Mountain Scholar :: Browsing by Author "Jennings, Louise, committee member"

Browsing by Author "Jennings, Louise, committee member"

Now showing 1 - 20 of 33

Open Access
A phenomenological study of the lived experience of re-entry adjustment of Fulbright FLTA alumni from North Africa and South Asia
(Colorado State University. Libraries, 2018) Marquis, George, author; Kuk, Linda, advisor; Berensek, Alexandra, committee member; Jennings, Louise, committee member; Lynham, Susan, committee member
Sojourners returning to their home countries after working or studying in the United States may face challenges in the re-entry adjustment process. Traditionally, much research on the experience of re-entry adjustment has been survey-based, with researcher-crafted questions not allowing for in-depth and nuanced perspectives of the sojourners. Drawing on in-depth, qualitative interviews from nine North African and South Asian alumni of a Fulbright's Foreign Language Teaching Assistants (FLTA) program, this study employed interpretative phenomenological analysis to capture descriptions of participants' lived experience of re-entry adjustment. Interpretative analysis of unique individual lives combined the situated perspectives of both the participants and researcher. While the in-depth interviews revealed unique lived experiences, careful analysis also revealed four superordinate phenomenological themes of re-entry adjustment: Confidence and a Sense of Empowerment; Comparisons of the Home and Host Countries, Heightened Critical Sensitivity, and Adopting a Re-entry Style. The themes offer a clearer picture of the challenges of returning to areas of the world that are quite different in terms of culture and development from the United States. Descriptions of lived experience were infused with strong feelings and emotions that sometimes typified a process of grieving over separation and loss. Data revealed that the participants struggled to make sense of their current home environment and questioned whether returning home was the correct decision. However, data also revealed participants' strong sense of obligation to family and desires of participants to build on their experiences in the United States and achieve impact. Participants described their desire to transfer knowledge, skills, and new perspectives to their home countries, but expected some resistance. The findings suggest that alumni would benefit from opportunities to discuss their re-entry adjustment challenges in a more supportive home culture environment.
Open Access
A qualitative study of disease adjustment: inflammatory bowel disease post-traumatic growth
(Colorado State University. Libraries, 2018) Bascom, Elise, author; Chavez, Ernest, advisor; Fisher, Gwenith, committee member; Jennings, Louise, committee member; Prince, Mark, committee member
The current study developed a model of post-traumatic growth to assess the multiphasic, transitional experience of patients diagnosed with inflammatory bowel disease (IBD) by a provider at the Centers for Gastroenterology in Northern Colorado. Specifically, this study examined individuals within the IBD population who have received a diagnosis of either Crohn's disease (CD) or ulcerative colitis (UC). Consensual Qualitative Research (CQR) was used to identify the primary domains and subthemes from six participant interviews. Four large domains were extracted from the data, which were used to construct a model of Inflammatory Bowel Disease Post-Traumatic Growth (IBDPTG). The four, major domains include identity loss/grief, the perception effect, identity reconstruction, and post-traumatic growth (PTG). The original model proposed for this study included all of the aforementioned domains, except for the perception effect. The trained research team involved in this study conducted three meetings to discuss and compare domain/thematic findings. We identified that participants' attitudes/beliefs about their diagnosis was a precursor to progressing to the identity reconstruction phase, and, therefore, needed its own, distinct domain. Subthemes were also identified in each of the four domains, which further captured the nuances and complexities of IBD disease management for our participants. Participants were also asked to complete two sets of the Beck Depression Inventory-II (BDI-II), two sets of the Beck Anxiety Inventory (BAI), one Symptom Checklist 90-R (SCLR-90-R), and the Post-traumatic Growth Inventory (PTGI). Participants were asked to retrospectively complete the first set of self-report questionnaires (BDI-II, BAI, SCL-90-R), as they reflected on their psychological state during their most severe disease experience. We then conducted a semi-structured interview with each participant that lasted approximately 60-75 minutes. After the interview portion of the study, we asked participants to complete the BDI-II and BAI based on their symptom presentation within the last two weeks. We compared the difference between levels of anxiety and depression during active and inactive disease flares. Scores on the BDI-II indicated that participants experienced high levels of depression during severe flares, but that their mood greatly improved with adjustment and mental stability. Scores on the BAI also indicated that the participants experienced higher levels of anxiety during periods of disease relapse, as opposed to periods where their disease was dormant. The SCL-90-R was used to supplement the qualitative data obtained during the interviews. The PTGI was given to the participants at the end of the study to examine whether our qualitative data captured any additional, potentially disease-related growth not yet addressed on the questionnaire. The three subthemes identified in the domain of PTG include: positive personal growth, positive social growth, and positive growth in disease perception.
