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University of Oklahoma
1.
McCann, Florence.
Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7691 
► Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of…
(more)
▼ Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of scientists, sometimes stereotypes, continue to be created and promoted in popular media. The scholarly literature amply documents how education stakeholders ranging from elementary school age children to in-service teachers throughout the world perceive scientists. The impact of these images on students’ coursework and career choices is likewise well established. Strikingly, there are few studies where scientists reveal their self-perceptions. The most recent of these were published in 1975. The less well developed literature on engineer images reflects how they are stereotyped as “geeks” and “nerds”. No prior work on engineers’ self-perceptions has been identified. The engineering profession has explicitly recognized the importance of improving the image of engineering (Engineers Dedicated to a Better Tomorrow, 2006).
Two research projects were initiated, a first to learn about the lived experiences of scientists, defined as faculty members in a natural science discipline at a research
university holding a PhD and a second to learn about the lived experiences of engineers, defined as faculty members in a college of engineering at a research
university, likewise holding a Ph.D. A naturalistic or constructivist research paradigm provided the theory base that guided the phenomenology research approach. No scientists agreed to join the scientist study. Engineer participants were asked to share their lived experiences as engineers in semi-structured in-person interviews. The interview data were analyzed according to a phenomenological reduction methodology (Moustakas, 1994). All identified protecting and serving society as an essential element of their experiences as engineers. Other themes that played significant roles in their experiences included their perceptions of the public; the public’s perception of engineers; stereotypes; gender; solitary work and team work; hard work/rigor; designing and building; solving problems; and creativity. While the engineers shared themes, they were not a monolithic group. Each had a unique underlying philosophy that governed how these themes were manifested. The engineers’ self-perceptions are valuable for designing interventions to foster accurate images of engineers for K-12 students. Curricula can be prepared that allow students to experience these essential aspects of being an engineer. The engineers’ Draw-An-Engineer Test (DAET) drawings can be used as benchmarks against which students’ drawings can be compared to assess the extent to which students’ perceptions of engineers and their work is aligned with that of these engineers’ self-perceptions.
The themes described above guided the development of a curriculum for a STEM Club. The STEM Club was for identified gifted fifth grade girls. A female scientist/engineer led the club. The girls’ perceptions were accessed using the Draw-A-Scientist-Checklist (DAST-C)…
Advisors/Committee Members: Marek, Edmund (advisor), Chiodo, John (committee member), Houser, Neil (committee member), Pasque, Penny (committee member), Yeary, Mark (committee member).
Subjects/Keywords: Science Education
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APA (6th Edition):
McCann, F. (2013). Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7691
Chicago Manual of Style (16th Edition):
McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/7691.
MLA Handbook (7th Edition):
McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Web. 18 Jan 2021.
Vancouver:
McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/7691.
Council of Science Editors:
McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7691
University of Oklahoma
2.
Wimmer, Brenton.
Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/33384
► This dissertation presents an educative history of male same-sex sexualities in Tulsa, Oklahoma. Using archival sources and oral history interviews of men who experienced some…
(more)
▼ This dissertation presents an educative history of male same-sex sexualities in
Tulsa,
Oklahoma. Using archival sources and oral history interviews of men who
experienced some of these turbulent times, it provides insight into the development of
gay culture and social life. From the Native American two-spirit roots in the mid
nineteenth century to the twentieth century when white settlers developed the settlement
into a booming oil city, this work gives a socio-educational voice to a community that
has historically been overlooked.
Advisors/Committee Members: Vaughn, Courtney (advisor), Smith, Joan (committee member), Pasque, Penny (committee member), Dancy, T. Elon (committee member), Natale, Anthony (committee member).
Subjects/Keywords: History; Oklahoma; Tulsa; LGBT
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APA (6th Edition):
Wimmer, B. (2016). Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/33384
Chicago Manual of Style (16th Edition):
Wimmer, Brenton. “Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/33384.
