2022 Dissertations
2022 Dissertations
Sara Aloteibi
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Ratanasiripong, Paul
Abstract
A smartphone can be defined as a handheld technology device that is a personal gateway to the world. Statistics surrounding mobile devices continues to break records year after year. Currently, 95% of American teenagers own a smartphone device and smartphone users spend on average about five hours a day on it. Smartphone ownership, use, and dependency are higher among teens and young adults than for any other age group. This study addresses a gap in research by examining high school teachers’ perspectives on the impact of smartphone usage on students and classroom smartphone policies. This study contributes to a deeper understanding of how smartphones effect students socially, psychologically, and academically and how teachers’ beliefs surrounding smartphones impacts the classroom smartphone policies they set. This quantitative study was conducted at five public high schools and one private high school across three different school districts located in Southern California. Participants for this study include 248 high school teachers. Results of this study indicate positive correlations among teachers’ beliefs concerning the social, psychological, and learning effects of smartphone devices; meaning that all three factors are connected. Results also indicate that teachers who have stronger negative beliefs concerning how smartphones effect students socially, psychologically, and academically typically set a stricter classroom smartphone policy. Additional results reveal that there are significant trends in how teachers at each school district select classroom smartphone policies. The school districts’ performance, demographics, and school-wide smartphone policy impacts these trends. Implications of this study include helping students regulate their smartphone usage so that they can effectively use it when it is appropriate for learning and put it away when it is a distraction to their learning. Additionally, an increase in face-to-face social interactions among students is needed to increase academic achievement and decrease problematic smartphone use. This study aims to shed light on the need to create effective and equitable smartphone policies and practices, a one-to-one Chromebook/iPad to student ratio, and access to high-quality internet to help promote a classroom environment conductive to learning.
Toumic Asatorrian
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: O'Brien, Jonathan
Abstract
Technology and data have become integral components of the higher education landscape. These tools and stores of information are readily available to staff, administrators, and faculty. Despite this permeation of technology and data, there remains opportunities for growth and gaps in usage, particularly in the critical work of academic advising. The purpose of this case study was to examine the perceptions of academic advisors on the utilization of technology and data in the delivery of advising services at a midsize state university in California. The findings of this study are based on interviews (n=11) of academic advisors and 10 hours of observations of advising sessions. Bertalanffy’s (1973) General Systems Theory (GST) was utilized to guide this study and frame the findings, which focused on positioning the lived experiences of academic advisors within a larger higher education structure and to determine how these structures supported or hindered the use of technology or data in advising services. The findings explored the pathways that advisors take to come into the profession, the extent to which they support students by helping build agency and by providing advocacy support. Also, the findings revealed how advisors felt deeply about being misunderstood, undervalued, and underappreciated by the campus community. Finally, the findings concluded that while success and adaptability in technology and data usage was present, there exists a need for greater training and support from the campus community to fully utilize the support software available and the skills possessed by advisors. Recommendations to bridge the technology and data gap included the development of a fully integrated, first-year experience program that is grounded in a community of care, a renewed emphasis on marketing the work of advisors, and added training around technology and data usage
Maria J. Chaidez
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Flores, Nina
Abstract
The ӰCommunity College System an entry point for the majority of first-generation college students (Tate, et al., 2015). This case study of a community college in Southern Ӱexamined the experiences and motivations of both Latinx students in their career/major decision-making, and the community college counseling faculty who serve, educate and guide them on a daily basis. Qualitative interviews were conducted with 10 first-generation Latinx students, as well as 10 counseling faculty at the same community college. Three themes emerged from this study: (1) perceptions of career-decision making process, (2) tenacity despite challenges, and (3) first-generation faculty serving first-generation students. Ӱ shared a variety of motivations in their decision-making, and the findings suggest that both students and counseling faculty agree that counseling career exploration courses are impactful and should be required for all new students. However, several institutional barriers prevent this from being a reality. Recommendations include suggestions for funding, hiring, the creation of internship programs, and that the campus establishes a first-generation ally training for faculty.
