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Colorado State University
1.
Arabi, Abdulhamid EL.
Youth aged out of care: their perceptions of their experiences in out-of-home care.
Degree: PhD, Social Work, 2020, Colorado State University
URL: http://hdl.handle.net/10217/208586 
► Child out-of-home care in the United States is dating back to the early nineteenth century. Since then out of home care has taken different forms…
(more)
▼ Child out-of-home care in the United States is dating back to the early nineteenth century. Since then out of home care has taken different forms and shapes. This journey of evolution has been combined with a lot of controversy due to the ongoing debate over the best interest of child within the continuum of care. This continuum of care ranged from the most restrictive approach represented by residential care, to the least restrictive approach, represented by kin ship care or foster family. Ironically, the out-of-home care literature in The United States as well as in the other western countries, indicates its poor outcomes when it comes to education, employment and housing. This study drew attention to the importance of social support, educational support, and family-like practices to improve outcomes for youth aging out-of-care. Suggestions by the youth on how to improve out-of-home care were also collected and reported. Significant differences were found between each of the concepts of social support, family-like experiences and total support and the length of time in out-of-home care. Those youth with fewer years of out-of-home care reported more support. Social relationships also were stressed among children, peers, caregivers, and professionals due to the influence they may have on cared-after children lives. Findings may fill some of the gap in the literature available on social relationship dynamics in out-of-home care environments. Findings may also help caregivers and professionals understand social relationships dynamics and their effects on ageing out of care youth outcomes. Suggestions were provided to policy makers and decision makers in providing the needed services to children in foster care.
Advisors/Committee Members: Buchan, Victoria (advisor), Tungate, Susan (committee member), Eunhee, Choi (committee member), Morgan, George (committee member).
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APA (6th Edition):
Arabi, A. E. (2020). Youth aged out of care: their perceptions of their experiences in out-of-home care. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/208586
Chicago Manual of Style (16th Edition):
Arabi, Abdulhamid EL. “Youth aged out of care: their perceptions of their experiences in out-of-home care.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/208586.
MLA Handbook (7th Edition):
Arabi, Abdulhamid EL. “Youth aged out of care: their perceptions of their experiences in out-of-home care.” 2020. Web. 20 Jan 2021.
Vancouver:
Arabi AE. Youth aged out of care: their perceptions of their experiences in out-of-home care. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/208586.
Council of Science Editors:
Arabi AE. Youth aged out of care: their perceptions of their experiences in out-of-home care. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208586
Colorado State University
2.
Sullivan, Ann.
Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth.
Degree: PhD, Social Work, 2018, Colorado State University
URL: http://hdl.handle.net/10217/189270
► Children who have experienced abuse or neglect enter into the complex child welfare and legal systems. The court determines the needs and the consequences to…
(more)
▼ Children who have experienced abuse or neglect enter into the complex child welfare and legal systems. The court determines the needs and the consequences to the family members involved as well as the best interest of the child including, at times, where the child will reside. Dependency court is a complex process that involves many hearings as well as multiple child welfare professionals serving in differing roles. In all of this, there are very few legal protections for children or youth throughout the child welfare and judicial processes. Federal law was passed to support youth opportunity to be consulted with, in an age appropriate manner, regarding in permanency and transition hearings. (42 U.S.C. 675(5)(C). Currently, there are not consistent practiced between dependency court judicial officers pertaining to youth participation in court proceedings. In addition to differing opportunities for youth to access due process participation, challenges to youth inclusion exist because of logistical barriers as well as concerns of the best interest of the youth. The purpose of this convergent mixed methods study was to both explore youth perceptions and experiences through individual survey and focus group discussion as well as, to gather in-depth interview information from dependency court judicial officers. The qualitative findings obtained from judicial officer interviews described judicial officer perspectives and considerations about youth participation at hearings. The convergent study design supported compiling of feedback from two distinct groups to better understand and describe issues related to youth attendance at dependency court as well as obtain recommendations for future court practices. Both youth and judicial officers identified important benefits to youth inclusion in court proceedings. Both groups indicated that youth should be provided options for the manner that they would choose to participate in the court hearing and that the youth's wishes should guide how the youth make their opinions known to the court. Additionally, both youth and judicial officers recognized that youth inclusion in court proceedings has the potential to empower youth and to inform the court when implemented thoughtfully. However, if not implemented with care, some youth risk being further harmed through inclusion in court proceedings. Judicial officers identified the need for leadership and collaborative planning with child welfare professionals to advance practice changes that expand opportunities for youth participation at dependency court hearings
Advisors/Committee Members: Buchan, Victoria (advisor), Tungate, Susan (committee member), Unnithan, Prabha (committee member), Winokur, Marc (committee member).