MLA Handbook (7th Edition):
Wimmer, Brenton. “Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006.” 2016. Web. 18 Jan 2021.
Vancouver:
Wimmer B. Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/33384.
Council of Science Editors:
Wimmer B. Coming Out of the Shadows: A Social and Educative History of Male Same-Sex Sexualities in Tulsa, Oklahoma, 1836-2006. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/33384
University of Oklahoma
3.
Tribble, Jeffry.
LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/13871
► Native American tribes within the state of Oklahoma are faced with the loss of their heritage language at an alarming rate, much to do with…
(more)
▼ Native American tribes within the state of
Oklahoma are faced with the loss of their heritage language at an alarming rate, much to do with past and present monolingual English language ideologies and policies that have been promoted within schools. However, in recent years, there has been renewed and increasing interest in challenging these monolingual ideologies while utilizing school systems as a medium to preserve and revitalize almost forgotten languages. The tension that exists among and between proponents of monolingual and multilingual ideologies continues to influence educational policy on a national, state, and local stage. Therefore, this dissertation research was a discursive interpretive policy analysis of language and educational policies. The primary goal of the research was to better inform policy actors within the state of
Oklahoma. It begins by defining the problem, and then examines the history of language ideology and consequent policy. Next, international and national efforts toward language preservation are detailed, and then the dissertation describes the discursive interpretive policy analysis methodology and specific procedures used in order to collect and analyze primary and secondary sources related to language education policy and language preservation. The results of the dissertation study yield further contributions to the dialogue on Native American language education, and language policy and planning, by highlighting the relationship between language ideology, policy, and educational practices that affect school activities and student outcomes.
Advisors/Committee Members: Frick, Willaim (advisor), Linn, Mary (committee member), Maiden, Jeffrey (committee member), Pasque, Penny (committee member), Robbins, Rockey (committee member).
Subjects/Keywords: Interpretive Policy Analysis; Language Policy; Education Policy; Native American Language Revitalization
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APA (6th Edition):
Tribble, J. (2014). LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13871
Chicago Manual of Style (16th Edition):
Tribble, Jeffry. “LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/13871.
MLA Handbook (7th Edition):
Tribble, Jeffry. “LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.” 2014. Web. 18 Jan 2021.
Vancouver:
Tribble J. LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/13871.
Council of Science Editors:
Tribble J. LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13871
University of Oklahoma
4.
Overocker, Emily Griffin.
Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/6071
► Institutions of higher education invest countless resources in developing leadership skills in students; however, the majority of students choose not to engage in the collegiate…
(more)
▼ Institutions of higher education invest countless resources in developing leadership skills in students; however, the majority of students choose not to engage in the collegiate experiences shown to develop the skills that contribute to success after college. In order to stay true to their stated missions and the needs of society, institutions of higher education need to find ways to engage all students in leadership development. Existing research related to participation in leadership development activities and leadership development among non-leader students is negligible.
The purpose of this study was to determine if students who have not identified themselves as leaders have similar perceptions of their skills typically associated with leadership as self-identified leaders when the exclusivity of the term “leadership” was removed. Further, this study explored factors that may be linked to students’ plans to develop their leadership skills, barriers to leadership development, and various circumstances that might encourage participation.
While the statistical analysis of the leadership skills scales showed there was a difference in perception of skills between four different groups of self-identified leaders and non-leaders, finding minimal differences in mean scores on all scales between student leaders and non-leaders indicates that leadership in-and-of-itself was an elite notion that impacts self-efficacy but not the potential for engagement in leadership opportunities. Removing the exclusivity of leadership from leadership development in higher education may open the door for all students to become engaged ultimately helping bridge the gap between the promises of higher education and the skill acquisition expected from the world beyond.
Advisors/Committee Members: Pasque, Penny (advisor), Barker, Rebecca (committee member), Vaughn, Courtney (committee member), Dancy, Elon (committee member), Nicole, Campbell (committee member).
Subjects/Keywords: Education; Higher Education Administration.
