Cities Chicana/o Studies Community-Based Learning Community-Based Research Environmental Studies Food Security Human Ecology Inequality and Stratification Latina/o Studies Place and Environment Race and Ethnicity Urban Studies
52	MINORITIES' PERCEPTIONS OF CHILD PROTECTIVE SERVICES Hicks, Vernae Elaine 01 June 2016 (has links) The study examined minority persons’ views and experiences with Child Protective Services (CPS) in the community. This study used a qualitative design with face‑to‑face interviews with 12 participants in the community. This study used the “Post‑Positivist” data analysis, which is qualitative in evaluation and explained each participant’s subjective reality. The study found that most participants were satisfied with the results and were dissatisfied with the process in and of itself. Overall the study found that most participants felt that there was some sort of a disconnect with social workers in reference to cultural competency. Miscommunication between the social workers at agencies and parents could have played a significant role in why participants had these experiences. However, most participants felt that the agency helped with services that ultimately left the participants feeling a sense of awareness about the purpose of the agency. The study suggests that implementing a program that would allow the community to be informed of all the programs that Child Protective Services can provide be critical in aiding and empowering the members of the community and in helping reduce CPS caseloads significantly. Empowerment Cultural Competency Awareness Hope Social Work Dignity Applied Behavior Analysis Cognition and Perception Community-Based Learning Community-Based Research Educational Sociology Family, Life Course, and Society Inequality and Stratification Multicultural Psychology Other Social and Behavioral Sciences Place and Environment Politics and Social Change Psychology Race and Ethnicity Social and Behavioral Sciences Social Psychology Social Psychology and Interaction Social Work Sociology Sociology of Culture
53	“Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs Cooper, Theressa N 01 December 2010 (has links) This research study specifically addressed; how vocational preparedness programs effect the career aspirations of Black youth, within the context of the Middle Tennessee Council Boy Scouts of America’s Exploring program. The goal of this research is to represent Black youth participating in a vocational preparedness program. Interviews, journals, and rich, thick descriptions are utilized in this work. Using the lens of narrative inquiry and cultural studies, I hoped to further the field of career development through the experiences of some of its key players, African American youth. Within the context of their stories five major themes surfaced around the ideas: (1) Advancement via Individual Determination. (AVID), (2) Career Self-efficacy, (3) Roles of significant others in career development, (4) Perceptions of the Exploring program, and (5) what would you like to see happen in the Exploring program? Beyond themes expressed by the research participants, the following underlying factors also came to light; (1) giving voice to Black youth which are part of the marginalized minority population and restoring a sense of narrative power and authority to the youths telling the stories, (2) The Advancement Via Individual Determination (AVID) program as a significant influencer, (3) structure and organization of the Learning for Life program, (4) the role of Black women as significant others in the career decisions of participants, and (5) career choice – trade vs. careers. African American Youth Career Planning Boy Scouts of America Cultural Studies Career Planning Narrative Methodology African American Studies Community-based Learning Community-based Research Community Engagement Curriculum and Social Inquiry Educational Psychology Family, Life Course, and Society Other Education Politics and Social Change Race and Ethnicity Social Psychology and Interaction Sociology of Culture Urban Education
54	Investigating Young Children's Music-making Behavior: A Developmental Theory Morehouse, Paul G. 01 January 2012 (has links) We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making? Music is understood to occur when people act intentionally to produce and organize sound into rhythm and form. The guiding questions for this study are, What evidence is there to show that, when following an adult music leader, young children can engage in authentic music-making behavior and produce identifiable musical structures that move beyond random sounds or ‘noise’? What evidence is there to show that children's music-making behavior develops according to developmental stages? trek This qualitative field study observed and videotaped over 100 children between 2 and 7 years old who chose to engage in music-making behavior in a socially-rich school environment during structured activities guided by an adult “music leader.” The data gathered from this study suggest that young children’s motivation to make music derive from predispositions unrelated to notions of cultural and artistic expression thereby differing from adult musical needs and are instead based on more primary responses to their own developmental needs and their social environment. Functioning as “music leader,” the PI appeared to serve as an indispensable interface for assuring authenticity in the children’s music-making at all stages of development. The older children did not introduce any novel behavior specifically related to making music. However, due to the progression of cognitive and social maturity across the range of ages, new extra-musical behavior (EMB) slowly emerged at each developmental stage always seeming to enrich the experience relative to a particular group. Child Psychology Community-based Learning Curriculum and Instruction Developmental Psychology Educational Psychology Educational Sociology Music Pedagogy Other Music
55	Campaigning on an Environmental Justice Platform: Irmalinda Osuna for Upland City Council, District 3 Bekenstein, Jenny 01 January 2019 (has links) After successfully organizing around preserving Cabrillo Park in Upland and feeling a lack of local political representation, Irmalinda Osuna ran for Upland City Council in the 2018 midterm elections. As one of the many female candidates in the 2018 elections, Irmalinda led a grassroots, community-led political campaign in which she advocated for environmental justice and the preservation of parks, a more inclusive community, increased civic participation, a more efficient use of technology in politics, and support for small businesses. environmental justice city council women in politics local politics parks California Voting Rights Act Inland Empire green space American Politics Civic and Community Engagement Community-Based Learning Community-Based Research Demography, Population, and Ecology Environmental Policy Environmental Studies Health Policy Inequality and Stratification Infrastructure Politics and Social Change Urban Studies Urban Studies and Planning
