Browsing by Author "Donovan, Jody, committee member"

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Open Access
Hazed perceptions: a qualitative analysis of college students' definitions and perceptions of hazing in student organizations
(Colorado State University. Libraries, 2018) Alexander, Kellie D., author; Opsal, Tara, advisor; Unnithan, N. Prabha, committee member; Donovan, Jody, committee member
While hazing gains media coverage when tragedy occurs or incidences of hazing activities are leaked to social media, this topic at universities receives little to moderate sociological attention. Many consider hazing a widespread problem given that some research estimates that as many as 55 percent of college or high school students have been involved in these activities. Notably, however, additional evidence indicates that students often resist understanding hazing activities as such. Clearly, these kinds of attitudes are important to consider when developing anti-hazing programming or campaigns, especially as colleges and universities in the United States have witnessed a steady rise in hazing-related deaths and injuries, which have produced complex legal issues and questions. This study uses data obtained through semi-structured qualitative interviews of college students to understand how members of sororities, fraternities, and sports club teams define and understand hazing. These conceptualizations are compared to their university's official policy around hazing, and the differences and similarities between the two are discussed. This research illuminates three primary themes in how students define hazing, as well as a disjuncture between how students define hazing and how they perceive their own experiences of hazing. Policy implications and broader recommendations around hazing prevention will be considered.
Open Access
"How do you do the right thing and not get fired or ruin your career?": hazing in academic institutions – the role of university administrators in prevention and education
(Colorado State University. Libraries, 2025) Alexander, Kellie Dona, author; Opsal, Tara, advisor; Unnithan, N. Prabha, committee member; Nowacki, Jeffrey, committee member; Donovan, Jody, committee member
Hazing continues to be a pervasive issue on college campuses, posing significant risks to student health, safety, and well-being while undermining institutional efforts to create inclusive and supportive environments. One notable gap in the existing literature is the role of administrators involved in hazing prevention, education, and policy development at their respective institutions. This mixed-methods study explores hazing prevention and education by examining the mechanisms of prevention and education that administrators draw on, their perspectives and experiences, as well as the challenges faced by college administrators tasked with addressing this critical issue. Drawing on the perspective of organizational decline (Levine, 1978;1980), I argue that institutional, structural, and cultural differences significantly influence these barriers and shape how administrators navigate and overcome them. Through a combination of qualitative interviews with college administrators and quantitative surveys assessing campus hazing prevention and education efforts, this study aims to identify key obstacles to effective work in this arena and propose actionable strategies for advancing these efforts in higher education. The qualitative interviews explore administrators' experiences, perceptions, and strategies related to hazing prevention, with a particular focus on the challenges they face in balancing competing institutional priorities, gaining support from students and families, as well as the influence of donors and alumni. Based on these findings, I offer recommendations for strengthening hazing prevention initiatives. This research contributes to the literature on hazing and higher education by centering the experiences and perspectives of administrators, who play a pivotal but often overlooked role in prevention efforts. It also bridges the gap between theory and practice by integrating sociological insights with actionable recommendations, offering a roadmap for advancing anti-hazing initiatives that are both effective and sustainable.
Open Access
Participant outcomes of restorative justice conferencing within a higher education student disciplinary context
(Colorado State University. Libraries, 2025) Wichmann, Brooke Elizabeth, author; Cavanagh, Tom, advisor; Chesson, Craig, committee member; Vigil, Patricia, committee member; Donovan, Jody, committee member
The focus of this dissertation was to understand the experiences of participants who engaged in restorative justice conferencing as part of a university's student conduct process. Student misconduct has long been a challenge within higher education, and some see restorative justice as an effective means of addressing student violations of university rules and norms. While restorative justice has been associated with positive outcomes for participants in criminal justice and K-12 educational settings, little research has been done on restorative justice within higher education. With more colleges and universities interested in incorporating restorative justice into their student conduct process, it is important to understand the experiences of participants who engage in restorative justice processes in these settings. As part of this dissertation, a non-experimental quantitative study was conducted with victims, student offenders, and community members who participated in a restorative justice conference as part of Colorado State University's student conduct process. Participants were administered pre and post-conference surveys with quantitative questions designed to obtain information about their attitudes, perspectives, experiences, and motivations. Quantitative descriptive analysis was used to investigate the frequency and variation of their scores and connections were explored between participant responses and the restorative justice theoretical paradigm, empirical findings of restorative justice research, and contemporary student conduct standards. The findings of this study suggest that it is possible for campus restorative justice programs to foster positive experiences for participants, follow contemporary student conduct standards, and be aligned with restorative justice theory. The dissertation concludes with recommendations for future research that are presented along with implications for practice to help colleges and universities operate effective restorative justice programs.
Open Access
Still standing strong: the pathways, self-reliance, and resiliency of independent status students at Colorado State University
(Colorado State University. Libraries, 2017) Eman, Rebecca, author; Opsal, Tara, advisor; Cross, Jennifer, committee member; Donovan, Jody, committee member
This thesis seeks to understand the ways in which forms of adversity and resiliency operate in the lives of independent status students at Colorado State University (CSU). Specifically, this research investigates the ways in which these components have impacted students' educational experiences at CSU. Using a grounded theoretical approach, in-depth interviews were conducted with 19 students. Participants identified as having an independent status at CSU were contacted to participate in this research. The results from this thesis present several important findings. Such findings include the ways in which certain variables serve as pathways for participants to college, including: envisioning college as a reality, student's conceptualization of school, and financial assistance. Results also identify the ways in which forms of social and emotional support aid in the maintenance of participants' resiliency once they have made it college. Finally, participants' self-concept of their independent status through the idea of self-reliance is examined. In conclusion, this thesis points to three important recommendations: (1) the need for independent status students' increased access to mental health services during secondary education, and (2) continued research conducted on the impact of peer relationships for youth, especially utilizing the theoretical conceptualizations of resiliency, and (3) the need for more focus on how students' self-concept shapes their process of resiliency and the ways in which they draw on various forms of support while at college.