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APA (6th Edition):
Overocker, E. G. (2013). Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/6071
Chicago Manual of Style (16th Edition):
Overocker, Emily Griffin. “Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/6071.
MLA Handbook (7th Edition):
Overocker, Emily Griffin. “Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills.” 2013. Web. 18 Jan 2021.
Vancouver:
Overocker EG. Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/6071.
Council of Science Editors:
Overocker EG. Removing the Exclusivity of Leadership: An Evaluation of First-Year Students' Perceptions of Their Skills. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/6071
University of Oklahoma
5.
Lee, Tony.
The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10436
► Job satisfaction has been frequently studied in different types of work settings including higher education; however, there are limited studies that focus on foreign-born faculty…
(more)
▼ Job satisfaction has been frequently studied in different types of work settings including higher education; however, there are limited studies that focus on foreign-born faculty members in the U.S. Also, studies that focus on using self-esteem and mentoring to predict faculty job satisfaction are limited. The purpose of this quantitative study was to compare U.S.-born and foreign-born faculty members’ job satisfaction in 21 research universities based on their country of origin, marital status, faculty ranking, tenure, and mentoring status. Moreover, the study sought to explore the relationship among mentoring, self-esteem, and job satisfaction of U.S.-born and foreign-born faculty members. The instruments used in the study were the Job Satisfaction Scale, Mentorship Effectiveness Scale, and Rosenberg Self-Esteem Scale. The results showed that there was no significant difference in U.S.-born and foreign-born faculty members’ job satisfaction. In addition, there was no significant difference in U.S.-born and foreign-born faculty members’ job satisfaction based on marital status, faculty ranking, and tenure status. However, the results showed that job satisfaction of U.S.-born and foreign-born faculty members who were mentored was significantly different than those who were not mentored. The correlation between self-esteem and faculty job satisfaction was positively correlated, indicating one unit increase in self-esteem would lead to one unit increase in job satisfaction. Furthermore, multiple regression analysis revealed that mentoring and self-esteem as a set was a significant predictor for faculty job satisfaction, accounting for 15.4% of the variance in U.S.-born and foreign-born faculty job satisfaction. The results of this study can be a valuable resource to institutions and institutional administrators in recruiting and hiring quality U.S.-born and foreign-born faculty members as well as developing mentoring programs that may help to ease their career transition and improve their job satisfaction.
Advisors/Committee Members: Lim, Doo Hun (advisor), Dancy, Elon (committee member), Tan, David (committee member), Pasque, Penny (committee member), Hong, Ji (committee member).
Subjects/Keywords: The Relationship Among Self-Esteem; Mentoring; and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculy
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APA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lee, T. (2014). The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10436
Chicago Manual of Style (16th Edition):
Lee, Tony. “The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/10436.
MLA Handbook (7th Edition):
Lee, Tony. “The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty.” 2014. Web. 18 Jan 2021.
Vancouver:
Lee T. The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/10436.
Council of Science Editors:
Lee T. The Relationship Among Self-Esteem, Mentoring, and Job Satisfaction: A Comparative Study of U.S.-Born and Foreign-Born Faculty. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10436
University of Oklahoma
6.
SHIPLEY, TERESA.
A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.
Degree: EdD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/50873
► This process evaluation examines the Youth Philanthropy Initiative (YPI) program in Tulsa, Oklahoma and whether the implementation of this experience is meeting the basic psychological…
(more)
▼ This process evaluation examines the Youth Philanthropy Initiative (YPI) program in Tulsa,
Oklahoma and whether the implementation of this experience is meeting the basic psychological and/or developmental needs of youth. YPI is an outside-of-school organization for teenage development. The lenses through which this evaluation was performed are self-determination theory and the Search Institute’s 40 Developmental Assets framework. These lenses are complementary, as self-determination theory could provide a psychological rationale through which the 40 Developmental Assets are explained.