Subjects/Keywords: child welfare; dependency and neglect; attendance; youth participation; court
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APA (6th Edition):
Sullivan, A. (2018). Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/189270
Chicago Manual of Style (16th Edition):
Sullivan, Ann. “Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/189270.
MLA Handbook (7th Edition):
Sullivan, Ann. “Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth.” 2018. Web. 20 Jan 2021.
Vancouver:
Sullivan A. Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/189270.
Council of Science Editors:
Sullivan A. Youth attendance at dependency court proceedings: a mixed methods study of judicial officers and youth. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189270
Colorado State University
3.
Bishop, Pamela Suzanne.
Factors influencing Master of Social Work students to choose to work with older adults.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176796
► We are experiencing a population explosion of individuals ages 65 and older. Currently, more than 12% of the United States’ population is 65 or older,…
(more)
▼ We are experiencing a population explosion of individuals ages 65 and older. Currently, more than 12% of the United States’ population is 65 or older, and as a benchmark, over three-quarters of the current population will reach 65 (in 1870 3% of the population reached 65). In the next 50 years, the older population will double to 80 million or 20% of the total population. It is clear that people are living longer than ever before; many of those in this age group are part of the ‘baby boom’ born in the years 1946 to 1963. Further, over the past century, there has been a demographic shift and by the year 2030, there will be more people over 65 than younger than 18 in the United States. These facts and numbers may lead to a shortage in the number of social workers and other care professionals to provide support and services to this population. Schools of social work nationwide are not graduating the number of social workers anticipated to meet the needs and the demands of the growing adult population. Thus, the purpose of this study was to determine what factors are influential for Master of Social Work (MSW) students to choose gerontology and/or work with older adults. Through the use of four focus groups, my goal was to ascertain the following: what influences and factors shape the decisions of MSW students to work with older adults, how “attitudes on aging,” “life experiences,” and education influence their professional focus, and what advice would they give to professionals and educators to encourage (or promote) an interest in aging among their peers. Findings from the study showed that the lack of information, little emphasis on skill development, and practice experience in the curriculum for the social work students prevent many from feeling confident or knowledgeable about this area of practice. The focus group participants shared many insights and suggestions as to how educators and social workers can respond to the demand for more professionals in the field of gerontology. By educating and informing social work students about the value and growing opportunities, more graduating MSW students may consider this a viable career option. With an emerging awareness of the need for more social work professionals in all types of agencies and settings that serve older adults, social work professionals must be knowledgeable about and learn what they can do to contribute to the needs of an aging society and develop the resources and settings for making this contribution happen.
Advisors/Committee Members: Makela, Carole (advisor), Kuk, Linda (committee member), Quijano, Louise (committee member), Tungate, Susan (committee member).
Subjects/Keywords: master degree students; social work; older adults; gerontology
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APA (6th Edition):
Bishop, P. S. (2016). Factors influencing Master of Social Work students to choose to work with older adults. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/176796
Chicago Manual of Style (16th Edition):
Bishop, Pamela Suzanne. “Factors influencing Master of Social Work students to choose to work with older adults.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/176796.
MLA Handbook (7th Edition):
Bishop, Pamela Suzanne. “Factors influencing Master of Social Work students to choose to work with older adults.” 2016. Web. 20 Jan 2021.
Vancouver:
Bishop PS. Factors influencing Master of Social Work students to choose to work with older adults. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/176796.
Council of Science Editors:
Bishop PS. Factors influencing Master of Social Work students to choose to work with older adults. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176796
Colorado State University
4.
Anderson, Donna L.
Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.
