+publisher:"Harvard University" +contributor:("Savitz-Romer, Mandy")

Harvard University

1. Cuevas, Stephany. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.

Degree: 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837

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Educational research has highlighted the importance of parental engagement in Latina/o students’ post-secondary planning and success; when parents develop their children’s college-going identities early, students… (more)

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Educational research has highlighted the importance of parental engagement in Latina/o students’ post-secondary planning and success; when parents develop their children’s college-going identities early, students are more likely to attend a 4-year institution (Tierney & Auerbach, 2005; Zarate, Saenz, & Oseguera, 2011). Little is known, however, about how Latina/o parents’ immigration status influences their engagement. Existing scholarship has demonstrated that an undocumented status, or parents’ “illegality,” not only limits access to resources, but also adds a layer of distrust, discomfort, and fear of social institutions (De Genova, 2002; Dreby, 2015; Enriquez, 2015; Gonzales 2010, 2011; Yoshikawa, 2011). This phenomenological qualitative study explores the engagement of 15 undocumented Latina/o parents whose children were successfully admitted and matriculated to Coast University (pseudonym), a prestigious public institution in California. Using in-depth qualitative interview data, this dissertation explores the different stages of parents’ role in their children’s’ post-secondary planning and success and the ways their “illegality” and other factors (i.e. access to resources, connections to social networks, relationships with schools) shape these. Specifically, this study explores how undocumented Latina/o parents describe and make sense of their sacrificios (sacrifices) and apoyo (support), which I argue are essential components of their role in their children’s post-secondary planning and success. As such, this study shows how undocumented Latina/o parents’ engagement is apoyo sacrificial (sacrificing support), or an engagement that is shaped and bounded by the limitations of their “illegality.” Though bounded by the limitations of their immigration status, undocumented Latina/o parents are intentional about their parenting behaviors—they engage in parenting practices that support their children’s goals and aspirations despite the limitations they face. This dissertation makes a unique contribution to education and family engagement literature, as it connects the important, underexplored, and under theorized experiences of Latina/o families and communities to conversations on higher education access and success. This study focuses not only on the political and educational barriers undocumented Latina/o parents face, but also examines the critical and intentional ways in which parents respond to these.

Latina/o family engagement; post-secondary access; mixed-status families; higher education; undocumented parents

Advisors/Committee Members: Gonzales, Roberto G., Mapp, Karen L., Romer%2C%20Mandy%22%29&pagesize-30">Savitz-Romer, Mandy.

Subjects/Keywords: Education, Higher; Education, General

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APA (6^th Edition):

Cuevas, S. (2018). Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cuevas, Stephany. “Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cuevas, Stephany. “Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.” 2018. Web. 06 Mar 2021.

Vancouver:

Cuevas S. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuevas S. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

2. Cuevas, Stephany. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237

Subjects/Keywords: Education, Sociology of; Education, Guidance and Counseling; Education, Higher

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APA (6^th Edition):

Cuevas, S. (2016). Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237

Chicago Manual of Style (16^th Edition):

Cuevas, Stephany. “Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237.

MLA Handbook (7^th Edition):

Cuevas, Stephany. “Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.” 2016. Web. 06 Mar 2021.

Vancouver:

Cuevas S. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237.

Council of Science Editors:

Cuevas S. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237

Harvard University

3. Jara, Ricardo. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.

Degree: 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440

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In this capstone, I examine the interplay of power, influence, and relationships in the context of a systemwide effort to improve Madison Metropolitan School District’s… (more)

Subjects/Keywords: Education; Administration

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APA (6^th Edition):

Jara, R. (2018). It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jara, Ricardo. “It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.” 2018. Thesis, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jara, Ricardo. “It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.” 2018. Web. 06 Mar 2021.

Vancouver:

Jara R. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jara R. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

4. Johnson, Heather K. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.

Degree: Doctor of Education Leadership (Ed.L.D.), 2019, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

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The Pathways to Prosperity (PtoP) Network at JFF has a bold vision: to reimagine how young people are prepared for the future of work in… (more)

Subjects/Keywords: networks; knowledge networks; field building; leadership; emergent strategy; career pathways; cross-sector collaboration

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APA (6^th Edition):

Johnson, H. K. (2019). Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

Chicago Manual of Style (16^th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

MLA Handbook (7^th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Web. 06 Mar 2021.