YPI aims to develop youth into self-aware philanthropists, leaders, and agents for social change. Participation in this program lasts three calendar years. As such, rather than a longitudinal analysis, this evaluation examines the extent to which the four educational elements of YPI—self-awareness, philanthropy, leadership, and community-building—may be achieved. Though existing literature confirms the effectiveness of some youth development programs, no such outcome-driven data exists to place YPI within the spectrum of its peer programs. Results of this process evaluation shed some light on whether YPI should continue its operation, where to make improvements, and how the YPI program may be distinguished from other outside-of-school youth development programs.
Advisors/Committee Members: ADAMS, CURT (advisor), EDWARDS, BEVERLY (committee member), FORSYTH, PATRICK (committee member), HELLMAN, CHAN (committee member), PASQUE, PENNY (committee member).
Subjects/Keywords: YOUTH DEVELOPMENT PROGRAM PROCESS EVALUATION
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APA ·
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APA (6th Edition):
SHIPLEY, T. (2017). A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50873
Chicago Manual of Style (16th Edition):
SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/50873.
MLA Handbook (7th Edition):
SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Web. 18 Jan 2021.
Vancouver:
SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/50873.
Council of Science Editors:
SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50873
University of Oklahoma
7.
Poolaw, John.
Modern Day Warriors: An Exploration of Indigenous Male Graduates.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/299930
► Abstract This study explores successful experiences of Indigenous males who earned a master’s or professional degree from non-native institutions. Research on this population in relation…
(more)
▼ Abstract
This study explores successful experiences of Indigenous males who earned a master’s or professional degree from non-native institutions. Research on this population in relation to persistence and success is limited. The literature is guided primarily on Indigenous undergraduate programs and the barriers Indigenous students face in higher education. However, the literature is limited on the Indigenous graduate student experience. To provide insight into the perspectives and experiences of Indigenous males, Charmaz’ constructivist grounded theory approach and the Indigenous methodology of Story were used. Through in-depth interviews of 11 Indigenous males from across the United States, the graduate school experience of the males was analyzed. The major themes included Tribal Nation Building, Reliance on Support Networks, Warrior Mentality, and Reclaiming of Indigenous Masculinities. Recommendations for future study are to explore Indigenous fatherhood, gay Indigenous men, Indigenous men at different levels of higher education programs, establishment of graduate support programs, and reclaiming Indigenous masculinities.
Keywords: Indigenous males, Indigenous masculinities, Indigenous graduate student success, Tribal Nation Building, Support Networks, Native American males, American Indian male
Advisors/Committee Members: Vargas, Juanita (advisor), Shotton, Heather (committee member), Pasque, Penny (committee member), Garn, Gregg (committee member), Gurney, Gerald (committee member).
Subjects/Keywords: Indigenous; Males; Graduate Student Success; Indigenous Masculinities
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APA ·
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APA (6th Edition):
Poolaw, J. (2018). Modern Day Warriors: An Exploration of Indigenous Male Graduates. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299930
Chicago Manual of Style (16th Edition):
Poolaw, John. “Modern Day Warriors: An Exploration of Indigenous Male Graduates.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/299930.
MLA Handbook (7th Edition):
Poolaw, John. “Modern Day Warriors: An Exploration of Indigenous Male Graduates.” 2018. Web. 18 Jan 2021.
Vancouver:
Poolaw J. Modern Day Warriors: An Exploration of Indigenous Male Graduates. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/299930.
Council of Science Editors:
Poolaw J. Modern Day Warriors: An Exploration of Indigenous Male Graduates. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299930
University of Oklahoma
8.
Ward, Laurie.
WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7910
► This dissertation research project explores the areas of gender characteristics, norms, and roles as may be interpreted by young people through the reading of the…
(more)
▼ This dissertation research project explores the areas of gender characteristics, norms, and roles as may be interpreted by young people through the reading of the three popular young adult book series Harry Potter, Twilight, and Hunger Games. Louise Rosenblatt states that readers of text interact with meaning at either a conscious or subconscious level. With this in mind, knowing that young people are bombarded by gender characterizing information, my research strongly supports the need for students to be taught how to be aware and think and read critically concerning gender messages in literature so that he or she may determine to participate, support, reject, or accept the gender roles, characteristics, or norms being presented to him or her with intent.