Degree: PhD, Education, 2019, Colorado State University
URL: http://hdl.handle.net/10217/195290
► The number of Muslim international students in the U.S. has grown considerably in recent years, however these students face unique challenges related to their religious,…
(more)
▼ The number of Muslim international students in the U.S. has grown considerably in recent years, however these students face unique challenges related to their religious, racial/ethnic, and gender identities. By better understanding how Muslim international students experience their identities on U.S. campuses,
university practitioners can better meet the unique needs of Muslim international students and assist them in succeeding and graduating. The purpose of this qualitative phenomenological study was to better understand how Muslim international students experience their identities at four-year universities in the Midwestern U.S. using Kim's (2012) International Student Identity (ISI) model as a guiding framework. Specifically, the study explored how Muslim international students experience their religious, ethnic/racial, and gender identities prior to coming to the U.S. and as students in the Midwestern U.S. This phenomenological study included semi-structured interviews with ten students who attended four-year institutions in the Midwestern U.S. Significant findings in this study emerged from six themes and included: (1) difficulties in practicing Islamic prayer in the Midwestern U.S., (2) Islam as a flexible religion, (3) racial construct as a new and troubling concept, (4) male/female interactions on campus and in the classroom, (5) perceptions of veiling in the Midwestern U.S., (6) stereotypes of Muslim international students based upon their national identity, (7) fear of practicing Islamic prayer due to stereotypes of Muslims, (8) coping with acts of discrimination, and (9) impact of Trump administration rhetoric and policies. Emergent themes in this study were viewed through Kim's (2012) International Student Identity model.
Advisors/Committee Members: Kuk, Linda (advisor), Archie, Tiffenia (committee member), Muñoz, Susana (committee member), Tungate, Susan (committee member).
Subjects/Keywords: international student identity model; Muslim; international students; identity; phenomenology; Trump
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APA (6th Edition):
Anderson, D. L. (2019). Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195290
Chicago Manual of Style (16th Edition):
Anderson, Donna L. “Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/195290.
MLA Handbook (7th Edition):
Anderson, Donna L. “Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities.” 2019. Web. 20 Jan 2021.
Vancouver:
Anderson DL. Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/195290.
Council of Science Editors:
Anderson DL. Muslim international students in the U.S.: a phenomenological inquiry into the experience of identities. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195290
Colorado State University
5.
Mauney, Angela y.
Lived experiences of nontraditional African-American female students in a community college.
Degree: PhD, Education, 2020, Colorado State University
URL: http://hdl.handle.net/10217/208520
► The purpose of this study was to describe the phenomenon of nontraditional African-American women's experiences in community college. This research study included the Interpretative Phenomenological…
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▼ The purpose of this study was to describe the phenomenon of nontraditional African-American women's experiences in community college. This research study included the Interpretative Phenomenological Analysis (IPA) methodology, which attempts to make sense of participants' major life experiences. Ten African-American women participants had in-depth face-to-face interviews. The study examined how their experiences and educational goals were affected by jobs, families, and educational barriers. Additionally, the study explored the participants perceptions of what community colleges were doing to address their concerns. Overall, the results showed that the nontraditional African-American women participants were determined and resilient in their educational pursuits. Primarily, many of the participants had been out of the educational environment for some time and this was one of the main obstacles they had to overcome. The participants were resigned to take non-credit remedial courses at the community college for several years, before taking credit hour courses. The findings suggest that although there were some educational support systems, several of the participants were not aware of the scope of benefits available at the community college. The study's findings show the importance for nontraditional African American females to understand the support of the community college, their own family support, and the support of their faith or belief system. This study fills a gap in the literature concerning grandparents' needs in classes, online mentors, and costs of remedial classes. Work Placement Program (WPP) for Community Colleges is one program that might foster a support system which would allow students a one-hour credit the first and second year at no cost. In addition, the WPP would allow community colleges to assist nontraditional students with additional financial resources.
Advisors/Committee Members: Timpson, William (advisor), Quick, Don (advisor), Austin, Miguelita (committee member), Tungate, Susan (committee member).
Subjects/Keywords: community college; African-American; nontraditional
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APA (6th Edition):
Mauney, A. y. (2020). Lived experiences of nontraditional African-American female students in a community college. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/208520
Chicago Manual of Style (16th Edition):
Mauney, Angela y. “Lived experiences of nontraditional African-American female students in a community college.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/208520.
MLA Handbook (7th Edition):
Mauney, Angela y. “Lived experiences of nontraditional African-American female students in a community college.” 2020. Web. 20 Jan 2021.
Vancouver:
Mauney Ay. Lived experiences of nontraditional African-American female students in a community college. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/208520.
Council of Science Editors:
Mauney Ay. Lived experiences of nontraditional African-American female students in a community college. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208520
Colorado State University
6.
Jacques, Tammy W.
Phenomenological study of the organizational commitment of new student affairs professionals, A.
