Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Michigan State University" +contributor:("Carter Andrews, Dorinda J"). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Michigan State University

1. Shelton, Leslie Jo. The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education - Doctor of Philosophy 2014.

The status of undocumented students is a significant contemporary issue in postsecondary education, as the demographics of the United States are rapidly changing with a rising number of undocumented [email protected] students enrolling in postsecondary education. Although approximately 65,000 undocumented students graduate from U.S. high schools each year, these students' citizenship statuses serve as a barrier to the admission, financing, and completion of higher education (UCLA Center for Labor Research and Education, 2007). Little is known about the experiences of undocumented [email protected] college students and university educators will benefit from learning about the experiences of resilient undocumented [email protected] students to inform best practice for serving this student population. In this study, I use Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) with a resilience framework to analyze data from semi-structured interviews with 16 undocumented [email protected] college students who are enrolled in or recently graduated from four-year institutions of higher education throughout the United States. Through the use of qualitative interviews, I explore how undocumented [email protected] college students demonstrate resilience while navigating higher education. The research question guiding this study is: How do undocumented [email protected] college students demonstrate resilience as they navigate higher education? I explore this main question through two sub questions: 1. How does being undocumented shape a student's college experience? 2. What factors help undocumented students overcome challenges encountered in higher education?Participants reported that being undocumented shaped their experiences related to perception of campus climate, emotional challenges, academic and career limitations, and organizational involvement. Students demonstrated resilience through environmental factors such as relationships with family, peers, mentors, and other educational gatekeepers, as well as through maintaining ties to their home community, and through involvement in campus or community organizations. Students also demonstrated resilience through personal factors such as being future-oriented, effectively navigating the system, using effective coping behaviors, and embracing the connection between the personal and the political. The discussion includes addressing themes related to CRT such as positionality, use of an anti-deficit approach, color-blindness, racist nativism, and interest convergence. Related themes of microaggressions, along with the importance of identity-based campus spaces, improving educator skills, and emphasizing an ethic of care are also explored. Implications for practice include raising awareness among educators and proactively showing support for this student group through visible ally programs, having positive interactions with students, serving as a resource, and helping to create networks of support for these students.…

Advisors/Committee Members: Austin, Ann A, Renn, Kris A, Carter Andrews, Dorinda J, Anagnostopoulos, Dorothea.

Subjects/Keywords: Illegal aliens – Education (Higher) – United States; Hispanic American college students – United States; Hispanic American women – Education (Higher) – United States; Resilience (Personality trait); Higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shelton, L. J. (2014). The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2816

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

Chicago Manual of Style (16th Edition):

Shelton, Leslie Jo. “The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education.” 2014. Thesis, Michigan State University. Accessed June 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:2816.

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

MLA Handbook (7th Edition):

Shelton, Leslie Jo. “The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education.” 2014. Web. 24 Jun 2019.

Vancouver:

Shelton LJ. The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Jun 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2816.

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

Council of Science Editors:

Shelton LJ. The experiences of undocumented [email protected] students who demonstrate resilience in navigating higher education. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2816

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


Michigan State University

2. Rapa, Luke Jared. Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2016

Significant scholarly attention has recently been directed to the use of social-psychological interventions—designed to influence the way students perceive themselves within school—to bolster academic performance and close persistent racial-ethnic achievement gaps. While these brief, carefully designed interventions benefit targeted participants, they do very little to change the contexts that threaten their development. Through this dissertation, I explore how an adapted social-psychological intervention may enhance academic achievement while also shaping participants’ capacity to change their contexts, via the development of critical consciousness (CC).This project integrates social psychology and CC literatures to examine if a values-affirmation social-psychological intervention can raise students’ academic achievement while also fostering CC simultaneously. Two overarching research questions guide this project: Research Question 1: Can a CC values-affirmation intervention bolster students’ academic performance? and Research Question 2: Can a CC values-affirmation intervention also increase students’ CC, as measured by their levels of critical reflection, critical motivation, and/or critical action? Participants in this field experiment included 53 ninth and tenth grade students from public charter high schools in the Midwestern United States (Mage = 14.97). Participants were randomly assigned to one of two study conditions at the individual student level, the no-affirmation condition and the affirmation condition.The results of this study show promise in the use of a CC-oriented values-affirmation intervention to enhance students’ academic performance and foster CC simultaneously. Specifically, trend-level evidence suggested the intervention may have bolstered academic performance and raised levels of CC, or critical motivation in particular. The moderate effect sizes for GPA (d = .54) and for critical motivation (d = .56) outcomes suggested that the intervention was associated with increased academic performance and CC, though the non-normal distributions of these outcome variables suggested additional evidence was needed to substantiate this interpretation. Distributional differences in GPA and critical motivation, tested via independent samples Mann-Whitney U tests, were significant, which confirmed that the intervention may indeed have some positive effects in terms of raising participants’ academic performance and level of CC. Differences in critical reflection: perceived inequality, critical reflection: egalitarianism, and critical action: sociopolitical participation were non-significant, providing no evidence of intervention effects on these components of CC; however, these analyses may have been underpowered due to the small analytic sample used in the study. Ultimately, this field experiment holds implications for the fostering of CC, generally believed to be a slow and time-intensive process and suggests…

Advisors/Committee Members: Diemer, Matthew A., Roseth, Cary J., Carter Andrews, Dorinda J., Moser, Jason S..

Subjects/Keywords: Critical pedagogy; Motivation in education; Academic achievement; Educational psychology; Social psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rapa, L. J. (2016). Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3881

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

Chicago Manual of Style (16th Edition):

Rapa, Luke Jared. “Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention.” 2016. Thesis, Michigan State University. Accessed June 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:3881.

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

MLA Handbook (7th Edition):

Rapa, Luke Jared. “Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention.” 2016. Web. 24 Jun 2019.

Vancouver:

Rapa LJ. Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Jun 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3881.

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

Council of Science Editors:

Rapa LJ. Fostering marginalized youths' academic achievement and critical consciousness through a values-affirmation intervention. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3881

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

.