Vancouver:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

Council of Science Editors:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

Harvard University

5. Liu, Pei Pei. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.

Degree: Doctor of Education (EdD), 2019, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

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Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community";… (more)

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Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community"; "My ability and competence grow with my effort"; "I can succeed at this"; and "This work has value for me") that predict positive academic and social outcomes for students. These mindsets and their analogous constructs increasingly appear in college readiness and success frameworks as critical factors for college attainment, academic performance, persistence, and completion. Yet student mindsets are particularly vulnerable at school transitions, and despite frequent calls for the expansive field of motivational research to be “translated” into practice, an understanding of how to foster and maintain students’ positive mindsets across the college transition remains surprisingly elusive. Specifically, inadequate attention has been paid to how secondary and postsecondary educators understand student mindsets and seek to influence them through intentional instructional design and pedagogical practices. To address this gap in the literature, I conducted a multi-case portraiture study of 12th-grade English teachers and instructors of first-year college writing (N=4). Through interviews, classroom observations, and document analysis, I explored these educators’ understandings of academic mindsets and their pedagogical enactment of those understandings. I find that the educators’ understandings and enactments of positive mindset development often converged with extant theory but were complex and sometimes contradictory, manifesting in pedagogical tensions and tradeoffs. I identify two main instructional growth edges for supporting student mindset development in secondary and postsecondary classrooms: greater transparency about instructional intent and more comprehensive metacognitive scaffolding to assist students with motivational meaning-making. Additionally, I discuss the emergence of parallel mindset processes in the focal classrooms: the educators’ approaches to promoting student mindsets often illuminated characteristics of their own mindsets toward teaching, particularly their growth and efficacy mindsets. I therefore conclude with recommendations for how institutional actors and researchers can support educators’ teaching mindsets and mastery of motivating instructional strategies, paralleling the supports we want educators to provide to students across the critical college transition.

Human Development and Education

Advisors/Committee Members: Romer%2C%20Mandy%22%29&pagesize-30">Savitz-Romer, Mandy (advisor), Brennan, Karen (committee member), Lawrence-Lightfoot, Sara (committee member).

Subjects/Keywords: teacher beliefs; student motivation; pedagogy; learning environments; college transition; classroom-based research; portraiture; secondary education; higher education; writing instruction

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APA (6^th Edition):

Liu, P. P. (2019). Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Chicago Manual of Style (16^th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

MLA Handbook (7^th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Web. 06 Mar 2021.

Vancouver:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

Council of Science Editors:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Harvard University

6. Liu, Pei Pei. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245

Subjects/Keywords: Education, Educational Psychology; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Liu, P. P. (2016). Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245

Chicago Manual of Style (16^th Edition):

Liu, Pei Pei. “Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245.

MLA Handbook (7^th Edition):

Liu, Pei Pei. “Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.” 2016. Web. 06 Mar 2021.

Vancouver:

Liu PP. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245.

Council of Science Editors:

Liu PP. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245

Harvard University

7. Magnuson, Nicole Y. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.

Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

► In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first… (more)

▼ In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first defined by Kania & Kramer (2011) as “a commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem” has emerged as a framework for bringing cross-sector partners together to share ownership of student success (p. 36). Its data-informed, continuous improvement orientation drives collective action to address root-cause issues and to achieve large-scale social impact. This capstone documents the leadership and support I provided to Oceanside Unified School District (OUSD) and its community partners to advance and plan for the long-term sustainability of the Oceanside Promise (The Promise), a collective impact initiative anchored within OUSD. FSG’s Five Conditions of Collective Impact and StriveTogether’s Cradle to Career Theory of Action were used to assess the current state of the partnership, its backbone capacity, and the development of a multiyear strategic roadmap. My strategic project involved working with district leadership, the Oceanside Promise Foundation (The Foundation), and The Promise partners to clarify roles and direction, create coherence, and facilitate shared ownership of The Promise and its long-term sustainability. In addition to my professional and academic experience, literature regarding collective impact, critical leadership competencies, and organizational and community coherence informed the strategic project’s planning and execution. This capstone also provides insight into the challenges and opportunities of a district-anchored collective impact initiative. Most notably, it explores how shared community ownership must be intentionally cultivated and how collective impact challenges the mindsets and competencies of educators and community members with a traditional view of how school districts and community partner. Thus, the implications for site and sector sections elevate the conditions that would better support the success of innovative school districts assuming the role of backbone support in collective impact initiatives. Advisors/Committee Members: Reville, Paul (committee member), Romer%2C%20Mandy%22%29&pagesize-30">Savitz-Romer, Mandy (committee member), Coleman, Duane (committee member).

