GIVING VOICE TO STUDENT AND ALUMNAE OPPOSITION DURING THE TRANSITION TO COEDUCTION BY A COLLEGE FOR WOMEN By Rebecca Jean Grandstaff Clarke, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2011. Co-Director: Mary Hermann, J.D., Ph.D. Associate Professor, Department of Counselor Education School of Education Co-Director: Teresa J. Carter, Ed.D. Assistant Professor and Adult Learning Program Coordinator, Teaching and Learning Department School of Education This dissertation provides insight into students‘ and alumnae‘s experiences during the transition and legal proceedings as their former college for women transitioned to coeducation. Previous research on the transition of single-sex colleges to coeducation has primarily examined the process from an organizational perspective. This study focuses on the participants‘ personal and intimate involvement in these events. A phenomenological approach was utilized (Creswell, 1998; Moustakas, 1994). Data collection was through in-depth interviews with three students who recently graduated from the college and acted as the plaintiffs during the legal challenge and four alumnae who served as leaders of the opposition group funding the legal challenge. Data analyses lead to the development of textural and structural themes which described the essence of the experience. The results of the study indicated that the admission of men changed the campus and classroom environment at this former women‘s college. Classroom dynamics changed; campus crime increased; and the students engaged in acts of physical confrontation and intimidation. Aspects of the students‘ and alumnae‘s experiences left an indelible impression on their lives. For the students, participating in the student protests over the coeducation decision was a transformative experience, resulting in a stronger sense of social activism. The experience of supporting and funding the legal challenge ultimately caused the alumnae to lose faith in the educational and legal systems. The study has implications for college boards and administrators considering coeducation, for alumnae considering a legal challenge to a decision by their alma mater to transition to coeducation, and for women interested in enrolling in a college for women.

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered.

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Working with students requires you to know laws and ethics related to teaching. The content of this chapter orients students with FERPA, ADA, and IDEA. It includes a review of the ACA ethical guidelines and CACREP standards related to the roles and functions of Counselor Educators and Supervisors. Though the use of case study examples, readers have the opportunity to develop applied understanding of the ethical and legal guidelines related to the role of being an instructor and gatekeeper of the profession.

This dissertation surveys the legal and ethical implications of the journey of artworks from Africa to Europe and the United States, beginning with events of the nineteenth century and continuing to the present. It addresses the laws regarding works of art from undeveloped countries, with focus on sub-Saharan Africa. The laws offer insight into what cultural value has been assigned to African art, and the changing laws and ethical norms reflect how African art has been perceived at different times. This work also discusses to what extent the unique aspects of African art should affect laws protecting the cultural property of sub-Saharan African countries. The dissertation focuses especially on Nigeria, the home of the Kingdom of Benin. It also addresses the legal issues of art from Mali, Cameroon, and the Democratic Republic of the Congo. It shows when, where, and how the legal issues for sub-Saharan art are similar to, or different from, the legal issues for other regions. Three spheres of academic endeavor were pursued in producing this work: African art history, ethics, and legal studies. From the combination of these areas emerges a narrative with a broad variety of events and people. Although the story is told chronologically, it is based on a set of legal and ethical issues. The common issues fall into four categories: plunder and illegal import/export; ethical collection and display; authenticity and forgery; and ownership and copyright. African artworks found their way to the West in the nineteenth century. There they were considered "savage fetishes" and put in ethnographic museums. In the twentieth century, Western artists such as Picasso were inspired by the aesthetics of African art, and private collectors began acquiring it. Now the world's major art museums display African art. Since World War II, important international conferences have established an increasing level of protection for cultural property, and thus for African art. International conventions have not prevented illicit art traffic, however. The story of the Afo-A-Kom's return to Cameroon in 1975 illustrates the diverging interests of collectors, museums, the public, and the source country. Forgery has been an increasing problem for African art throughout the twentieth century and into the twenty-first century, fed by the high prices that authentic works receive in auction and at galleries. In 1991, for example, Sotheby's sold a forged terra-cotta ram from Mali for more than a quarter of a million dollars. Today's attitudes and laws concerning African art reflect a complex interplay of historical events and legal changes over time. From the nineteenth century to current times, some progress has been made. Key issues remain from colonial times, however. Despite a growing body of international and national legislation to protect cultural property, African art is still seen by some as a commodity that can be stolen, illegally exported and imported, forged, destroyed or censored.

