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Browsing by Author "Barone, Ryan, advisor"

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    Evaluating the impact of introducing social norms statements on rape myth acceptance among Division III male athletes
    (Colorado State University. Libraries, 2019) Hirsch, Dan, author; McKelfresh, David, advisor; Barone, Ryan, advisor; Kilmer, Jason, committee member; Folkstead, James, committee member; Siller, Tom, committee member
    Sexual violence on college campuses is a serious and pervasive issue facing higher education in the United States. Social norms interventions provide a promising framework for reducing sexual violence on college campuses. Some research has been conducted using social norms interventions with student athletes, but the findings are inconsistent between Division I and III levels. The purpose of this study was to a) examine the role and impact of social norms and rape myth acceptance (RMA) among male student athletes at Division III programs and b) better understand the influence of normative clarification on male student athlete behavior in small school settings. A survey was distributed to over 200 male, student athletes at a small, private, liberal arts institution and was comprised of three instruments: 1) the Student Athlete Social Norms Survey, 2) the Hypermasculinity Inventory and 3) the Illinois Rape Myth Acceptance Scale. Participants were placed into three different test conditions (no norms / control, high norms and low norms) to measure the influence of normative statements on their rape myth acceptance. No statistically significant differences were found between levels of rape myth acceptance across the intervention groups. The findings support earlier studies that found differences in the impact of normative campaigns between Division I and Division III student-athletes.
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    The perils of parenting: a phenomenological study of the unpartnered mother scholar experience
    (Colorado State University. Libraries, 2024) Kopp, Claire, author; Barone, Ryan, advisor; Jennings, Louise, committee member; Kent, Suzanne, committee member; Reynolds, Cerisa, committee member
    As recent attacks on the rights of women and gender minorities exemplify, sexism and gender privilege are structural forces ingrained in the fabric of U.S. society. Unfortunately, higher education is not immune to such structural forces and can reinforce the power associated with gender privilege. This phenomenological research study, in concert with my own recollections and anecdotes, critically examines how structures within higher education support the empowerment of privilege through the stigma of unpartnered motherhood and the femininization of caregiving. The study explores the experiences of nine unpartnered student parents who directly encounter significant structural barriers related to sexism and gender privilege. Through narrative-storytelling and poetic analysis, this study documents the lived experiences of nine diverse unpartnered mothers living with extreme precarity, facing incredible uphill struggles to make a new and better life for themselves and their children. The research findings uncover a high level of mental health challenge for unpartnered mothers and their children but also a high level of motivation and desire to succeed within their selected programs. The study also uncovers how capitalist influenced ideals of motherhood conflict with standards of ideal scholarship to create an identity crisis whereby one is forced to choose between being a good scholar or a good mother. Practical recommendations are provided for service providers including administrators, faculty, and student service units.
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    Wicked problems, complexity, and mid-level leadership in higher education: an action learning research project
    (Colorado State University. Libraries, 2023) Ferris, Sean, author; Barone, Ryan, advisor; Poon, OiYan, committee member; Williams, Elizabeth, committee member; Johnson, Jennifer, committee member
    Public research universities in the United States face myriad problems, many of which result in inequitable outcomes and experiences for people from marginalized populations. How stakeholders understand, value, and pursue solutions within the complex organizational context of public higher education further complicates problems of inequity and injustice. Challenges of this type can be understood as wicked problems (Rittel & Webber, 1973) and the organizational setting of public higher education a complex adaptive system (Lohmann, 2006; Mandviwalla & Schuff, 2014). A significant gap exists in the scholarship informing how higher education leaders understand and pursue solutions to the wicked problems they face within the complex adaptive systems of public universities. For this research, I used action learning methodology to explore leadership with a small group of midlevel professionals from public universities working to address challenges of inequity and injustice. Through the action learning methodology, the research process catalyzed learning and impact for participants in their local settings. Together, the participants and I generated knowledge on leadership to address wicked problems in public universities and share the research experience through the participants' accounts of practice and our practitioner learning.
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    Words matter: how institutional disruption policies reinforce white power in higher education
    (Colorado State University. Libraries, 2023) Zanotto, Anton, author; Barone, Ryan, advisor; McKelfresh, David, advisor; Chesson, Craig, committee member; Opsal, Tara, committee member
    Student conduct exists as the intersection of student development theory, legal compliance, and institutional policies. While literature in the K-12 and criminal legal system shows the way that policy has a disproportionately negative impact on Black, Indigenous, and other People of Color, there are few studies that do similar work in higher education. Furthermore, research in student conduct largely focuses on student learning and conduct administrator practices and does not consider the policies at the root of our practice. This study explores the campus discourse about disruption at eight institutions of higher education and uses a theoretical framework that uniquely considers the various nuances of this work. By centering the policies and using a critical policy discourse analysis methodology, I enter the discussion about how to create liberatory policy that subsequently supports the practice of many student conduct administrators. The subsequent model offers a set of guiding principles for liberatory policy revision and development for the future.