56	Parents' Gender Ideology and Gendered Behavior as Predictors of Children's Gender-Role Attitudes: A Longitudinal Exploration Halpern, Hillary Paul 23 December 2014 (has links) This longitudinal study examined the association between parents’ early and concurrent gender ideology and gendered behaviors and their children’s gender-role attitudes at age six. Specifically, parents' global beliefs about women's and men's "rightful" roles in society, as well as their work preferences for mothers, were considered in relation to the gender-role attitudes held by their first-graders. In addition, parents’ gendered behaviors, including their division of household and childcare tasks, division of paid work hours, and job traditionality were examined as predictors of children’s gender-role attitudes. Based on previous research, it was hypothesized parents’ early and concurrent behavior and ideology would predict children’s gender-role attitudes in unique ways, and that overall, parents' behavior would be more influential than their ideology in the development of their children's understanding of gender roles. It was also hypothesized that fathers’ ideologies would be more closely related to sons’ attitudes than daughters’ attitueds. Partial support was found for these hypotheses, and findings varied across three measures of children’s gender-role attitudes. The present study is the first of its kind to examine the relationships between both mothers’ and fathers’ gender ideology and gendered behavior with children’s gender-role attitudes from a longitudinal perspective. Findings from the current study will fill gaps in the literature on children’s gender development in the context of the family, and offer the benefit of a longitudinal exploration of the relationship between parents’ gender ideologies, gendered behavior, and children’s gender-role attitudes. Several limitations, including those related to the nature of the sample, are addressed. Community-Based Learning Community Health and Preventive Medicine Educational Sociology Education Policy Family, Life Course, and Society Gender and Sexuality Psychiatry and Psychology Social and Cultural Anthropology Social Work Women's Health
57	Transforming Land And Home Ownership: Emergent Strategy And Community Cultural Wealth In Developing Community Land Trusts Naguib, Ahmed 01 January 2024 (has links) (PDF) This dissertation investigates the transformative potential of Community Land Trusts (CLTs) in reimagining land and homeownership within the context of capitalist real estate markets. Utilizing a qualitative research framework that combines narrative inquiry with Emergent Strategy and Community Cultural Wealth theories, this study explores the intricacies of developing CLTs as a counter-narrative to traditional models of property ownership. Through extensive narrative analysis of four distinct CLTs in California, this research highlights the complex challenges and innovative strategies employed to scale CLTs in competitive urban markets. The findings reveal how CLTs leverage emergent strategy and community cultural wealth to navigate and mitigate barriers, fostering community engagement and emphasizing local context and social justice. This study contributes to the broader discourse on affordable housing and social equity by highlighting the critical role of community-centric approaches in transforming land and homeownership paradigms. By demonstrating the efficacy and transformative potential of CLTs, this dissertation underscores the importance of alternative models in addressing the global housing crisis, advocating for a shift towards community stewardship and collective empowerment in land ownership. Community Land Trusts Community Ownership Community Cultural Wealth Land Trusts Land Use Community Ownership Indigenous Landback Emergent Strategy Non-Profit Community Organizing Systems Change Transformation Narrative Inquiry Civic and Community Engagement Community-Based Learning Education Indigenous Education Inequality and Stratification Other Education Social and Behavioral Sciences Urban Studies and Planning
58	Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood Achieng-Evensen, Charlotte 01 May 2016 (has links) By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era. decolonization indigeneity researcher positionality nationhood colonial wounds indigenous knowing indigeneity researcher positionality KuPiga Hadithi Sage Philosophy Kenya Anticolonial theory Decolonization nationhood poetic analysis culturally responsive methodologies African Languages and Societies African Studies Community-Based Learning Community-Based Research Educational Sociology Ethnic Studies Inequality and Stratification International and Comparative Education Other Education Other Sociology Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Social and Cultural Anthropology Social Psychology and Interaction Sociology of Culture Theory, Knowledge and Science
59	FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT Norris, Jessica R 01 January 2014 (has links) This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement. art education social work food insecurity youth development after school programming social practice community inclusion Art Education Art Practice Civic and Community Engagement Community-Based Learning Community-Based Research Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Inequality and Stratification Photography Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Service Learning Social Work Sociology Special Education and Teaching
60	THE RELATIONSHIP BETWEEN SELF-DETERMINATION AND CLIENT OUTCOMES AMONG THE HOMELESS Hanna, Samuel M. 01 June 2015 (has links) This paper has attempted to determine if there is a significant relationship between self-determination and client outcomes among the homeless. The study has been based upon the conceptual framework set forth in Self-Determination Theory. The purpose of the study was to explore the relationship between self-determination and client outcomes among the homeless. Using a data collection instrument, based on empirically validated instrumentation, clients from several homeless service providers in the City of San Bernardino were assessed for the level of self-determination and autonomy support they experience within these agencies. Outcome measures included such things as whether the client was going to school, had a job and had a bank account. Overall, the results of the study were inconclusive, though some interesting post hoc observations were made. It was the primary aim of this paper to increase the knowledge base of the local network of homeless service providers and to promote the compassionate, equitable, and dignified treatment of the population they serve. Homelessness Social Work Self Determination Theory Outcomes Survey Chi Square Cognition and Perception Community-Based Learning Community-Based Research Design of Experiments and Sample Surveys Housing Law Legal Studies Mental and Social Health Other Social and Behavioral Sciences Other Statistics and Probability Personality and Social Contexts Place and Environment Privacy Law Probability Property Law and Real Estate Public Health Public Law and Legal Theory Social and Behavioral Sciences Social Psychology Social Welfare Social Work Statistics and Probability Substance Abuse and Addiction Theory and Philosophy

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