Advisors/Committee Members: Angelotti, Michael (advisor), Vaughn, Courtney (committee member), Baines, Lawrence (committee member), Houser, Neil (committee member), Pasque, Penny (committee member).
Subjects/Keywords: Education; Curriculum and Instruction.
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ward, L. (2013). WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7910
Chicago Manual of Style (16th Edition):
Ward, Laurie. “WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/7910.
MLA Handbook (7th Edition):
Ward, Laurie. “WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?.” 2013. Web. 18 Jan 2021.
Vancouver:
Ward L. WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/7910.
Council of Science Editors:
Ward L. WHAT GENDER CHARACTERISTICS, NORMS, AND ROLES MAY BE REPRESENTED IN THE THREE POPULAR YOUNG ADULT NOVEL BOOK SERIES HARRY POTTER, TWILIGHT, AND HUNGER GAMES?. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7910
University of Oklahoma
9.
Bodine Al-Sharif, Mary Ann.
National Identity in Higher Education: The Guardianship of a Kingdom.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/47039
► Changes in the structure of higher education in Saudi Arabia and through advanced scholarship programs abroad have resulted in an educational reformation within the country.…
(more)
▼ Changes in the structure of higher education in Saudi Arabia and through advanced scholarship programs abroad have resulted in an educational reformation within the country. Though the Saudi Monarchy desires to create a knowledge-based society through higher education (Al-Sultan & Alzaharnah, 2012; Romani, 2009), there is also the desire to use education as an instrument of political and social control (Moughrabi, 2009). As more Saudi students’ participate in higher education abroad, a greater likelihood exist that they will gain a heightened awareness of the world around them, participate in political discourse and begin to scrutinize their ruling body (Khalaf & Luciani, 2006). Therefore the purpose of this research was to explore how, if at all, Saudi students talked about making meaning of their national identity since participating in a study abroad opportunity in higher education in the United States. This was accomplished through critical discourse analysis using the lens of a new collective identity model that was structured through a borderlands approach. The findings from the study revealed that Saudi students make meaning of their national identity by examining and reflecting on their perceptions of self in relation to their environments both in Saudi Arabia and the United States, as well as by recognizing and coming to terms with their preconceived perceptions, both real and non-existent, of others based on their commitment to their own individual constructs of identity and that of their collective. Recommendations for future research and program development are included.
Keywords: identity development, collective identity, social constructs of identity, Saudi Arabia, higher education, women’s rights, Saudi educational systems
Advisors/Committee Members: Pasque, Penny (advisor), Dancy, T. Elon (committee member), Gamez Vargas, Juanita (committee member), Vaughn, Courtney (committee member), Frey, Melissa (committee member).
Subjects/Keywords: identity development; collective identity; social constructs of identity; Saudi Arabia; higher education; women’s rights; Saudi educational systems
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APA (6th Edition):
Bodine Al-Sharif, M. A. (2016). National Identity in Higher Education: The Guardianship of a Kingdom. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/47039
Chicago Manual of Style (16th Edition):
Bodine Al-Sharif, Mary Ann. “National Identity in Higher Education: The Guardianship of a Kingdom.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/47039.
MLA Handbook (7th Edition):
Bodine Al-Sharif, Mary Ann. “National Identity in Higher Education: The Guardianship of a Kingdom.” 2016. Web. 18 Jan 2021.
Vancouver:
Bodine Al-Sharif MA. National Identity in Higher Education: The Guardianship of a Kingdom. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/47039.
Council of Science Editors:
Bodine Al-Sharif MA. National Identity in Higher Education: The Guardianship of a Kingdom. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/47039
University of Oklahoma
10.
Stearns, Ami.