Morgan Chandler
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Ratanasiripong, Paul
Abstract
Schools are an essential place for students to learn, develop, and create a healthy foundation for their adulthood. For some K-12 schools, school social workers have become embedded in school culture and are an essential part of students’ development and wellbeing. Although school social workers have become more prevalent in schools over the past 50 years, there are still misconceptions of their role. This quantitative study explored school social workers’ perception of their role and investigated their orientation to social justice values. More specifically, this study examined school social workers’ engagement with justice involved students and their perception of school re-entry services. This study was intended to better understand school social workers’ roles in schools and how they support and perceive supportive services for formerly incarcerated youth on their campuses. A conceptual framework combined Ajzen’s Theory of Applied Behavior and Social Justice Theory to guide the study. Ajzen’s theory was used to describe the relationships between behavior and intention, while Social Justice Theory was used to highlight the elements of justice and empowerment in school social work practice. An online survey was distributed to members of the School Social Workers Association of America. The final sample used for analysis included 168 school social workers from across the United States. One-Way ANOVA and independent-sample t-test were used to analyze the relationship between participants demographic variables and their orientation to social justice values. Friedman’s Rank Analysis was used to determine the participants role perception in schools. Results indicated that school social workers perceived their role as primarily providing mental health services, crisis intervention, and conflict resolution. There were slight differences in the way school social workers that work with formerly incarcerated students perceived their roles in comparison to those participants that do not. Results showed there was an overall negative perception of school re-entry services across the nation; most participants highlighted having minimal services to directly support justice involved youth. Notably, school social workers were strongly aligned to social justice values and there were minimal differences between how BIPOC and NONBIPOC participants scored. Based on the results of the study, recommendations were made for educational leadership practices on ways to integrate school social workers more effectively in schools, embed social justice practices, and improve re-entry services for formerly incarcerated youth in schools.
Elizabeth Chavez
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Vang, Maiyoua
Abstract
As the Latina/o population continues to grow in the United States, Latina/o school leaders continue to be underrepresented in K12 urban schools. A lack of diversity in school administrators is troublesome because an effective leader has the power to build great schools and promote equity (Burstein et al., 2017; Durden, 2008; Khanyi & Naidoo, 2020; Snodgrass Rangel, 2018; Stein, 2016). Given this context, more research is needed that specifically explores how Latina/o school leaders shape Latina/o student outcomes, and equally important, what can be done to grow and support the development of Latina/o leaders. This qualitative interview study used Applied Critical Leadership as a conceptual frame to gain a further understanding of the perceptions of Latina/o School Leaders and their influence on K12 Latina/o students. Applied Critical Leadership (ACL) is grounded in practices that are framed by social justice and educational equity wherein leadership results from both professional practice and leaders’ embodied lived experiences (Santamaría & Santamaría, 2012, p. 5). Findings drawn from interview data indicated that Latina/o administrators demonstrated a commitment to engaging in instructional leadership, striving to improve educational equity, developing meaningful relationships with parents and the community as strategies to improve the educational environments for marginalized students. Recommendations for policy and practice that aimed at improving leadership pathways for aspiring Latina/o school leaders included the following: creating internal school leadership pathways programs, developing mentorship programs with intentional mentor matching, and developing district-level hiring practices for diversity and inclusion. Recommendations for future research included expanding the research for Latina/o school leaders residing outside of Southern California, using quantitative or mixed methods designs, and disaggregating the data.
Autumn Cunningham
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Ortiz, Anna
Abstract
Sense of belonging has been a cornerstone of student success that has fascinated scholars and researchers for decades. As Black women begin to take up space in higher education, their lived experiences on college campuses have been the center of recent scholarly discourse. However, the vast majority of the research has only focused on Black women attending Predominately White institutions or Historically Black Universities and Colleges. Employing Black Feminist Thought, this basic qualitative study examined the lived experiences of Black women attending a federally designated Hispanic-serving institution and how those experiences informed their sense of belonging on campus. This research broadens the understanding of how Black women navigate the academic journey, underscores factors that preclude or advance a sense of belonging on an HSI campus and aimed to discover ways in which the institution disrupts or permits systemic inequities for Black female undergraduates.
