Thesis (Ph. D.)--Texas A & M University, 1989. / Includes bibliographical references (leaves 211-226).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 15, 2006. Dissertation Committee: Kenneth Strand (chair), Lilibeth Gumia, Edward Hines, Charles Morris, George Padavil. Includes bibliographical references (leaves 79-82) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: John McCarthy (chair), James Palmer, Marcia Escott, Lemuel Watson. Includes bibliographical references (leaves 89-99) and abstract. Also available in print.

While it is well established that White students have positive experiences in taking diversity courses, little is known about the experiences of first-generation college students of color in these courses. This study addressed this gap by examining the learning experiences of 10 first-generation college students of color in two diversity courses in a 4-year public university. The study aim was to explore whether and how these first-generation college students of color drew from their prior knowledge and experiences to engage with the courses’ subject matter, and whether and how they used the knowledge gained in these courses in their lives beyond school. This study was informed by a three-part conceptual framework emphasizing faculty teaching practices, sociocultural features of students’ lives shaping their classroom learning, and transfer of knowledge from one learning site to another. I interviewed 10 first-generation college students of color, enrolled in one of two diversity courses and observed their learning. I learned that participants drew from their classmates’ prior knowledge and experiences to engage with and get a foothold on the diversity course content since often classmates’ lives offered examples for new ways of thinking about diversity issues and concepts. Moreover, participants drew from their own prior knowledge and experiences to offer counterarguments challenging classmates’ inaccurate views of class topics, thus relying on their lives as valuable resources for framing such arguments. Additionally, participants thought about how the knowledge they gained from the courses related to their lives beyond school; they did this by sharing knowledge with family members and friends as a way to expand their thinking of their world. They also used the knowledge gained from the courses to think about the circumstances of their neighborhoods, how to help their neighbors, and how to better support those they want to help in their future careers. Recommendations were made for (a) new research on the experiences of first-generation college students of color in diversity courses, (b) changes in institutional policy toward supporting these students’ learning in college classrooms, and (c) development of classroom (instructional) and institutional practices for supporting these students’ learning.

This study examines the development of science identity and understanding of science inquiry among a sample of high school and college-aged students of color, a majority of whom were female, during a yearlong informal science research internship. Formal science settings often have structures that form barriers between students and science, by removing these structures, informal science settings transform the science process into a relevant learner-centered experience. Informal science education (ISE) programs have been commonly studied for simple affective outcomes. These programs have been shown to improve interest, confidence, and motivation in science in addition to improving general attitudes toward science. However, the outcomes of ISE programs on deeper affective outcomes such as identity have yet to be thoroughly explored. Additionally, research on the impact these programs have on cognitive growth and science inquiry development is extremely limited. With the importance of ISE programs becoming increasingly recognized, the need to develop a deeper understanding of the program impacts is imperative. Lastly, the impact these programs have on students of color is of keen interest as ISE programs show potential for combatting their persistent underrepresentation in science. Guided by Carlone and Johnson’s (2007) science identity framework, this study utilized a case-study approach, which included a mixed-methods data collection process. Observations and semi-structured interviews were used in conjunction with an open-response questionnaire and quantitative survey to analyze the interactions within the informal science setting more deeply. Findings showed that participants experienced a positive statistical change in their understanding of science inquiry and science identity. Qualitative analysis of the data revealed two over-arching themes of the research experience: (1) Students’ Self-Development; and (2) The Learning Environment. Lastly, structural implications, such as program duration and same-race mentorship, are discussed as methods for retaining students of color in science.

The problem that this study addressed was the lack of a survey tool to adequately assess the impact of practicing capoeira, including for People of Color who are male adults attending undergraduate and graduate universities. Thus, the purpose of the study was to evaluate the value and utility of a new survey designed to enhance research and scholarship on capoeira, while seeking to identify significant predictors of high ratings for having experienced beneficial impacts from capoeira. A small sample permitted only a pilot study that was largely exploratory in nature with suggestive findings. The sample of undergraduate and graduate students was 100% male (N=59) with a mean age of 25; and 47.5% identified as Black, 22% as Asian American, 27.1% as White, and 8.5% identifying as Latinx. Findings showed men reported closest to good physical health and between fair and good mental/emotional health. The mean number of years engaged in capoeira was two years, while playing between three times per month and once per week. Some 78% played capoeira at moderate intensity with 17% reporting high or very high intensity. The sample indicated experiencing a mean of 4 out of the 5 elements of the graduation (batizado) experience. They indicated a moderately high level for experiencing elements of classic capoeira with the highest rated being showcasing trickery without inflicting harm. Common experiences during the capoeira included feelings of transcendence, feeling accepted by others, and encouragement to develop one’s own identity. They indicated a high level of beneficial impacts from capoeira with the top ranked being a more positive attitude and a greater sense of control over one’s life. Noteworthy findings indicated men of color had significantly higher beneficial impacts from capoeira than White men. Both the Pearson correlations and regression found higher beneficial impacts were associated with higher exposure to the basic elements of capoeira, higher exposure during capoeira play to commonly reported experiences, and higher race-related stress due to being a Person of Color. The benefits found for men of color and those experiencing higher race-related stress support university investments, so men of color have access to community-based capoeira.