Subjects/Keywords: Education; General

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APA (6^th Edition):

Magnuson, N. Y. (2017). Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

Chicago Manual of Style (16^th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

MLA Handbook (7^th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Web. 06 Mar 2021.

Vancouver:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

Council of Science Editors:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

Harvard University

8. Ott, Maya Weilundemo. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701

► During the last 40 years, institutions of higher education in the United States have dramatically increased their reliance on part-time faculty. Today, fully half of… (more)

▼ During the last 40 years, institutions of higher education in the United States have dramatically increased their reliance on part-time faculty. Today, fully half of all faculty members hold part-time appointments. How, if at all, has the rise of part-time faculty affected the quality of higher education? This qualitative case study explores variation in the relationship between part-time faculty and quality at “Cardinal State University,” a large, public institution. Through semi-structured interviews with 20 academic department chairs, the study examines how these chairs make sense of the relationship between part-time faculty and quality, given their experience supervising part-time faculty in their departments. This study also analyzes institutional and departmental documents to understand how chairs’ perspectives on the relationship between part-time faculty and quality interact with their unique departmental contexts and the broader institutional context of Cardinal State. This study finds that the relationship between part-time faculty and quality varies across Cardinal State’s departments, and identifies three department-level variables that account for this variation: departments’ levels of reliance on part-time faculty, academic disciplines, and levels of responsibility to Cardinal State’s general education curriculum. These department-level variables matter because they influence chairs’ quality control practices, including their practices for hiring part-time faculty, for evaluating their performance, and for making decisions about whether to renew their contracts. Chairs leading arts and sciences departments with high levels of reliance on part-time faculty and high levels of responsibility to the general education curriculum described a constellation of challenges that interfere with their ability to implement quality control practices effectively. The patterns described by this study may be specific to Cardinal State, but its broader conclusion—that the relationship between part-time faculty and quality is mediated by important contextual factors—warrants further research. Advisors/Committee Members: McLaughlin, Judith B. xmlui.authority.confidence.description.cf_uncertain (advisor), Romer%2C%20Mandy%22%29&pagesize-30">Savitz-Romer, Mandy (committee member), McGowan, Eileen M. (committee member).

Subjects/Keywords: Education; Higher

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APA (6^th Edition):

Ott, M. W. (2016). Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701

Chicago Manual of Style (16^th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

MLA Handbook (7^th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Web. 06 Mar 2021.

Vancouver:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

Council of Science Editors:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701

Harvard University

9. Shen, Lisa Utzinger. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236

Subjects/Keywords: Education; Guidance and Counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shen, L. U. (2016). Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236

Chicago Manual of Style (16^th Edition):

Shen, Lisa Utzinger. “Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236.

MLA Handbook (7^th Edition):

Shen, Lisa Utzinger. “Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.” 2016. Web. 06 Mar 2021.

Vancouver:

Shen LU. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236.

Council of Science Editors:

Shen LU. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236

Harvard University

10. Stevens, Kim. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248

Subjects/Keywords: Education, Higher; Education, Social Sciences; Education, General

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APA (6^th Edition):

Stevens, K. (2016). Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248

Chicago Manual of Style (16^th Edition):

Stevens, Kim. “Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.” 2016. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248.

MLA Handbook (7^th Edition):

Stevens, Kim. “Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.” 2016. Web. 06 Mar 2021.

Vancouver:

Stevens K. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248.

Council of Science Editors:

Stevens K. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248

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Open Access Theses and Dissertations