Open Access
A survey of graduate social work educators: teaching perspectives and classroom environments
(Colorado State University. Libraries, 2012) Danhoff, Kristin Lindsay, author; Morgan, George A., advisor; Buchan, Victoria V., advisor; Seiz, Robert, committee member; Jennings, Louise, committee member
Social work educators have the challenging task of preparing students to be ethically, morally, and socially responsible professionals. As professionals in the 21st Century, social workers are faced with ever increasing complexity and change. Teaching philosophies are at the foundation of what educators do in the classroom. Research about teaching perspectives in social work education is limited. The purpose of this descriptive, survey study is to better understand the teaching perspectives of graduate social work educators when teaching human rights, social and economic justice (HRSEJ) content and the actions educators reported taking to create their classroom environment. The current study is a quantitative, online survey design. Two separate instruments were combined into one online survey hosted on SurveyGizmo. The two instruments were the Teaching Perspectives Inventory (TPI) and a newly developed Classroom Environment Scale (CES). The 45-item TPI had 5-point Likert scales and the 12 item CES had 7-point Likert scales. Participants in the study were graduate social work educators in CSWE accredited programs who had experience teaching human rights, social and economic justice content (HRSEJ). Fifty graduate faculty responded to the online survey and 48 completed the whole survey. Findings suggest that the majority of these graduate social work educators held teaching perspectives that aligned with the theoretical basis of this study. In this study, the majority of graduate educators held a Developmental perspective (42%) with an additional quarter that held an Apprenticeship (26%) perspective as dominant. Although infrequently dominant, this sample of faculty had a higher mean score for Social Reform than any of the other groups of professionals in the TPI database. When comparing the current social work educators who teach in private vs. public or denominational vs. all other types of institutional auspices, no significant differences were found. Also, this study compared the social work course where the HRSEJ content was covered by the faculty member, and no significant differences were found for individual courses. There was a relationship between the actions related to the classroom environment and the Developmental, Nurturing, Social Reform, and to a lesser extent, Apprenticeship perspective. Faculty in this study also began to define what components they felt were necessary for an environment that would support critical thinking. Educators in this study identified dialogue around the exposure of students to different points of view as crucial in supporting critical thinking in social work education. Just over a half of all respondents also felt that respect, safe climate, and the modeling of openness was key to an environment for critical thinking. In this study, when an educator was more likely to share feelings, they were also more likely to challenge all students to explore their assumptions, use their own feelings to model the importance of questioning habitual ways of thinking, and recognize the risks for students to explore their assumptions. Recommendations for social work education are to take notice of our teaching philosophies and the impact they have on student's experience and learning. To answer critics requires that the profession thoughtfully examine all of the elements of the teaching/learning exchange and to understand how they impact the profession, the student, and educators alike.
Open Access
A thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students
(Colorado State University. Libraries, 2017) Armendariz, Cynthia Núñez, author; Aragon, Antonette, advisor; Anderson, Sharon, committee member; Jennings, Louise, committee member; Scott, Malcolm, committee member
College access and college enrollment rates are significantly lower for students of color, students from lower socioeconomic backgrounds, and first-generation students (Reese, 2008). High schools, universities, and state and federal agencies have all recognized that the gap in college enrollment between students of color and their white counterparts is a major issue (Loza, 2003). High schools have implemented college prep classes and dual enrollment programs, universities have built bridge and pre-college programs, and the federal government has implemented legislation and provided funding geared at closing the enrollment gap between students of color and white students (Reese, 2008). Even with the various forms of interventions, the issue of low post-secondary enrollment specific to students of color continues. This study examines the experiences of Latina/o students who participated in the Excel Pre-Collegiate Program, a pre-college program offered through Metropolitan State University of Denver. In addition, the study explored how the participants' culture and background influenced their college-going and general educational experience. The study found that pre-college programs are an important and needed opportunity for students to gain the skills and knowledge to successfully navigate the college application process and enroll in college. Pre-college programs address many of the barriers and challenges that deter Latina/o students and students of color in general from attending higher education institutions.