Censorship Citadels: Geography and the Social Control of Girls.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10377
► This qualitative study examines the way in which local attempts to censor certain books reflect a greater community agenda of controlling young female behavior, specifically…
(more)
▼ This qualitative study examines the way in which local attempts to censor certain books reflect a greater community agenda of controlling young female behavior, specifically sexual and violent behavior. To abet my argument, I draw on Erikson’s and Durkheim’s theories on boundary maintenance, Gusfield’s symbolic crusades, an intersectional feminist perspective, and scholarship on new forms of religious fundamentalism. Using data on frequently challenged books collected by the American Library Association, I identify the top three cities with populations over 100,000 that issued the greatest number of challenges between 2000 and 2009 (“Censorship Citadels”) and compare these to three cities of similar size that only challenged one or zero titles. I document the changes in percent white, percent foreign-born, percent homeownership, and rates of poverty in each city, in addition to examining visible boundary breaches by girls for each of the three Censorship Citadels and their comparison cities. Visible boundary breaches by girls include 1) higher rates of births to minor girls, 2) no required notification or permission from parents for a minor’s abortion, 3) higher likelihood the school distributes contraceptives and 4) more newspaper articles covering girls’ violence. Lastly, I undertake a content analysis of the books challenged by the Censorship Citadels (N=119) and the comparison cities (N=1) and theorize about the relationship between the books’ contents and the community’s perceived threats from visible norm breaking by girls. I suggest that cities experiencing more demographic changes during the decade and cities housing more megachurches are cities that attempt more social control of girls through frequent book challenges.
Advisors/Committee Members: Sharp, Susan (advisor), Beutel, Ann (committee member), Worthen, Meredith (committee member), Burns, Tom (committee member), Pasque, Penny (committee member).
Subjects/Keywords: Sociology; General.
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APA ·
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APA (6th Edition):
Stearns, A. (2014). Censorship Citadels: Geography and the Social Control of Girls. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10377
Chicago Manual of Style (16th Edition):
Stearns, Ami. “Censorship Citadels: Geography and the Social Control of Girls.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/10377.
MLA Handbook (7th Edition):
Stearns, Ami. “Censorship Citadels: Geography and the Social Control of Girls.” 2014. Web. 18 Jan 2021.
Vancouver:
Stearns A. Censorship Citadels: Geography and the Social Control of Girls. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/10377.
Council of Science Editors:
Stearns A. Censorship Citadels: Geography and the Social Control of Girls. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10377
University of Oklahoma
11.
Gammill, Shellie.
Women Superintendents: The Effects of Gender on Leadership.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/46274
► The superintendency is one of the most heavily masculinized roles in American culture (Brunner & Grogan, 2007). It is documented that women are underrepresented in…
(more)
▼ The superintendency is one of the most heavily masculinized roles in American culture (Brunner & Grogan, 2007). It is documented that women are underrepresented in the position of superintendency. Approximately 20% of the superintendents are women with the percentage being much lower in some regions (Blount, 1998; Brunner, 2000; Glass, 2000; Shakeshaft, 1989). Qualified women are having a difficult time getting an interview for the open positions, much less a position as a superintendent. There are a multitude of issues according to literature that stands in the way of women following the path toward administration. This study was conducted in order to examine one of the pieces that could contribute to the research about women and the way they lead.
The purpose of this qualitative research study is to explore the relationship between gender and the leadership styles utilized by women superintendents. This study primarily serves as an educative instrument by sharing the lived experiences of women superintendents. The interpretive paradigm, hermeneutic phenomenology, was selected because of the potential to generate new understandings of complex multidimensional human phenomena. Ten women superintendents who could illuminate the phenomena were interviewed and themes were pulled out to help answer the question if gender affects the leadership style that women use and if that contributes to their success as a leader.
A series of interviews, journal notes, audio-recordings, and transcriptions were used to collect the data for this interpretive phenomenological study. van Manen’s (1990, 2014) phenomenological methodology provides an overlay with which to understand the participants’ existential lifeworlds. The research project used existing themes of relationships, power, self-esteem with eleven common leadership theories to explore the experiences of women superintendents.