Semi-structured interviews were conducted with 25 Black women who attended a federally designated Hispanic-serving institution. The findings of the study uncovered 3 predominate themes: (1) racism, (2) the outsider, and (3) the Strong Black Woman Schema. These themes demonstrated an overarching narrative that revealed Black women as silent, excluded, and isolated students with little Black representation on a campus that is perceived to be dismissive and passive about the Black female student population. This study stresses the importance of the development of dynamic, progressive, and equitable initiatives that build connection and belonging with an intersectional approach to intentionally support Black women. Additionally, this research provides compelling and operational recommendations for practice, policy, and future research specific to Hispanic-serving institutions can enhance the visibility of Black female undergraduates in spaces where they are historically silent and unseen.
Sonia De La Torre
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Ortiz, Anna
Abstract
Latinas are underrepresented in top level leadership positions in higher education, comprising a small fraction of the five percent of women of color who are presidents (ACE, 2018). Recent data revealed the number of Latinas in senior level leadership positions decreased signaling a concerning downward trend (ACE, 2017; ACE, 2018). While much research has been done on the gender gap in leadership (Cheung & Halpern, 2010; Gillett-Karam, 2017; Hannum, 2015; Sanderson & Whitehead; 2015) and the barriers that women collectively face as administrators that prevent advancement in leadership; limited research has examined the leadership experiences of Latinas (Hite, 2007: Menchaca et. al, 2016; Montas-Hunter, 2012; Munoz, 2009). One study on Latinas found a connection between institutional challenges experienced by Latinas and feelings of self-doubt (Montas-Hunter, 2012), but further research has yet to explore the influence of impostor feelings on the leadership experiences of Latinas.
This qualitative study aimed to explore the influence of impostor syndrome on the leadership experiences and career trajectories of Latina leaders in Ӱpublic higher education. The study also aimed to investigate the interplay between feelings of impostor syndrome and the educational environments where Latina leaders serve. Using LatCrit (Valdez, 1996) and Impostor Phenomenon (Clance & Imes, 1978) as complimentary frameworks to guide the research design and analysis, a basic qualitative interview design was employed with semi-structured interviews and document analysis (Mirriam & Tisdell, 2016). Purposeful and snowball sampling were used to identify participants for the study (Creswell & Poth, 2018: Merriam & Tisdell, 2016). Eighteen Latinas in leadership roles from across the University of Ӱ(UC), ӰState University (CSU), and ӰCommunity College (CCC) systems who met specific criteria were selected to participate in the study. Using a two-cycle coding process to analyze the data (Saldana, 2016), four themes emerged.
The findings revealed that impostor syndrome manifested as self-doubt for Latinas, but was not ever-present and pervasive in their leadership experiences. Rather, impostor syndrome manifested in specific contexts in their leadership roles and careers and were closely tied to various forms of social oppression. Experiences of impostor syndrome were also activated through institutional messaging, policies, and procedures made the Latina question herself and feel othered. Yet, consistent experiences of affirmation and validation reduced impostor feelings. As the Latina leader gained experience, and familiarity with navigating the institutional infrastructure, she also gained confidence which was vital to combat impostor feelings and engage in acts of resistance that led to a transformation of self and the institution. Based on these findings specific recommendations for policy, practice, and future research are offered.
Amber Dill
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Vang, Maiyoua
Abstract
Teachers of students with emotional and behavioral disabilities (EBD Teachers) that work in a self-contained setting are more likely to experience symptoms of burnout than their general education and special education teacher peers. Attrition for this group of teachers continues to be at an all time high, leading to poor outcomes for some of our most vulnerable and misunderstood students. Many teachers experience burnout, but there is growing evidence that EBD teachers experience these emotions more acutely and with greater frequency due to the specific needs of their classroom population. Though much of the research focuses on special educators as a unified group, this study highlights the uniqueness of the self-contained setting and seeks to understand the distinctive experience of EBD teachers. Using qualitative interviews that are framed by the Conservation of Resources Theory, this study examined how EBD teachers balance limited resources with the unique demands of their job. Exploring how these teachers balance limited resources and how they perceive their work is vital to determining action steps toward improved outcomes mitigating burnout and attrition. Findings based on the analysis of EBD teacher interviews are presented, along with recommendations in the areas of practice, policy, and future research.