Open Access
Advancing equity in middle school science: the role of classroom cultures and curricular structures
(Colorado State University. Libraries, 2023) Singleton, Corinne, author; Birmingham, Daniel, advisor; Jennings, Louise, committee member; Koslovsky, Matthew, committee member; Most, David, committee member; Penuel, William R., committee member
This dissertation explores the role of classroom culture in shaping equitable student experiences and outcomes in science education, and examines how curricular structures might further reinforce equity. Here, equity in science education means supporting student identification, belonging, and learning in science, with particular attention to disrupting historical patterns of inequity that have created barriers to participation for students from historically marginalized populations. Classroom culture is a critical component of equity because it shapes student experiences and opportunities within science and determines whose voices, experiences, epistemologies, and cultural connections have credence within science learning. For their part, curricula shape how students interact with science content and serve to expand or constrain the breadth, depth, and rigor of the content that students experience. The outcomes of study are student interest and belonging, both critical for broadening participation in science because they are associated not only with improved learning, but also with meaningful participation in classroom science communities, course-taking patterns, and career decisions. The first two papers in this dissertation draw on large-scale survey data from 847 middle-school students in more than 30 OpenSciEd classrooms across the country. We use hierarchical linear modeling with students nested within classrooms to examine the extent of classroom-level variation in classroom culture, and how key features of equitable science classroom cultures relate to student interest and belonging in science. In both cases, we find significant classroom-level variation in culture, suggesting that classroom culture can be an important lever for equitable transformation. The first paper explores the relationship between classrooms reflecting collective enterprise and care with student interest in science. We find a strong and consistent relationship between collective enterprise and care, respectively, with student interest. We propose that these attributes of classroom culture may bolster student interest in science by supporting relationships and by connecting with the cognitive, emotional, and values-related components of interest. The second paper examines how classroom epistemologies of science relate to students' sense of belonging in science. Again we find a strong and consistent relationship between classrooms reflecting broader and more flexible epistemologies of science, with belonging in science. We consider the tensions between the science-as-practice vision of science education and the pervasive cultures of school science to contextualize the observed variation in classroom epistemologies of science. We argue that a concerted "epistemic boost" in science education may be necessary to fully realize the science-as-practice vision of science education. Finally, the third paper uses data from 38 teacher interviews to understand aspects of the science curriculum that teachers found supported their efforts to build equitable science classrooms. While many curricula address equity through increased representation of minority scientists or through guidance for teachers around equitable instruction, I argue that the design of curricular structures has been underappreciated as a potential venue for bolstering equitable science participation opportunities for students. I propose that curricular structures designed to support deep and authentic content learning can serve double duty by structuring student learning tasks and participation in ways that reinforce equitable classroom cultures. Collectively, these three papers contribute to the goal of expanding opportunities for students to connect with and succeed in science. They focus on valuable potential levers for equity, namely classroom culture and curricular structures. They help us to understand how relational and epistemic aspects of the classroom culture, and intentionally designed curricular structures, have the potential to expand how students understand science as a discipline, its value and relevance for their lives, and their own place within the world of science.
Open Access
An entrepreneurial lead(her)ship journey: an autoethnography
(Colorado State University. Libraries, 2024) Robinson, Lesley Jacobs, author; Donovan, Jody, advisor; Albert, Lumina, committee member; Anderson, Sharon, committee member; Jennings, Louise, committee member
This autoethnographic dissertation explores the researcher's evolution into becoming an entrepreneurial leader, emphasizing the development of an entrepreneurial mindset within the cultural context of higher education. The study's research question explores how the researcher has come to understand herself as an entrepreneurial leader through her identities. The study defines an entrepreneurial leader as someone who empowers others to act, solve problems, navigate uncertainties, embrace ambiguities, and take risks with greater confidence while understanding underlying motivations through identities, strengths, and values. The research advocates for a founder-centric approach to bridge the gap in the literature between methodologies that concentrate on founders and those that focus on start-ups to deepen our understanding of the developmental processes involved in incorporating entrepreneurial leadership traits. This approach sets the entrepreneurial mindset apart from conventional managerial approaches by highlighting purpose-driven ventures that incorporate impact. The study examines the researcher's experiences as a woman in higher education, incorporating gender theory and feminist perspectives to promote inclusivity. Employing an autoethnographic framework, the researcher blends personal narratives with broader cultural contexts, emphasizing the importance of leaders adopting an entrepreneurial mindset to make impactful contributions to the world by actively pursuing personal growth through self-reflection, cultivating self-awareness, and fostering self-acceptance.