This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a university located in an improving low socioeconomic environment in the northeastern U.S., which has been dedicated to providing educational opportunities to the underserved. This dissertation also discerns the configuration, processes, goals, future, and challenges of a charter network as it relates to a partnership. In addition, this dissertation aims to provide the following: some understanding to the phenomenon (for example, changes/present key issues in higher education) at hand; insight regarding structural factors which may or may not be impediments for the students; to discover if the goals and objectives set forth within the partnership could serve as a model to address affordability and access. This exploratory study on the partnership supports the continuation of investigation into the effectiveness of direct university-charter school partnerships. / Educational Administration

Sexual and gender minority (SGM) emerging-adult college students experience unprecedented rates of psychopathology. They are also more likely to experience barriers to accessing traditional mental health resources and spiritual support groups and are more apt to seek support in alternative ways, such as through campus LGTBQIA+ support groups and online communities. Spiritual-mind-body (SMB) group wellness programming may fill an important role as a more accessible service for SGM students and as an adjunct to individual mental health services. The primary aim of the present study is to investigate the utility of Awakened Awareness for Adolescents and Emerging Adults (AA-A), a group SMB wellness intervention designed to support spiritual individuation and mental health, to support SGM college student spirituality, mental health, psychological, and psychosocial wellness. A secondary aim was to examine differences in SGM students’ response to AA-A when delivered online versus in-person using exploratory analyses. Participants were 116 non-clinically referred, self-selected undergraduates aged 18-25. Self-report measures captured spiritual well-being, psychological well-being, psychosocial well-being, and symptoms of psychopathology. SGM students’ rate of enrollment in AA-A was compared to broader university and national college demographics using chi-square analyses. SGM and non-SGM student engagement in AA-A was measured by the average number of sessions attended and compared using an independent sample t-test. SGM and non-SGM student pre-intervention wellness was compared using independent sample t-tests. Changes in wellness at post-intervention were assessed using paired sample t-tests, and differences in post-intervention changes in wellness were analyzed as a function of ethnicity and SGM status using independent sample t-tests and ANOVAs of change scores. Exploratory two-way ANOVAs were conducted and interactions between SGM status and AA-A delivery method on well-being change scores were analyzed to determine whether SGM students responded uniquely from their peers to the online delivery format. SGM students had greater spiritual and wellness support needs at pre-intervention as compared with their non-SGM peers and were twice as likely to enroll in AA-A, and more likely to stay and engage in the program. SGM students had statistically parallel rates of improvement across most measures of well-being, and statistically even greater rates of improvement on some psychological and psychosocial measures of well-being capturing negative self-talk and self-concept. Among students who participated in AA-A delivered online and during the COVID-19 pandemic, SGM students benefitted more than their non-SGM peers. Findings support the feasibility and acceptability of the AA-A intervention to support SGM college student spiritual well-being and mental health across both in-person and online delivery methods, and exploratory analyses indicate that the online delivery method may be a particularly helpful format for SGM students to engage.

The primary purpose of this study was to assess faculty perceptions of campus diversity at Western Kentucky University. A Diversity Survey was developed and administered to faculty at Western Kentucky University. Responses from the 378 fulltime faculty members who completed the survey were used in this study. Composites including campus diversity climate, satisfaction with diversity effects, race, gender, and religion were formed from the survey items for use in the analyses. Results indicated that minority and women faculty perceive campus diversity less favorably than do majority and men faculty.

Outreach is recommended as an intervention for racial and ethnic minorities who underutilize traditional mental health services (e.g., Brinson & Kottler, 1995). Yet, the availability of outreach services at university counseling centers for students of color has not been studied. In addition, no study has examined factors influencing the availability of outreach services for racial and ethnic minorities. The primary purpose of the current study was to investigate the availability of outreach for racial and ethnic minorities and how these services are influenced by institution size, staff size, institution type, accreditation, and organizational cultural competence. One hundred and fifty one counseling center directors completed an online survey. It was hypothesized that counseling centers’ organizational cultural competence would predict the availability of outreach services for racial and ethnic minorities beyond that of institution size, staff size, institution type, and accreditation. The results supported this hypothesis. Among the variables examined, organizational cultural competence was the greatest predictor of the availability of outreach for students of color. The results suggested that counseling centers with greater levels of organizational cultural competency also had a greater availability of outreach services for students of color. The implications of these findings for theory, research, and practice are discussed. / Department of Counseling Psychology and Guidance Services