This study contributes to the knowledge and understanding of the application of hazing law and response of courts to case law where hazing has been alleged between the years of 1980-2013. This study expands upon the 2009 research conducted by Carroll, Connaughton, Spengler and Zhang, which used a content analysis methodology to look at anti-hazing case law as applied in cases where educational institutions were named as defendants, and the 2002 unpublished dissertation of Guynn which explored anti-hazing case law and its application in cases involving high school students. This study examines all court cases between 1980-2013 where a judicial opinion was written and an allegation of hazing or an injury resulting from hazing occurred. This study uses content analysis methodology to identify, code and analyze cases and applies analogical reasoning to the case review to 1) examine the breadth of legal cases that occurred between 1980-2013, 2) identify the legal issues most likely to be created by an incident of hazing, and 3) apply predictive analysis for how those issues may impact individuals, organizations, and institutions. The study identified that legal issues related to 1) tort liability and negligence, 2) allegations of violations of 42 U.S.C. Section 1983 of the Civil Rights Act, 3) hazing, 4) assault and battery, and 5) Title IX of the Educational Amendments of 1972 were most commonly argued in courts of law following an incident of hazing. A discussion of each area of law and the parameters under which a court would make decisions in this area of law were provided for discussion.

This study explored the interface between the leadership of Catholic schools and the legal framework of the social/cultural context of Australian Society. Specifically, the study investigated the legal issues impacting on Catholic schools, principals’ understandings of these legal issues and the sources used in gaining these understandings. The congruency between these understandings and the current interpretations of areas of the law were also examined, along with the influence legal issues have on principals; in particular, their perceptions of how these legal issues relate to carrying out their leadership roles aligned with the characteristics and ethos of the Catholic school. In this overall context, the influence of a number of variables such as school complexity, location, and primary and secondary school environments was also examined. The study commenced with an examination of the development of Catholic schools within the Australian social/cultural context, an exploration of leadership as it relates to Catholic schools and a survey of the literature indicating the scope and nature of the legal matters impacting on schools within the Australian legal framework. To gather data relevant to the purposes of the study, a Survey Questionnaire was constructed and distributed to principals of all systemic Catholic schools administered by the Brisbane Catholic Education Centre. The quantitative and qualitative data provided via this instrument was supplemented and corroborated by information gathered through discussions, observations, and reference to documentation and records. The findings of the study confirmed that Catholic schools were involved with a wide range of legal issues, involvement being more pronounced in some areas than others, and like all legal issues within the Australian social/cultural context, those impacting on schools were subject to regular renewal and development. In relation to the latter, participants identified emerging areas of the law which were starting to have an impact on their schools. Principals’ overall understandings of current interpretations of legal issues were not of a high standard. However, some understandings, particularly relating to statue law were more accurate than understandings of common law issues. Principals used a wide range of sources to gain legal understandings, and interactions with fellow principals and personnel within the Brisbane Catholic Education System who supported and supervised principals, featured prominently. However, access for principals to designated legal practitioners for advice on legal matters was a need revealed. Involvement of principals in formal and less formal professional learning experiences relating to legal matters was limited, and participation did not have a significant influence on developing more accurate understandings of legal issues. Nevertheless, the need for continued personal and professional learning with regard to legal issues was highlighted by this study, especially considering the continued renewal and development of the law, and the stress created by the lack of legal understandings. The findings indicated legal matters were having a large impact on Catholic schools; 90% of participants experienced stress associated with legal matters, and 70% saw this as an increasing phenomena. While a number of variables inter-relate to form a cumulative effect contributing to stress, participants ranked the most prominent source of stress as lack of legal knowledge. The impact of legal matters was not confined to addressing legal matters per se, but a constant threat of legalism overshadowing principals in their leadership roles. Overall, there was a high compatibility between the ethos of the Catholic school and the resolutions reached, and the process used in coming to a resolution of legal matters. However, participants were more confident in their perceptions of a high compatibility with the resolutions reached than with the processes used.No one variable examined, had an overall significant influence on the understandings, involvement and impact of legal issues on the leadership of Catholic schools. However, a number of significant relationships were identified with particular aspects of the study. Surprisingly, the study did not reveal a significant relationship between the length of time spent as a principal in a Catholic school and the accuracy of understandings of legal issues impacting on schools. It was suggested that the development of principals’ understandings of legal issues could be closely related to the continued personal and professional learning and growth of leaders within Catholic schools, particularly within School Leadership Teams. Suggestions to support this growth and learning were offered as part of the overall development of leadership within Catholic schools.