Embargo
An exploratory cross- case study of parent and teacher perspectives on children's kindergarten experiences following play-based early childhood education
(Colorado State University. Libraries, 2024) Fyffe, Lisa Ann, author; Davies, Patricia, advisor; Schmid, Arlene, advisor; Quynn, Kristina, committee member; Jennings, Louise, committee member
Play has been the foundational pedagogical approach to early childhood education dating back to the days of Plato (428-347 B.C.E..) and Socrates (469-399 B.C.E.). Yet recent changes in public policy emphasizing academic content mastery at kindergarten entry threaten the tradition of play as the dominant means of learning for young children enrolled in early childhood education centers. Early childhood professionals argue that pedagogy emphasizing approaches to learning, social relationships, and self-management are essential in preschool, and prepare children for subsequent academic instruction. Parents, fearful that their child will not be ready for kindergarten if they are not exposed to academics early on, place pressure on privately funded early childhood centers to provide academic rigor under the guise of school readiness. The desire for children to develop learning readiness through playing stands in contrast to educational reforms priorities of standardized instruction and measurable academic results to support efficacy in early childhood education programs. Early childhood educators, in response to public policy and parental expectations, may design their preschool curriculum with an academic emphasis, thus disrupting the tradition of play as the dominant means of learning for young children. For play to retain its' importance in early childhood education, research will need to demonstrate how play prepares children for kindergarten. This dissertation explores how children fared in kindergarten following play-based early childhood education at a Reggio-Emilia-inspired preschool. The Reggio Emilia-inspired philosophy of early childhood education emphasizes artistic expression, child-led exploration, engaging environments and collaborative relationships to promote children's curiosity and joyfulness with learning (McNally & Slutsky, 2018). Play-based learning is a pedagogical approach to early childhood education grounded in guided play, where the adult curates a learning context towards an educational goal and the child maintains agency and some degree of freedom to explore and discover while learning (Zosh et al., 2018). Cross-case analysis was used to gain a deep understanding of the experiences of four children navigating kindergarten during the Covid-19-affected 2020-2021 school year. Data included: a series of three 1-hour interviews with four mothers and three kindergarten teachers at the onset, midpoint and conclusion of the school year, field visits during remote learning, and artifact collection including work samples and progress reports. The most substantial findings from this longitudinal study center on three main constructs: school readiness, everyday adaptability, and kindergarten performance, which are each addressed in the three manuscripts included in the dissertation. Finally, I situate my dissertation within the Occupation and Rehabilitative Science framework and conclude my dissertation by describing the implications of this dissertation of occupational therapy practice and future scholarship.
Open Access
College students' transformative learning: an ethnographic case study of an alternative break program to Kenya
(Colorado State University. Libraries, 2014) Gardenier, Karen, author; Makela, Carole, advisor; Jennings, Louise, committee member; Bruyere, Brett, committee member; Aoki, Eric, committee member
This study describes the processes and forms of college students' learning resulting from a non-credit-bearing, two week alternative break program to Kenya that took place December 2012 - January 2013. It is necessary to understand students' learning on short-term education abroad programs because of three national trends: 1) growing study abroad offerings of eight weeks or less, 2) increased popularity of programs to non-traditional locations, and 3) desire among universities, employers, and legislators to create globally engaged graduates. This exploratory study uses interviews, focus groups, and participant observation in an ethnographic case study design. Fourteen students, two group leaders, eight host community members, and the researcher participated in the study. Mezirow's transformative learning theory provides the theoretical lens through which research questions, observations, and conclusions are formulated and drawn. Research is presented in three journal articles bracketed by an introduction and conclusion. The introductory chapter describes the research purpose, questions, significance, theoretical perspective, delimitations, and the researcher's perspective. Chapter two seeks to uncover how students learn. Findings discuss five processes of student transformative learning, namely 1) learning as a journey, 2) experiencing discomfort, 3) reflecting and relating to one another, 4) building relationships with the community, and 5) receiving support from group leaders. Chapter three examines the forms, or outcomes, of student learning. It demonstrates that affective, behavioral, and cognitive forms of learning are possible and offers guidelines for practitioners who lead and administer short-term education abroad programs. It also explores students' reentry challenges. Chapter four recounts in-depth stories of two students as they recall the multiple ways the 2011-2012 program to Kenya impacted their actions, thoughts, and emotions and how it prompted them to return one year later. It pays particular attention to the ways students engaged in reflection and reframing. The final chapter provides linkage among chapters and results for the study as a whole. This study concludes that dialog, reflection, individualization of experiences, and relationship-building are essential to students' learning during and after an international experience.