Eva Lugo Dotti
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Priede, Alejandra
Abstract
Obtaining a college degree has long been considered the key to achieving the American Dream, yet affording college has become increasingly difficult as federal financial aid funding has failed to keep pace with rising tuition costs (Goldrick-Rab, 2016). Ӱ are known to make compromises for steep education costs, such as forgoing basic needs, going without books and supplies, delaying medical care, working longer hours, or taking reduced class loads (Broton & Goldrick-Rab, 2016; Soria et al., 2014). One of the most prevalent inequities spurred by student financial hardship is long-term student debt, which disproportionately impacts students of color, creating yet another barrier to a college degree and upward social mobility (Addo et al., 2016; Chan et al., 2019; Jiménez & Glater, 2020; Scott-Clayton, 2018). To address these issues, research is required to further understand how students experience this hardship while they are in school.
A traditional, convergent, mixed methods study was conducted using Critical Policy Analysis (Allan et al., 2010; Bacchi, 1999) and the concept of policy drift (Hacker, 2004) as a conceptual framework to examine associations between debt owed to a university and enrollment over time, as well as whether those associations are influenced by Pell eligibility, Person of Color (POC) status, or gender. Descriptive statistics, Chi-Square tests, and crosstabulations were performed on enrollment, financial aid, and student account receivable data over a six-year span from one ӰState University campus 2013 cohort. Qualitative document analysis of 2017-2018 and 2018-2019 tuition appeals from the same campus were also analyzed to explore how students describe financial hardship when they owe a debt to a university. The findings indicate associations do exist between term balance and enrollment, and the associations are different based on Pell-eligibility, POC status, and at times, gender. Qualitative findings revealed themes including mental health challenges, withdrawal for financial reasons, intergenerational cycles of poverty, expressed concern about debt, and negative self-talk or self-image.
This study applies the conceptual framework to the analysis and interpretation of findings, with the intention of providing practical recommendations for institutional policy and practice within higher education student finance. Suggestions for future research are also offered.
Pamela Gandara
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Hansuvadha, Nat
Abstract
School principals continue to struggle with building effective inclusive programming for students with disabilities. While principal preparation programs (PPP) provide adequate training in social justice leadership and equity issues, they lack in direct training in special education (DeMattews, Kotok, and Serafini, 2020). Using the theoretical framework of Disability Studies in Education (DSE), the purpose of this qualitative study was to analyze the effectiveness of a Southern ӰPPP as it relates to training in special education law and programming.
This case study used individual interviews to analyze the perceptions of the PPP through the experiences shared by alumni, faculty, and staff while document analysis reflected the program’s priorities in regard to professional standards, curriculum and student learning outcomes. Data was then analyzed to determine the effectiveness of the PPP as it prepares future principals in building inclusive programming for students with disabilities.
Findings indicated that PPP alumni, faculty and staff felt that the program did not adequately prepare program candidates in the area of special education law and programming. In addition, while they felt that the school law class was the most important course within the program to prepare them as future school administrators, they unanimously felt that it didn’t dedicate enough time to discussing legal matters that impact students with disabilities. Instead, candidates informally acquired knowledge through classmates, who possessed a special education teaching background while most participants reported gaining knowledge and skills about special education programming after they graduated from the program while on the job. The findings also suggested that faculty and staff offered mentorship and coaching to PPP candidates outside of the program coursework where they created opportunities at their own discretion to address equity issues related to students with disabilities. Based on the findings, a re-examination of federal, state, and local policies and practice regarding program mandates for PPPs is necessary in determining reform, specifically in dedicating focused special education training within the coursework and fieldwork requirements
Kimberly Goffney
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Vang, Maiyoua
Abstract
Although there has been an increase in mental health needs for Black adolescents (Centers for Disease Control and Prevention, 2017; Moyer, 2018; Pettiti et al., 2017;), many middle schools in urban areas have not responded to the demands that Black students require. Urban school districts are not addressing the mental health issues of Black middle school students by not providing adequate school-based mental health services. Most of the school-based services provided on urban school campuses are provided by school counselors and school psychologists, that are often overburdened by the high demand of a school's caseload (Eklund et al., 2020; Eklund et al., 2017; Puhy et al., 2020; Schilling et al., 2018.
