Browsing by Author "Barone, Ryan, committee member"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Open Access A funds of knowledge study on the college persistence experiences of first year Latinx students in the College Assistance Migrant Program (CAMP)(Colorado State University. Libraries, 2022) Bocchetti, Miriam L., author; Muñoz, Susana, advisor; Barone, Ryan, committee member; Ishiwata, Eric, committee member; Zarestky, Jill, committee memberThe increasing numbers of Latinx students enrolling in post-secondary education has resulted in a compelling need for colleges and universities to understand the complexities of the Latinx migrant student experience, with the hopes that understanding the nuances of the Latinx migrant student experience can assist educators in developing and enhancing initiatives to better support this population of students. It has been well documented that this marginalized and underserved student population historically encounters unique challenges as they navigate the oppressive systems of higher education. Using funds of knowledge as a theoretical lens, this phenomenological study explores the college persistence experiences of first-year, Latinx participants enrolled in the College Assistance Migrant Program (CAMP), a federally funded program designed to support migrant students in their first year of post-secondary education.Item Open Access Barstool consequences: college students' risk perceptions when interacting with Barstool Sports' modeling of the college experience through Instagram(Colorado State University. Libraries, 2019) Coviello, Jenna, author; Faw, Meara, advisor; Marx, Nicholas, committee member; Barone, Ryan, committee memberThis study focuses on how college students engage with the various Instagram accounts run by Barstool Sports (e.g., @chicks, @barstoolsports, @5thyear, and college-affiliated Barstool Instagrams) and how engagement influences their perceptions of risk and risky behavior decision-making. Through this study, I review the literature surrounding Social Cognitive Theory (SCT) and risk communication. I also give an overview of Barstool Sports and how they present college students in the previously mentioned Instagram accounts. I looked to answer two research questions: RQ1: How does Barstool's affiliated Instagram accounts showcasing college-student-produced videos model destructive and risky behaviors? RQ2: How do Barstool Sports' Instagram accounts influence college-aged consumers' perceptions of risk and decision making in the college experience? I conducted fifteen interviews with recent college graduates of universities who have previously consumed and/or currently consume media with Barstool Sports' affiliation. My goal was to understand how participants' consumption of this media specifically affects their cognitive development, risk perceptions, and, ultimately, the culture of their college institution. I coded the interviews through thematic analysis and discovered three, key themes in RQ1: Glorifying college stereotypes as the "norm," imitation and "one upping" to be featured, and college life as opportunity for Barstool content causes a need to be vigilant of one's actions. Five, key themes were uncovered in RQ2: Being featured on Barstool and consuming Barstool for "coolness," popularity, and social clout; dissonance from personal morals; cringy and risky images provide entertainment, but to a certain extent; recognition of the unexpected (and sometimes expected) negatives of Barstool features and a student's selective disengagement and its association to a college's mission and conduct expectation. Because college is a time when students run the risk of developing negative habits that can damage their academic standing, negatively impact their health, and result in struggles with university student conduct codes, this research can provide clarity on why students choose to partake in the behaviors and actions like those portrayed on these Instagram accounts.Item Open Access Coming to terms with myself: exploring the development of emerging white racial justice accomplices in college(Colorado State University. Libraries, 2023) Ash-Balá, Ellie, author; Muñoz, Susana, advisor; Barone, Ryan, committee member; Jackson, Jessica, committee member; Poon, OiYan, committee memberMany of the conversations about diversity, equity, and inclusion in higher education rightly focus on the experiences of BIPOC (Black, Indigenous, and People of Color) students and how to support them on their educational journey. Fewer of the conversations involve naming and interrogating the oppressive systems that cause these students to need additional support in the first place. Additionally, education scholars highlight the difficulty of engaging White students in conversations about race. When challenged, White students often get stuck in emotional turmoil—experiencing emotions such as guilt, fear, and defensiveness—and they spend the bulk of their energy trying to prove they are not racist instead of learning, growing, or fighting racism. The purpose of this study was to explore the experiences of White students and how they develop as White people committed to racial justice while in college, with a particular emphasis on navigating emotionality. This study employed a critical qualitative approach using constructivist grounded theory methodology. Informed by sensitizing concepts from critical whiteness studies and the literature on White emotionality, I generated a model for the development of emerging White accomplices. The model identifies five critical characteristics that make up the emerging accomplice mindset: curiosity, agency, empathy, acceptance of discomfort, and persistence in the journey. These characteristics empower and sustain White students as they develop in their commitment to racial justice and enable them to constructively navigate challenges they encounter. Insights gleaned from this study can inform educators as they seek to strategically empower White students to move through their guilt and insecurities to take actions as racial justice accomplices.Item Open Access “THE PAST COLLIDING WITH THE PRESENT”: A GROUNDED THEORY OF FOSTER CARE IDENTITY DEVELOPMENT(Colorado State University. Libraries, 2024) Hoffman-Cooper, Angela, author; Muñoz, Susana, advisor; Barone, Ryan, committee member; Jennings, Louise, committee member; Opsal, Tara, committee memberThrough their contributions to thought pieces, advocacy activities, and presentations, several individuals with experience in foster care have affirmed the presence of a foster care identity that persists into adulthood with continued significance after exiting foster care and after graduating college. Likewise, several studies have contributed findings related to a foster care identity in the context of foster care or college, while others have alluded to the continued presence of a foster care identity after college graduation. Yet, there is a paucity of research that has considered how college graduates with experience in foster care (CGEFC) make meaning of developing a foster care identity over time. The purpose of this constructivist grounded theory study was to understand the meaning making process of developing a foster care identity for college graduates who were formerly in foster care and to identify the critical influences on the meaning making process. Data were collected through a series of three semi-structured interviews with nine participants who all experienced foster care on or after their 13th birthday, had graduated with a bachelor’s degree, and identified as having a foster care identity. The extant literature and a conceptual framework guided the initial directions of the study and provided the sensitizing concepts that I drew on and departed from as I co-construct the interviews with the participants, analyzed the data, and engaged in theoretical sampling.The result of this study was an emerging theoretical perspective on the meaning making process of developing a foster care identity grounded in the experiences of the participants. The emerging theory includes five components that can be understood as sub-processes of the meaning making process of developing a foster care identity including: (a) experiencing disrupted developmental environments, (b) seeking a sense of self, (c) becoming aware of a foster care identity, (d) doing the healing work, and (e) finding meaning in experiences. Each component is explained by three dimensions that describe and characterize how the component comprises part of the meaning making process of developing a foster care identity. The components and dimensions are critically influenced by three contextual factors: (a) micro-macro level perceptions of others, (b) variations in family privilege, and (c) time. The emerging theory is intended to be dynamic in that it is not a stage-based ordinal model of identity development, rather it represents how participants uniquely made meaning of developing a foster care identity with increasing complexity over time. The emerging theory is nuanced as participants’ meaning making process of developing a foster care identity differed as some individuals experienced some but not all the components or dimensions of the theory, participants experienced the components or dimensions in various orders, many participants experienced some of the components and dimensions repeatedly, and frequently the experiences in one component and dimension had impact on the other components and dimensions. The findings of this study inform recommendations for how the child welfare system and higher education institutions can support youth and students with experience in foster care through the process of developing a positive sense of self, and more specifically support their development of a foster care identity in a positive and affirming manner. Further, this study affirms a foster care identity is a construct worthy of exploring in future studies with further consideration of a foster care identity at the intersection of other personal and social identities and with attention to additional contexts.