Open Access
Coming home after studying abroad: how Saudi female scholars re-adapt, re-adjust, and transfer their knowledge
(Colorado State University. Libraries, 2013) Alandejani, Jehan, author; Timpson, William M., advisor; Jennings, Louise, committee member; Quick, Don, committee member; Puig, Maria Elena, committee member
Studying in another country offers scholars exposure to new cultures and opportunities to learn ways to reform systems and increase knowledge in their countries. Upon returning home, repatriate scholars are expected to utilize what they have learned, which involves implementing or transferring their newly acquired knowledge to their employer institutions. However, repatriate scholars face colleagues who are resistant to change, and their home institutions lack the appropriate environment and tools to help them transfer their acquired knowledge successfully. This narrative study examined the stories and transformations of female assistant professors who travelled from Saudi Arabia to the United States or the United Kingdom to further their education. Two in-depth interviews were conducted with each of the six participants and one follow-up email was sent. Four of the participants worked at public universities and two worked at private universities in Saudi Arabia. The data were analyzed using both thematic analysis and constant data comparative analysis. The results showed that all the participants went through reverse culture shock. Parents expressed their sorrow and concern for their children as they struggled to adjust. These are the recommendations based on the study's participants. Patience is the key to overcoming challenges. It takes time and a positive attitude to reach goals and to get new ideas implemented. Do not attempt to implement change at a fast pace because the fast pace overwhelms the students and alienates peers. Participants of the study also had an easier adjustment to their home culture when they chose an environment that was similar to the environment abroad.
Open Access
Double consciousness: the negotiation of the intersectionality of identities among academically successful Black women
(Colorado State University. Libraries, 2014) Dickens, Danielle D., author; Chavez, Ernest, advisor; Stallones, Lorann, advisor; Foster, Michelle, committee member; Jennings, Louise, committee member
Due to educational and professional obstacles, as well as the psychological tolls associated with racism and sexism, Black women may feel pressured to present a self to the world that is viewed as acceptable to others. Through identity negotiation, a conscious process of shifting one's worldview and/or cultural behaviors (Jackson, 2004), Black women may adopt multiple identities that appease both the White and Black community. The need to investigate the collective identities among Black women using a non-White ideology, such as Black feminist model, is critically needed. The purpose of this investigation was to understand the effect of the negotiation of race, class, and gender identities on Black women's self-perception, specifically as it relates to their participation in the workforce, and personal and professional relationships. Data were collected using semi-structured interviews and the sample consisted of ten academically successful Black women. To be eligible to participate in this study, co-researchers must have met the following criteria: 1) self-identify as a Black/African American woman, 2) recently obtained bachelor's degree in the past 5 years, 3) currently working in a predominantly White environment, and 4) living in a majority Black urban area. Data from the interviews were classified through identified themes, and interpretative phenomenological analysis. Themes constructed from the data include: a) the complexity of the intersectionalities of race, gender, and class identities, b) negotiation of identities in predominantly White social and work environments, c) negotiation of identities in a predominantly Black environments, d) triggers for the negotiations of race, class, and gender identities, and e) conflicted anxieties towards negotiating identities. The results of this study may be utilized to develop intervention programs that promote positive self-worth, and the development of academic and personal success among Black women aspiring to enter the evolving workforce.
Open Access
Elements of a subject-centered education model in occupational therapy education
(Colorado State University. Libraries, 2015) Musick, Lauren M., author; Hooper, Barbara, advisor; Wood, Wendy, committee member; Jennings, Louise, committee member
For two decades, scholars have urged the occupational therapy profession to prioritize placing occupation at the center of curricular designs and educational activities in order to advance occupational science and therapy (e.g., Yerxa, 1998; Whiteford & Wilcock, 2001). Subject-centered education has been proposed as one model for occupational therapy education (Hooper, 2006, 2010). However, the elements of the model and their transactions required further empirical development. Elements included the subject of occupation, other topics, and a community of knowers (Palmer, 1998). Video data were collected from U.S. occupational therapy and occupational therapy assistant programs as part of a larger study by Hooper, Krishnagiri, Price, Bilics, Taff, and Mitcham (in press) and secondarily analyzed. The thematic analysis identified which elements of a subject-centered model were present and described the interactions between elements. A reconstructed narrative of each program's video helped to illustrate the major findings. All elements of the subject-centered model seemed to be present, however interactions were more prevalent than individual elements. For instance, occupation was most often taught in relation to topics and people. Perhaps because of its complexity, occupation was rarely taught on its own and seemed a challenge to teach. The model of subject-centered education provided a valuable conceptual framework for identifying how occupation was taught and learned in the classroom.
Open Access
Engaging underserved audiences in informal science education through community-based partnerships
(Colorado State University. Libraries, 2012) Bouzo, Suzanne, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Jennings, Louise, committee member
This thesis explores the impact of the Science Education and Engagement of Denver (SEED) Partnership on three of its participant families. The partnership, consisting of large informal science organizations, as well as small community-based organizations, created its programming based on prior research identifying barriers to minority participation in informal science education programs. SEED aims to engage youth and families of emerging populations in science and nature. Three families were examined as a case study to have an in depth investigation about their involvement in the programs sponsored by the partnership. Findings suggest a positive impact on participant feelings and engagement in science and nature. Future recommendations are made for furthering programming as well as conducting a larger scale, more comprehensive program evaluation. This research addresses prior studies that have identified several barriers toward participation of underserved audiences in informal science education programs and how the SEED partnership has addressed specific identified barriers.
