Browsing by Author "Jackson, Jessica, committee member"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
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 Cut it out: a novel, quantifiable approach to kerf mark analysis using 3D confocal microscopy and machine learning(Colorado State University. Libraries, 2023) Benson, Wyatt H., author; Pante, Michael C., advisor; Du, Andrew, committee member; Jackson, Jessica, committee memberForensic methods must adhere to the Daubert standard to be deemed as admissible evidence in court. Current critiques regarding how well this standard is upheld have also challenged whether current forensic practices truly meet the Daubert standard. For example, kerf mark analyses can reveal trace evidence in sharp force trauma cases but a lack of quantitative studies and standardized analytical methods leave the field open to potential scrutiny. While previous research frequently classifies marks as either the product of serrated or non-serrated blades, further identifications are rarely made confidently. The goal of this project is to determine whether variations in 3D micromorphological variables can be used to quantitatively discriminate between kerf marks made by different knife types and blade classes. Here, kerf marks were produced using five different knives on bovid diaphyses, 3D scanned using profilometric microscopy, measured for both volumetric and profile variables, then analyzed using quadratic discriminant analysis. Results show individual knives were classified correctly in only 52% of attempts. However, blade class – serrated vs. non-serrated vs. partially serrated – was successfully identified in 97% of attempts. Significantly, our results differentiate between kerfs produced by serrated blades, non-serrated blades, and partially serrated blades, not only allowing for more specific blade identifications but also producing a quantifiable and replicable method meeting the Daubert criteria.