Throughout the years, Black parents' voices have been silenced and have had to combat the educational system due to the marginalization and discrimination they have had to endure when advocating for their children to receive suitable SBMHS (Allen & White-Smith, 2018; Auerbach, 2007; Cooper, 2009; Ebrahimji, 2021). With the demand for mental health needs within the schools not being adequately met, Black parents, become vital to the advocacy for their children to access quality SBMHS. This qualitative study gathered the narratives of five Black parents and legal guardians to understand how anti-blackness figures into the counterstories of their experiences while advocating for SBMHS, their understanding of how SBMHS should be utilized, and how the delivery of SBMHS for Black middle school students can be improved. Findings revealed participants' encounters through the lens of BlackCrit and anti-blackness (Dumas, 2016; Dumas & Ross, 2016) as they navigated the dismissal of and ignoring of their requests as they reflected on their advocacy journey for their children. This study's recommendations for practice include implicit bias training for school staff and regular training for school counselors and school psychologists to give them more mental health strategies when working with Black middle school students. Recommendations for policy for this study include recruiting more Black mental health professionals (i.e., school counselors and school psychologists) for urban schools to reflect the population and include passing more federal legislation for funding in schools to provide more funding for SBMHS in urban schools.
Brenda Maria Regalado
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Biolchino, Erin
Abstract
Public school principals must exercise social justice leadership to create inclusive schools that meet all students’ academic, social, and emotional needs, especially students with disabilities. Literature suggests that social justice leadership is a powerful intervening variable in schools for students to either be successful or not successful, especially for those students with diverse backgrounds, special needs, and students of color (Brown, 2004; Billingsley, McLeskey, & Crockett, 2019; Furman, 2012). Therefore, leadership preparation programs for school leaders must emphasize social justice leaders and special education courses, as it is critical for school principals to have formal training to lead special education within a social justice context (Jean-Marie & Normore, 2008). This qualitative interview study asked twenty P-12 principals about their perceptions and experiences as social justice leaders in special education, including the preparation they received. Furman’s (2012) Social Justice Leadership (SJL) framework describes five dimensions of social justice leadership across the praxis of reflection and action. When reflecting on the essential capacities of social leaders, the participants highlighted the importance of leadership capacities across several of these dimensions, especially the personal, interpersonal, and systemic (Furman, 2012). This study also showed that despite administrative preparation programs not providing principals with formal training in social justice or special education leadership, the principals demonstrated that they are social justice leaders. The principals promoted inclusiveness, caring, and supportive school communities encouraging learning opportunities, striving for equity of educational opportunity, and culturally responsive practices Ӱthe academic success and well-being of students with disabilities at their school sites. In addition, principals’ commitment to social justice leadership motivated them to step up and challenge inequities in special education that impact success for students with disabilities. Principal preparation programs must take a serious introspective look at how aspiring school principals are trained to develop the capacities to engage in social justice work for equity and inclusion to be social justice leaders in special education (Barbara & Krovetz, 2005; Furman, 2012).
Miguel Reyna
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Flores, Nina
Abstract
This basic qualitative interview study explored the perceptions of 18 individuals who are gender expansive, meaning that their gender identity exists beyond society’s binary construct of gender. Participants are employees or students at ӰState University, Amberline (CSUA) a four-year public institution in Southern California, an area that provided fertile ground to engage in this exploratory study. This study examined participant perceptions about the ways in which CSUA honored their gender identity and identified how these individuals responded with resilience and resistance when they encountered barriers and challenges at CSUA.