Open Access
EnvironMentors: addressing the need for STEM education
(Colorado State University. Libraries, 2014) Ceballos, John, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Jennings, Louise, committee member
This study is an evaluation of the EnvironMentors program. A nationwide program, EnvironMentors seeks to boost participation in environmentally-related STEM fields through academic mentorship. Chapter one provides an overview of the issue and need for this research. In chapter two, survey data is analyzed in order to determine the importance of student demographics. In chapter three, an interpretive review of the mentor experience is explored. The final chapter provides synthesis and recommendations for EnvironMentors administrators.
Open Access
Examining rangeland social-ecological system change and resilience through life-history narratives of ranching women in New Mexico and Arizona
(Colorado State University. Libraries, 2014) Wilmer, Hailey, author; Fernández-Giménez, María E., advisor; Cheng, Tony, committee member; Jennings, Louise, committee member
Women ranchers are important but under-examined stakeholders in the rangeland systems of the Southwestern United States. This thesis addresses a gap in the social-ecological systems and rangeland science literatures as to how these stakeholders experience change and resilience in ranching. Rangeland researchers are increasingly interested in understanding rangelands as integrated social-ecological systems and in investigating the roles of humans as both drivers and subjects of ecological change. To address these needs, I carried out life-history interviews with 19 ranching women in the Southwestern U.S. and analyzed the resulting transcripts using narrative analysis to address two research questions: 1) how do ranching women experience change on rangelands over the course of their lifetimes? and 2) how do ranching women experience resilience in ranching? Each research question is addressed in a separate manuscript. Chapter 2 explores common themes in women's experiences with change in ranching. The results reveal the following eight common experiences of women ranchers, illustrating that ranching is a life-long learning process: 1) learning from older generations, 2) finding a personal career path, 3) operating livestock businesses, 4) breaking gender barriers, 5) leading communities, 6) aging and going on alone, 7) living close to the land, and 8) passing the ranching tradition to the next generation. These findings suggest that women contribute to social resilience in rangeland systems through their leadership and life-long career paths in ranching in the face of economic hardship and ecological challenges. Chapter 3 examines women ranchers' contradicting material and discursive ranching practices related to resilience. Material practices denote what people do and discourse denotes how people talk about what they should do. Material-discursive contradictions between women's ranching practices and ideologies of ranching culture include contradictions between ranching as a livelihood and financial hardship, between ecological disturbances and range management paradigms, and between gender discourses and women's material practices as ranchers. Discursive-discursive contradictions reveal conflicting ranching paradigms, epistemologies and discourses on the future of ranching. These contradictions demonstrate how women's ranching practices change in response to broader social, ecological and economic change events, and illustrate that assessment of social-ecological system (SES) resilience depends upon the perspective of the observer. Ranching women's narratives help us to understand which changes in material practices and discourse can be accommodated within the rangeland SES that they value, and which changes threaten the existence of that system. Material and discursive practices that appear to support resilience from an external (etic) view, may threaten resilience from an internal (emic) perspective. Analysis of ranching women's daily material and discursive practices can also help identify specific material and discursive changes--and adaptations--in ranching culture. This insight shows why it is critical for social-ecological systems scholars and practitioners to engage with social theory and methodology when studying resilience, and to broaden and deepen inquiry to understand the cultural, historical and gendered contexts of the decision-making processes of women and other stakeholders in rangeland systems.