The findings indicate that women continue to battle sexism to obtain and maintain successful employment as district superintendent. Stakeholders continue to believe and express opinions that women are not fiscally responsible or capable of being the instructional leader of their local districts. Women are routinely questioned privately and publicly about their qualifications and decisions. The significance of the study calls for future research to enrich the understanding of how women have navigated the challenges to successfully lead school districts. Additional voices of women superintendents with experiences in a wide variety of setting need to be conducted.
Advisors/Committee Members: Maiden, Jeffery (advisor), Vaughn, Courtney (committee member), Pasque, Penny (committee member), Houser, Neil (committee member), Jones, John (committee member).
Subjects/Keywords: Women; Superintendents; Hermeneutic Phenomenology
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APA (6th Edition):
Gammill, S. (2016). Women Superintendents: The Effects of Gender on Leadership. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/46274
Chicago Manual of Style (16th Edition):
Gammill, Shellie. “Women Superintendents: The Effects of Gender on Leadership.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/46274.
MLA Handbook (7th Edition):
Gammill, Shellie. “Women Superintendents: The Effects of Gender on Leadership.” 2016. Web. 18 Jan 2021.
Vancouver:
Gammill S. Women Superintendents: The Effects of Gender on Leadership. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/46274.
Council of Science Editors:
Gammill S. Women Superintendents: The Effects of Gender on Leadership. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/46274
University of Oklahoma
12.
Pecha, David.
A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10423
► Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can…
(more)
▼ Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can impact students’ progression to obtaining college degrees, delivery of information to these students is both timely and important. Several instructional delivery strategies are available to faculty teaching consumer education.
Three instructional methods available to disseminate this information include the traditional classroom lecture, use of multimedia clips, and the use of case studies. With the use of Bloom’s Taxonomy of Educational Objectives and a combination of Tiers designed to track gain in short-term cognitive knowledge involving the most basic concepts up to the most complex issues relating to personal credit card debt, a quantitative study was conducted to see which teaching strategy was most effective in helping students gain that short-term knowledge.
Overall, students gained knowledge after exposure to credit card information. No single teaching strategy when analyzed individually was significant however in providing that knowledge. When looking at co-variants such as exposure to consumer education in high school or motivation to apply for a credit card in the future, the lecture method did provide significance within certain tiers. The findings drawn from this study reveal that the specific instructional delivery method in providing consumer education to students is not the key factor but the fact that somehow making that learning opportunity available to college students is the critically important component. Implications from this study impact not only students, but their parents, consumer education instructors, credit card companies, and policy makers as the next generation of fiscally responsibly community members are educated.
Advisors/Committee Members: Tan, David (advisor), Vargas, Juanita (committee member), Barker, Rebecca (committee member), Pasque, Penny (committee member), Houser, Neil (committee member).
Subjects/Keywords: Education; Adult and Continuing.
Record Details
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APA ·
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MLA ·
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CSE |
Export
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APA (6th Edition):
Pecha, D. (2014). A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10423
Chicago Manual of Style (16th Edition):
Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/10423.
MLA Handbook (7th Edition):
Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Web. 18 Jan 2021.
Vancouver:
Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/10423.
Council of Science Editors:
Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10423
University of Oklahoma
13.
Ozias, Moira.
White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/51916
► College campuses continue to be inequitable spaces for students as access and experiences are stratified by race, gender, and class, among other social categories. As…
(more)
▼ College campuses continue to be inequitable spaces for students as access and experiences are stratified by race, gender, and class, among other social categories. As access to higher education has broadened, white women have gained access in greater percentages than most other race-gender groups; they are the most numerically represented in higher education as a whole, while their access to high status majors and elite institutions continues to lag behind that of white men. We also know, however, that white women have played historically significant and specific roles in the maintenance of racially unjust systems. We know very little, however, about how their experiences as students on college campuses contributed to or shaped their ways of doing racism. Undoubtedly, experiences of patriarchy, as well as heterosexism, classism, ablism and other oppressions shaped their ways of participating as white women in the racial order. This study asks the following questions as a way to better understand intersecting dynamics of power in higher education and white women’s experiences of and participation in these dynamics of oppression:
• In what ways do undergraduate white women experience college?