CSUA has standard mechanisms that help create an inclusive gender expansive environment: gender neutral bathrooms, portals and documents that allow individuals to annotate their self-prescribed pronouns, gender and names. Additionally, CSUA’s Diversity, Equity and Inclusions Programs offer workshops and interventions that have helped create an inclusive climate for gender expansive individuals that is supported by protective policies and corrective follow through when these are broken. Overall, participants reported feeling relatively safe and supported at CSUA, and discussed the ways in which they met any challenges with resilience and resistance. When a post-secondary institution has created an inclusive campus culture and climate it provides the opportunity to practice the next frontier of inclusivity for gender expansive individuals: identity affirming practice. This study concludes with recommendations for policy and practice, including affirming gender expansive individuals through a gender expansive awareness ally training.
Yvette Reynoso
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Biolchino, Erin
Abstract
Women in positions of K-12 educational leadership are subject to personal and professional backlash due to the perceived incongruence between feminine social roles and the gendered expectations of leadership (Rudman & Fairchild, 2004; Eagly & Karau, 2002). The backlash is further exacerbated for administrator-mothers, which is experienced as a motherhood penalty due to the perceived incongruence between the expected role as mothers and the male-centered stereotypes of leadership (Eagly & Karau, 2002; Baker 2010). Grounded in Eagly and Karau’s (2002) role congruity theory, Rudman and Fairchild’s (2004) backlash effect, and Baker’s (2010) motherhood penalty as conceptual frameworks, this phenomenological interview study explored the experiences of administrator-mothers in K-12 educational leadership. Participants consisted of 16 administrator-mothers working in credentialed administrative positions at K-12 school or district sites who had children still living in the home. The findings highlighted the supports and barriers experienced by participants in accessing and maintaining leadership positions while navigating the demands of motherhood.
Parisa Samaie
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: O'Brien, Jonathan
Abstract
Diversity, which refers to those characteristics that make an individual unique, such as age, gender, race, ethnicity, ability, culture, religious beliefs, sexual orientation, life experiences, and even socioeconomic status, is central to working with diverse student groups and offering resources and services reflective of Ӱcommunity college student demographics. However, despite the growing diversity in American society and community colleges, little is known about how diversity is viewed and incorporated in the field of librarianship. The purpose of this basic qualitative study was to explore Ӱcommunity college librarians’ perceptions of diversity concerning library resources, services, and programs. The findings of this study are based on 19 one-on-one interviews with librarians from libraries in 11 midsize community colleges in Ӱand an analysis of nine collection development policies. Overall’s (2009) cultural competence framework was used to guide this study and interpret the data focusing on exploring cultural competency skills of community college librarians and their approaches to implement culturally relevant policies and procedures.
The findings indicated that librarians value diversity in their collections, staffing, services, and programs and care about their students’ success and holistic wellbeing. Additionally, librarians are cognizant of library anxiety among students and try to create a welcoming environment to reduce student barriers. Moreover, librarians insert themselves in different student clubs and organizations to learn about their diverse student groups and needs. The findings also indicated that not all libraries have a collection development policy, and some libraries do not have an established liaison librarian model. Diversifying the library workforce, establishing a liaison librarian model, and developing a collection policy that embraces diversity are some recommendations that will improve the diversity efforts of librarians. Finally, exploring students’ perception of the college library and their approaches to overcome library anxiety will benefit librarians in improving their services and creating a more inclusive environment.
Elijah Sims
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Vega, William
Abstract
This qualitative study focuses on Director and Dean experiences during equity-focused program and initiative (PI) implementations at ӰCommunity College (CCCs), as these leaders face the challenge of managing faculty, staff, and budgets, while also working toward the objectives of senior leadership. Despite a reliance on MLMs to provide leadership and support for students, staff, and faculty of community college campuses, current research on the CCC system tends to focus on students, faculty, and senior leaders, often excluding MLMs. Further, while there is consensus in the higher education community that leadership makes a difference for teams, students, and implementations (Anderson, 2019; Jones, 2017; Smith & Fox, 2019; Tarker, 2019), few studies acknowledge the role or implications of MLMs serving as professional implementation leaders of PIs. As student needs in college settings continue to evolve, so do the initiatives designed to meet them (CCCCO, n.d.; Hallett & Freas, 2018; Kolbe & Baker, 2019). In this way, we can understand each PI as the proposed answer to a problem: an effort to address and close the equity gaps identified. Notably, previous research indicates that retention among them is low. Situational approach is used as the theoretical framework to understand how MLMs’ leadership approach influences their implementation experience. Ultimately, the literature suggests that if MLMs do not stay at colleges long enough to fully implement PIs designed by the ӰCommunity College Chancellor’s Office (CCCCO) to close equity gaps, the benefits associated with those PIs may never reach the vulnerable college students for whom they were intended.