Open Access
Exploring the development and practices of culturally responsive teachers: observations of and teachers voices in K-8 public education
(Colorado State University. Libraries, 2016) Martin, Alex, author; Makela, Carole, advisor; Timpson, William, committee member; Coke, Pamela, committee member; Jennings, Louise, committee member
In response to increased diversity in the United States, educational system teachers must be equipped with the skills to teach diverse learners. Multicultural education has been proposed as a framework in which to prepare the educational system and teachers for diversity. A critical component of multicultural education is culturally responsive teaching. "Culturally responsive teaching is defined as using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Gay, 2000, p. 29). The theoretical and conceptual base of the cultural responsive teaching construct has been clearly articulated in literature. However, the developmental process of individual teachers in attaining cultural responsive practices is an area of needed investigation. This research looks to contribute to knowledge of cultural responsive development by examining teachers’ perspectives about development and practice of cultural responsive teaching. I utilized a collective case study approach to explore the phenomena of culturally responsive teaching in an interpretive and constructive method across a group of nine teachers. The culturally responsive practices of nine elementary/middle school teachers were examined in classroom observations and participant interviews. As a collective group common codes, categories, and themes emerged from data analysis of the nine teachers' culturally responsive practices. The collective case analysis revealed common culturally responsive teaching characteristics in teacher pedagogy, development, and mental approaches. Findings indicate that for teachers in this study, (1) culturally responsive teaching development is independent in nature and accrued outside teaching education support networks, (2) there are specific pedagogic practices associated with culturally responsive teaching, and (3) mindsets and thinking patterns of teachers are identifiable. These findings provide implications for the continued understanding and development of culturally responsive practices. There is a continued need for established cultural responsive teacher training that includes the development of cultural awareness, culturally responsive pedagogy, and mental strategies to address the needs of all students. Explicit pedagogical practices are associated with culturally responsive practice and should be developed in teacher preparation programming and on-going professional development. The identified mindsets and thinking patterns of these culturally responsive teachers provide examples of characteristics to be cultivated in aspiring and practicing teachers.
Open Access
From traditional to equine-assisted psychotherapy: mental health practitioners' experiences
(Colorado State University. Libraries, 2014) Lee, Ping-Tzu, author; Granger, Ben, advisor; Dakin, Emily, committee member; Jennings, Louise, committee member; Quijano, Louise, committee member
This study explored equine-assist psychotherapy (EAP) mental health practitioners' experiences with horses and EAP, examined the differences between EAP and traditional psychotherapy from these participants' perspectives, and developed the biophilia hypothesis as a potential theory for EAP. This study was conducted using a constructivist narrative approach. It was guided by Wilson's (1984) biophilia hypothesis, which suggests that humans have an innate tendency to pay attention to animals and nature. The biophilia hypothesis also suggests that the more humans come to understand other creatures, the more humans value both other creatures and themselves. The primary analytic strategies were a zoom model and a thematic analysis. The zoom model focused on how participants told their stories and attempted to keep each participant's overall story intact to preserve sequences. The thematic analysis emphasized the content of stories and focused on finding patterns in segments of the participants' stories. Using concepts from the biophilia hypothesis, I suggest that the zoom model is analogous to art and that the thematic analysis is analogy to science. I conducted two semi-structured, individual, face-to-face interviews with eight participants (four social workers and four counselors) who had at least two years of experience with practicing both traditional psychotherapy and EAP. Each interview lasted one to two hours. After transcribing each interview, I combined inductive and deductive coding and utilized the computer-assisted qualitative software N-Vivo 10 to assist with the thematic analysis. Participants described evolving relationships with horses they started from low awareness to high awareness about their relationships with horses, and then they moved to value horses' roles as teachers in their lives. Participants described practicing EAP for both personal and professional reasons. Furthermore, they indicated that they drew from horses' strengths to complement their therapeutic work. Participants indicated that they are much less active in EAP sessions than they are in traditional psychotherapy. Specifically, participants indicated that in EAP sessions they stay quiet, are guided by horses, ask important questions, and accept that the therapeutic environment is much less controlled than in traditional psychotherapy settings. Drawing from the biophilia hypothesis, participants' roles and strategies in EAP are similar to naturalists' roles and strategies in a field, and this view of therapists represents a paradigm shift in psychotherapy. Participants stated that EAP decreases the power differential between clients and therapists. They also indicated that it provides a non-verbal and masculine approach that may be appealing to clients who are not comfortable in traditional psychotherapy settings. I discussed various theoretical and practice implications from this study for social work and the larger field of mental health treatment. Furthermore, I provide recommendations for future studies, including studying equine specialists, conducting interdisciplinary research, and exploring the uniqueness of EAP.
Open Access
How is childhood power and powerlessness expressed in the outdoor preschool classroom? A narrative ethnographic exploration
(Colorado State University. Libraries, 2013) Haywood-Bird, Eden, author; Timpson, William M., advisor; Quick, Don, committee member; Jennings, Louise, committee member; Fernández-Giménez, María E., committee member
This dissertation seeks to deconstruct the complex social and cultural understandings of a classroom of two- and-a half through five-year-old preschool children and what it means to be powerful and powerless in their outdoor classroom. Based on constructivist and critical theoretical foundations, and using traditional ethnographic methods of inquiry coupled with the narrative approach to storytelling, the questions around what it means to wield power, be powerful with others, and what the role of powerlessness is in their lives in the outdoor classroom are explored. Through the children experiences with the participant-observer researcher and captured through use of the children's own voices in the telling of their stories the author seeks to explore the ways children perceive their own power and powerlessness through their actions, both physical and emotional, in the outdoors.