Degree: PhD, Education, 2020, Colorado State University
URL: http://hdl.handle.net/10217/208536
► In this phenomenological study, the author examined the experiences of how 13 new student affairs professionals made meaning of organizational commitment in the workplace. Using…
(more)
▼ In this phenomenological study, the author examined the experiences of how 13 new student affairs professionals made meaning of organizational commitment in the workplace. Using data collected from interviews, the findings offer insight into how student affairs supervisors can create an atmosphere conducive to employee commitment to their organization. The author used Meyer and Allen's (1991) three-component conceptualization of organizational commitment as a framework. The thematic results were (a) personal connection, (b) supportive supervision, (c) workplace support among colleagues, (d) gratification from impacting students, (e) long hours, and (f) emotional toll from responding to mental-health and crisis-management issues. Cultivated Relationships was the essence that emerged from the study.
Advisors/Committee Members: Kuk, Linda (advisor), Anderson, Sharon (committee member), Chesson, Craig (committee member), Tungate, Susan (committee member).
Subjects/Keywords: student affairs; organizational commitment
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APA (6th Edition):
Jacques, T. W. (2020). Phenomenological study of the organizational commitment of new student affairs professionals, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/208536
Chicago Manual of Style (16th Edition):
Jacques, Tammy W. “Phenomenological study of the organizational commitment of new student affairs professionals, A.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/208536.
MLA Handbook (7th Edition):
Jacques, Tammy W. “Phenomenological study of the organizational commitment of new student affairs professionals, A.” 2020. Web. 20 Jan 2021.
Vancouver:
Jacques TW. Phenomenological study of the organizational commitment of new student affairs professionals, A. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/208536.
Council of Science Editors:
Jacques TW. Phenomenological study of the organizational commitment of new student affairs professionals, A. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208536
Colorado State University
7.
Waller, Brent.
Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.
Degree: PhD, Education, 2015, Colorado State University
URL: http://hdl.handle.net/10217/170385
► The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who…
(more)
▼ The purpose of this mixed-methods, sequential, explanatory study was to investigate the differences regarding the status of mature-interpersonal-relationship (MIR) development in first-year engineering students who elected to live within residential learning communities (RLCs) when compared to the status of MIR development in those first-year engineering students who lived within a traditional residential environment at a science, technology, engineering, and math (STEM) institution. A survey of 582 first-year engineering students at a STEM institution yielded quantitative results. Then, to explore the initial results in more depth, a follow-up study using two separate focus groups was completed with purposefully selected respondents. The follow-up qualitative phase attempted to provide logical connections to the findings from the original quantitative phase, which showed that students who live within RLCs have experiences that provide those students with opportunities for MIRs. In the quantitative phase, statistically significant results were limited to a difference by gender. The quantitative and qualitative findings from the two phases of the study are discussed, with reference to prior research. Implications and recommendations are provided.
Advisors/Committee Members: Strathe, Marlene (advisor), Gloeckner, Gene (committee member), Kuk, Linda (committee member), Tungate, Susan (committee member).
Subjects/Keywords: engineering students; psychosocial development; residence life; residential learning communities
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APA (6th Edition):
Waller, B. (2015). Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/170385
Chicago Manual of Style (16th Edition):
Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/170385.
MLA Handbook (7th Edition):
Waller, Brent. “Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities.” 2015. Web. 20 Jan 2021.
Vancouver:
Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/170385.
Council of Science Editors:
Waller B. Examining the mature interpersonal relationship status of first-year engineering students within residential learning communities. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170385
Colorado State University
8.
Fjelstrom, Jo.
Spirituality and atheist social work students: contributions for curriculum content on spirituality.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/173389
► The purpose of this constructivist study was to gain information about a criterion sample of atheist social work students concerning their experiences and perspectives of…
(more)
▼ The purpose of this constructivist study was to gain information about a criterion sample of atheist social work students concerning their experiences and perspectives of spirituality and curriculum content on spirituality. Most of the twenty-two participants formed their atheist worldviews against the tide of a religious upbringing, primarily due to their assessment of a dissonance between their evaluations of reality and religious beliefs. From the findings and the literature, suggestions are made for curriculum content on spirituality: (a) educators should frame worldviews as constructions and treat mystical elements as cultural phenomena; (b) content should have a professional focus with academically appropriate content; (c) curriculum content should be planned around the goal of training social work students to effectively address issues about worldviews in practice; (d) inclusive language and content should be utilized that covers all worldviews, including atheist and other naturalist worldviews; (e) biases, stereotypes, and privilege should be addressed and countered; (f) specific dialogic techniques should be developed for use in the classroom; (g) educators who will teach content on worldviews should have specific training for teaching material on spirituality and worldviews; and (h) a task force should be formed to create guidelines for curriculum content on spirituality.