Two research quests guide this study: (1) What are the leadership experiences of MLMs in urban community college settings during equity-focused program or initiative implementations, and (2) how do their leadership experiences influence effective equity-focused program or initiative implementation and job success in urban community college settings? This study focused on multiple Ӱcommunity college sites as research suggests that low retention among MLMs is shared across institution contexts (Fraser & Ryan, 2012; Katsinas et al., 2005; Mitchell & Eddy, 2008; Osburn & Gocial, 2019). Fourteen participants were purposefully identified for interviews through a 5-step recruitment process from multiple CCCs. Two cycles of coding were completed using the interview transcripts.
Three themes emerged from the findings. In addition, finding highlight that MLMs feel under-valued and under-supported in a number of ways. Further, findings also show that senior leaders have the greatest influence on whether and to what extent MLMs feel valued and supported in their professional contexts. Perhaps most significantly, finding show that MLMs must learn to navigate complex campus cultures or risk losing the support of their local campus communities and implementation team at the expense of growing populations of students of color.
Alec Sixta
ӰState University, Long Beach 2022
Specialization: Elementary/Secondary Education
Chair: Slater, Charles
Abstract
The lack of trusting relationships on public school campuses between teachers and students can lead to more frequent academic and socioemotional problems (Bernstein-Yamashiro & Noam, 2013). These problems may also present themselves in Catholic schools if there is a lack of trusting relationships between teachers and students. Maney, King, and Thomas (2017) found that teachers describe the teacher-student relationship more positively than students. This qualitative case study explored trusting relationships between teachers and students at a Catholic school. Existing literature around the topic focuses on trust in general, trust in public schools, and trust in Catholic schools. Using Tschannen-Moran’s (2014) five facets of trust as the theoretical framework, this study conducted qualitative analysis of interviews with ten teachers and ten students. The findings revealed that teachers and students perceive the teacher to have a certain role beyond their position as a teacher, that certain qualities help to make up the teacher-student relationship, and both teachers and students can sense distrust in the other through certain behaviors. The study also suggested that not all facets of trust need to be present for teachers and students to have trust in the relationship. Furthermore, the study helps to show that when the relationship is going well between teachers and students, they both agree on aspects of the relationship. The study offers recommendation for policy, practice, and future research about trusting relationships on school campuses.
Mayra Soriano
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Perez-Huber, Lindsay
Abstract
Increased diversification of the collegiate student body has given rise to minority serving institutions (Boland et al., 2021; Gasman et al., 2014; John & Stage, 2014), with a significant growth of Hispanic Serving institutions, and amplifies the need for greater institutional accountability to create focused efforts that facilitate college persistence and success of Latinx students (Garcia, 2017; Garcia & Okhidoi, 2015; Garcia & Ramirez, 2018). This qualitative study explored the experiences and meaning making process of Latinx undergraduates, attending a ӰState University designated as a Hispanic serving institution, and their engagement with the Latinx Cultural Center on their campus. Latina/o Critical Race Theory (Solorzano & Bernal, 2001), and concepts of racial microaffirmations (Perez Huber, 2018; Solorzano & Perez Huber, 2020, 2021), and sense of belonging (Strayhorn, 2019) provided the theoretical framework from which to ground the study and analysis of semi-structured interviews with 18 Latinx undergraduate students.