This ethnographical study provides a better understanding into the daily lives of adults with Fetal Alcohol Spectrum Disorder (FASD), it demonstrates how mentorship can increase their quality of life and finally it provides recommendations on how to best support them. FASD is a life-long disability that diminishes a persons cognitive and adaptive functioning. In this study, adults with FASD and their mentors were interviewed at the CUMFI (Central Urban Métis Federation Inc.) Wellness Centre, a mentorship program for individuals with cognitive disabilities in Saskatoon, Saskatchewan to determine the adults need for support, what supports were received, how effective that support was and how to improve the support. This research was approached through critical ethnography and the result is a call for social change to help individuals with FASD. The CUMFI Wellness Centre is an effective mentorship model that could be used to design other mentorship programs for adults with FASD across the country. In this study, it was determined that the adults with FASD involved in the mentorship program at the CUMFI Wellness Centre had increased self-esteem and a better quality of life. Mentorship can help adults with FASD to find housing, buy groceries, receive community supports and maintain a healthy lifestyle which will help them function better in society. Support and mentorship provides safeguards to decrease the likelihood of adults with FASD ending up on the streets, in jails, hospitals and treatment centers. We must respond to the needs of these individuals and their families and provide supports for them. It is ethical that we do so as these individuals were not responsible for their cognitive disability from the prenatal alcohol to which they were exposed. It is practical and cost-effective to assist this population so that they can healthy and productive members of our society.

This ethnographical study provides a better understanding into the daily lives of adults with Fetal Alcohol Spectrum Disorder (FASD), it demonstrates how mentorship can increase their quality of life and finally it provides recommendations on how to best support them. FASD is a life-long disability that diminishes a persons cognitive and adaptive functioning. In this study, adults with FASD and their mentors were interviewed at the CUMFI (Central Urban Métis Federation Inc.) Wellness Centre, a mentorship program for individuals with cognitive disabilities in Saskatoon, Saskatchewan to determine the adults need for support, what supports were received, how effective that support was and how to improve the support. This research was approached through critical ethnography and the result is a call for social change to help individuals with FASD. The CUMFI Wellness Centre is an effective mentorship model that could be used to design other mentorship programs for adults with FASD across the country. In this study, it was determined that the adults with FASD involved in the mentorship program at the CUMFI Wellness Centre had increased self-esteem and a better quality of life. Mentorship can help adults with FASD to find housing, buy groceries, receive community supports and maintain a healthy lifestyle which will help them function better in society. Support and mentorship provides safeguards to decrease the likelihood of adults with FASD ending up on the streets, in jails, hospitals and treatment centers. We must respond to the needs of these individuals and their families and provide supports for them. It is ethical that we do so as these individuals were not responsible for their cognitive disability from the prenatal alcohol to which they were exposed. It is practical and cost-effective to assist this population so that they can healthy and productive members of our society.

No description available.