• In what ways do white women do racism while in college?
• What college experiences shape and support the ways that white women learn and do racism?
I use critical narrative inquiry, involving a two-stage interview process using open-ended interviews and photo elicitation. Four resonant threads echo through the narratives highlighting the ways that whiteness shapes their storied experiences: 1) desires for comfort and niceness, 2) silences and narratives shifts, 3) entitlements to space, and 4) aims for an unattainable ideal. These threads are supported by participants’ engagement in high impact educational practices (HIPs), uncovering the ways that (HIPs) serve as gendered curricula of white ignorance. This study suggests the decolonial frame and practice of answerability (Patel, 2016) as a way to reconceptualize not only high impact educational practices, but structures and practices as a whole within post-secondary education.
Advisors/Committee Members: Dancy, T. Elon, II (advisor), Davidson, Maria del Guadalupe (committee member), Edwards, Kirsten T. (committee member), Pasque, Penny A. (committee member), Eodice, Michele (committee member).
Subjects/Keywords: Education, Higher; Education, Higher Education Administration; Sociology, Ethnic and Racial Studies; Gender Studies
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Ozias, M. (2017). White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/51916
Chicago Manual of Style (16th Edition):
Ozias, Moira. “White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/51916.
MLA Handbook (7th Edition):
Ozias, Moira. “White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College.” 2017. Web. 18 Jan 2021.
Vancouver:
Ozias M. White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/51916.
Council of Science Editors:
Ozias M. White Women Doing Racism: A Critical Narrative Inquiry of White Women's Experiences of College. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/51916
University of Oklahoma
14.
Davenport, Amy Marie Holt.
Building University Community: A Phenomenological Study of Faculty In Residence.
Degree: PhD, 2009, University of Oklahoma
URL: http://hdl.handle.net/11244/320242
► For these reasons, FIR programs are extremely valuable in institutions of higher learning. They promote student-faculty interaction and provide both students and faculty members benefits…
(more)
▼ For these reasons, FIR programs are extremely valuable in institutions of higher learning. They promote student-faculty interaction and provide both students and faculty members benefits including those found in this study: the relationships, the gratification of teaching moments, the safe havens for open for debate and experimentation, and activities that provide common bonds between students and faculty members. The FIRs, students, staff, and environment are not mutually exclusive. All are dependent upon each other; all become one as the
university community.
Advisors/Committee Members: Pasque, Penny (advisor).
Subjects/Keywords: Resident assistants (Dormitories) – Oklahoma – Norman; Teachers and community – Oklahoma – Norman
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APA ·
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APA (6th Edition):
Davenport, A. M. H. (2009). Building University Community: A Phenomenological Study of Faculty In Residence. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320242
Chicago Manual of Style (16th Edition):
Davenport, Amy Marie Holt. “Building University Community: A Phenomenological Study of Faculty In Residence.” 2009. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021.
http://hdl.handle.net/11244/320242.
MLA Handbook (7th Edition):
Davenport, Amy Marie Holt. “Building University Community: A Phenomenological Study of Faculty In Residence.” 2009. Web. 18 Jan 2021.
Vancouver:
Davenport AMH. Building University Community: A Phenomenological Study of Faculty In Residence. [Internet] [Doctoral dissertation]. University of Oklahoma; 2009. [cited 2021 Jan 18].
Available from: http://hdl.handle.net/11244/320242.
Council of Science Editors:
Davenport AMH. Building University Community: A Phenomenological Study of Faculty In Residence. [Doctoral Dissertation]. University of Oklahoma; 2009. Available from: http://hdl.handle.net/11244/320242
. 
Open Access Theses and Dissertations