Findings indicate Latinx students seek community on their college campuses for a variety of reasons that are inextricably linked to their racial/ethnic identity. Furthermore, the Latinx Cultural Center fostered racial microaffirmations for Latinx students, through interactions with center staff and peers as well the physical center space that supported participants’ development of a sense of belonging. These racial microaffirmations took the form of visual, linguistic, and familial verbal and nonverbal strategies that asserted to the participants that their racial/ethnic identities, their lived experiences, their cultural ties are recognized and valued. Implications for postsecondary institutions and educational leaders, and recommendations for policy, practice and research are provided to examine ways to improve educational outcomes for all students, particularly as the impacts of the COVID-19 pandemic on the lives of minoritized and marginalized students, and educational institutions are understood.
Lauren Soseko
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Vega, William
Abstract
Hundreds of community colleges are attempting transformational pathway reform, also known as Guided Pathways, to improve student outcomes. This qualitative case study explored sensemaking and organizational learning, early processes of transformational change, among administrators, faculty, and staff implementing pathway reform in a Ӱcommunity college. Existing literature about transformational change emphasizes the context of the change, distributive and adaptive leadership, and the importance of linking individuals’ roles to the reform and data use to learn what works. Using Kezar’s Theory of Change (2018) as the theoretical framework, this study conducted qualitative analysis of interviews with the college president, five administrators, five faculty, and four staff, as well as a document review. The findings revealed the importance of leadership and collaboration in the sensemaking and organizational learning processes. The study also suggested that crises, such as the COVID-19 pandemic, inevitably delay transformational change. Similarities and differences among employee groups and structures that support shared meaning or ownership of the reform may be harnessed to support ongoing sensemaking and organizational learning about pathway reform. The study offered several recommendations for policy, practice, and future research about how to improve transformational change in community college.
Lindsay Sterk
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Olson, Avery
Abstract
Recent literature and think tank organizations alike point to the notion that the master’s degree is the new bachelor’s degree. Additionally, universities are experiencing an increase in first-generation college student enrollment as well as graduate student enrollment. This growth in both student populations raises the question: What happens when first-generation students are on their quest for graduate study? Combining the Weidman-Twale-Stein framework for graduate student socialization with Community Cultural Wealth as a conceptual framework, this qualitative study explored the socialization experiences of first-generation master’s-level graduate students, the supports and challenges they experience in their quest for graduate study, and how these experiences influence their sense of belonging and perception of graduate school.
Qualitative interviews were conducted with 24 master’s-level graduate students at Golden State University (pseudonym), a public four-year institution within the ӰState University system. Participants expressed both formal and informal socialization experiences occurring amongst their families and friends, within their places of employment, and between classmates and faculty members. Participants experienced interactions and received messages that influenced their sense of belonging and their perceptions of graduate school. Participants cited a variety of personal factors that helped them persist in their programs as well as sentiments of doubt, fear, guilt, and imposter syndrome.
Policy recommendations include institutions establishing where graduate education is situated within the university, creating mechanisms to balance enrollment, and funding graduate education. Practice-related recommendations include suggestions to increase diversity and representation and improve orientation and culminating activity experiences. Additional research is needed to further close the gap about experiences specific to master’s-level graduate students.
William Vega
ӰState University, Long Beach 2022
Specialization: Community College/Higher Education
Chair: Olson, Avery
Abstract
Though online course offerings have expanded to meet the needs of student access in the context of funding constraints, research has shown worse student outcomes in online classes, with significant inequities by race and ethnicity. Consequently, the proliferation of online course offerings could have vast implications for equity in the ӰCommunity College system. The problem is made more difficult due to the online paradox, which is the seemingly contradictory findings that a student who enrolls in an online class is less likely to successfully complete that class when compared to traditional, face-to-face classes, while also being more likely to achieve a successful, long-term outcome such as degree completion or transfer.
This quantitative, longitudinal study used descriptive and correlational design along with the input-environment-outcomes framework to examine the impact of online learning on student success and equity—specifically, the relationship between enrollment in online classes and students’ time to complete a degree or transfer, focusing on students at a single large community college in California. This study also examined whether the same online paradox that appears in state and national data also appears in outcomes at this institution. Results found that the online paradox does exist at the institution even when disaggregated by race/ethnicity. Results also found that while online enrollment has a strong predictive relationship with completion and transfer, there is no practical impact on time to completion. The study offered recommendations for policy, practice, and future research about online student success and the online paradox.