Advisors/Committee Members: Carlson, Laurie (advisor), Buchan, Victoria (advisor), Lynham, Susan (committee member), Tungate, Susan (committee member).
Subjects/Keywords: curriculum development; social work education; difficult dialogues; atheism
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APA (6th Edition):
Fjelstrom, J. (2016). Spirituality and atheist social work students: contributions for curriculum content on spirituality. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173389
Chicago Manual of Style (16th Edition):
Fjelstrom, Jo. “Spirituality and atheist social work students: contributions for curriculum content on spirituality.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/173389.
MLA Handbook (7th Edition):
Fjelstrom, Jo. “Spirituality and atheist social work students: contributions for curriculum content on spirituality.” 2016. Web. 20 Jan 2021.
Vancouver:
Fjelstrom J. Spirituality and atheist social work students: contributions for curriculum content on spirituality. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/173389.
Council of Science Editors:
Fjelstrom J. Spirituality and atheist social work students: contributions for curriculum content on spirituality. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173389
9.
Okuma, Elizabeth Marie DeMuesy.
Transitioning from student to professional: the lived experiences of new professionals in student affairs.
Degree: PhD, Education, 2016, Colorado State University
URL: http://hdl.handle.net/10217/173347
► New student-affairs professionals participated in a 6-month, qualitative, phenomenological study. The purpose of this study was to use the constructs of Schlossberg’s Transition theory to…
(more)
▼ New student-affairs professionals participated in a 6-month, qualitative, phenomenological study. The purpose of this study was to use the constructs of Schlossberg’s Transition theory to explore the experiences of new professionals who had recently graduated from a college student-development master’s program and their transitions to full-time, professional jobs. Monthly online journaling was used to collect the data, with a focus group at the end of the study. The results of this study provide insights on new student-affairs professionals’ experiences during this transition from graduate school to work for the first 6 months of their new employment. The template analysis suggests that, overall, students felt their situation was manageable, they relied on their previous transition experiences during this period, their families and friends were their support systems, and the main strategy they used during this transition period was physical exercise. The data also suggest three emergent themes: communication was a must during transition, the process of transition takes time, and participants were excited to make a difference with students. Overall, this study provides the basis for academic professionals and others to gain a richer understanding of the experiences of young professionals in transition to their respective roles in student affairs.
Advisors/Committee Members: Kuk, Linda (advisor), Little, Shay (committee member), Miller, Lisa (committee member), Tungate, Susan (committee member).
Subjects/Keywords: human resources; Schlossberg; transition; new professionals; higher education; student affairs
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APA (6th Edition):
Okuma, E. M. D. (2016). Transitioning from student to professional: the lived experiences of new professionals in student affairs. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173347
Chicago Manual of Style (16th Edition):
Okuma, Elizabeth Marie DeMuesy. “Transitioning from student to professional: the lived experiences of new professionals in student affairs.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/173347.
MLA Handbook (7th Edition):
Okuma, Elizabeth Marie DeMuesy. “Transitioning from student to professional: the lived experiences of new professionals in student affairs.” 2016. Web. 20 Jan 2021.
Vancouver:
Okuma EMD. Transitioning from student to professional: the lived experiences of new professionals in student affairs. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/173347.
Council of Science Editors:
Okuma EMD. Transitioning from student to professional: the lived experiences of new professionals in student affairs. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173347
10.
Young, Dana M.
Why women make the decision to become presidents at rural community colleges.
Degree: PhD, Education, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191359
► This interpretative phenomenological analysis examined what influenced10 women's decisions to become rural community college presidents in the western region of the US. The themes which…
(more)
▼ This interpretative phenomenological analysis examined what influenced10 women's decisions to become rural community college presidents in the western region of the US. The themes which emerged were how career history shaped decisions; the role groups played in women's decision to become presidents; the importance of rural roots and the "right fit"; the influence of gender on women's decisions to become presidents; and advice for women seeking rural community college presidential positions. Ten women shared their experiences. Women shared why they decided to become rural community college presidents. Women discovered their self-efficacy and internal strengths through pure determination, grit, and verve in becoming rural community college presidents. These women credited their successes to their education, pursuit of advanced administrative positions, personal experiences, professional development opportunities, mentors who helped them build their confidence, and the support of their families. The majority of women arriving at the rural community college presidency in this study had rural roots and a desire to live rurally. All women in the study discussed the significance of engaging in local community activities and events, civic clubs, and the importance of understanding the local culture. Relationships in the community meant everything and strong interpersonal skills were critical for being successful. Women were passionate about serving at rural community colleges and the primary role of connecting with the community. Women shared that one should be prepared to live in a fishbowl with everyone knowing your business.