Open Access
Making meaning of whiteness: life experiences that inform culturally conscious student affairs leaders
(Colorado State University. Libraries, 2012) Webb, Leslie J., author; Aragon, Antonette, advisor; Davies, Timothy, committee member; Jennings, Louise, committee member; Hempel, Lynn, committee member
Four white student affairs educators shared their histories, experiences, and critical incidents that helped shape their focus on inclusive practice at predominantly white institutions of higher education. Critical white studies and the construction of whiteness, identity development models, privilege, multicultural competence and consciousness, and social justice provided a conceptual framework for this narrative inquiry. Through a series of interviews, participants shared their understanding of identity, critical incidents that influenced their development, and their experiences as engaged white student affairs educators. Eighteen total themes were developed in this study throughout the participant's stories. The most emergent themes developed in the study included (1) Contextualized Identity, (2) Individual Story, (3) Action and Presence, (4) Core Values and Beliefs, (5) Responsibility and Accountability, (6) Transformational Practice, (7) Campus Ecology, (8) Justice, (9) Assessment, (10) Spirituality, (11) Progressive and Continual Development, (12) Self-reflexivity, and (13) Emotional Intelligence and Mindfulness. Overarching findings included the possibility of developing "positive" white identities that make space for inclusive practice; race privilege and the relationship to power must be examined in order to locate and understand self in the context of engaging in justice work; various stages exist within the process of coming to terms with a "positive" white identity; and, personal and professional development is continual and ongoing. Participants expressed challenges coming to terms with whiteness through memory recall and critical incident exploration, acknowledged unearned privileges, articulated the interconnectedness of their multiple layers of identity, and lived with the conflict and messiness surrounding their identity and how it influences their practice. Possibilities for future research are also provided.
Open Access
Opportunities for learning LEAP Essential Learning Outcomes: a classroom ethnography of an undergraduate Shakespeare through Performance course
(Colorado State University. Libraries, 2016) Went, Jeanine Belcastro, author; Kuk, Linda, advisor; Jennings, Louise, committee member; Jones, Laura, committee member; Kindelan, Nancy, committee member
The purpose of this classroom ethnography was to explore what opportunities for learning, aligning with LEAP Essential Learning Outcomes (ELO) categories, could be found in an upper-level theatre course for theatre majors at a small, selective, baccalaureate degree granting institution in the Northeastern United States. Using ethnographic data collection methods, the study explored how participation in an upper level theatre course supported or did not support the construction of opportunities for learning the LEAP ELO categories. Findings indicated that opportunities for learning LEAP ELO were supported in three major ways: sense of community, word work, and classroom engagement. Results demonstrated that participation in an upper-level theatre course supported opportunities for learning fourteen of the sixteen LEAP ELO in the course, representing all four LEAP ELO categories: knowledge of human cultures and the physical and natural world, integrative and applied learning, intellectual and practical skills, personal and social responsibility.
Open Access
Parenting styles used with preschool children among Arab immigrant parents in a U.S. context
(Colorado State University. Libraries, 2013) Abu Al Rub, Majedh F., author; Carlson, Laurie, advisor; Biringen, Zeynep, committee member; Rosen, Lee, committee member; Jennings, Louise, committee member
The purpose of this research study was to examine whether there were statistically significant differences in parenting styles among Arab immigrant parents as a function of parent and child gender. Also this study was designed to examine experiences and perceptions of Arab immigrant parents in raising their children in the U.S., and how these differ from their experiences and perceptions in raising their children in their own countries. Quantitative data were collected first, from a convenience sample of such parents (49 families), using a paper-and pencil-structured questionnaire. The second part of the study was a qualitative exploration of parents' experiences and perceptions of raising their children in the U.S. The researcher conducted 5 one-on-one interviews with parents and used a systematic, coding process for analyzing and interpreting data from the interviews. Survey results showed that the most frequent parenting style reported by Arab fathers and mothers among the three subscales of parenting styles was authoritative followed by authoritarian and permissive. Mothers were reported higher ratings on the subscale of authoritarian parenting style than fathers. Also, results of the repeated measure ANOVA indicated a significant interaction of parent and child gender only for the use of the authoritarian parenting style, which suggesting a significant difference between mothers and fathers in regards to treatment of boys and girls for their scoring on the authoritarian subscale. Additionally, there were no statistically significant differences in parenting style based upon the child's gender, so there was no main effect found for child's gender. Interview results indicated that Arab parents changed their parenting practices from being strict and controlled in their country of origin, to being much more warm and nurturing in the U.S.