Advisors/Committee Members: Kuk, Linda (advisor), Jennings, Louise (committee member), Anderson, Sharon (committee member), Tungate, Susan (committee member).
Subjects/Keywords: community college; rural; women; presidency; administration; western region of US
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APA (6th Edition):
Young, D. M. (2018). Why women make the decision to become presidents at rural community colleges. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191359
Chicago Manual of Style (16th Edition):
Young, Dana M. “Why women make the decision to become presidents at rural community colleges.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/191359.
MLA Handbook (7th Edition):
Young, Dana M. “Why women make the decision to become presidents at rural community colleges.” 2018. Web. 20 Jan 2021.
Vancouver:
Young DM. Why women make the decision to become presidents at rural community colleges. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/191359.
Council of Science Editors:
Young DM. Why women make the decision to become presidents at rural community colleges. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191359
11.
Gardner, John S.
Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study.
Degree: PhD, Education, 2019, Colorado State University
URL: http://hdl.handle.net/10217/195258
► Sexual misconduct is an epidemic on college campuses. Studies show consistently that one in five women on college campuses experience sexual assault during their academic…
(more)
▼ Sexual misconduct is an epidemic on college campuses. Studies show consistently that one in five women on college campuses experience sexual assault during their academic career. When a broader range of types of sexual misconduct are included, the percentage of women and other gendered students who experienced sexual misconduct increases greatly, to at times above 50%, in the literature. Additionally, racial and ethnic minorities, trans* and gender non-binary persons, lesbian, and gay, and bisexual persons all experience sexual victimization at higher rates than their dominant group peers according to research studies. Research has neglected to address how intersectional identities experience sexual misconduct. In 2013, the federal government passed the Violence Against Women Reauthorization of 2013 in order, in part, to address sexual misconduct on college campuses. The bill specifically focused on prevention efforts and reporting requirements for institutions of higher education. This study utilized a critical quantitative methodology to explore the question of how students have experienced the federal policy change at 21 Missouri institutions of higher education from 2012-2016 using an intersectionality framework. Within this issue, it is important to understand how marginalized populations were or were not served by policy and if the policy change impacted the rates of sexual misconduct. The study found that the Violence Against Women's Act of 2013 impacted different intersectional social locations differently. The data indicated the potential for effective educational efforts and increased assistance when examining the whole study population. In examining all participants over the five years of the study, there was a general indication of increased experience of sexual misconduct across several categories of sexual misconduct. The data also suggested more participants sought assistance after experiencing sexual misconduct over the time period of the study for the entire population of the study. However, the participants did not indicate that the effectiveness of the assistance received after experiencing sexual misconduct increased. A general theme across many social locations was the benefit of privileged aspects of social locations such as heterosexual or White, European-American, or Caucasian participants often had a better response in the data to the VAWA 2013 policy change compared to their less privileged peers. Inequity regarding the impact of the VAWA 2013 policy change was also evident with gender and ethnicity regarding transgender participants, gender and race regarding Native Hawaiian and Pacific Islander participants, and race and sexuality regarding lesbian, queer, and questioning participants amongst other social locations throughout the time period of the study. The complexity of the 62 different social locations provides pathways for both praxis and future research.
Advisors/Committee Members: Carlson, Laurie (advisor), Most, David (committee member), Munoz, Susana (committee member), Tungate, Susan (committee member).
Subjects/Keywords: critical; policy; university; intersectionality; college; sexual misconduct
Record Details
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Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gardner, J. S. (2019). Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195258
Chicago Manual of Style (16th Edition):
Gardner, John S. “Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/195258.
MLA Handbook (7th Edition):
Gardner, John S. “Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study.” 2019. Web. 20 Jan 2021.
Vancouver:
Gardner JS. Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/195258.
Council of Science Editors:
Gardner JS. Federal sexual misconduct policy impact on intersectional identities: a critical quantitative study. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195258
. 
Open Access Theses and Dissertations
