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1
Zhu, Yining. "ThePotential Influence that U.S. Institutions Have on International Students’ Values and Perspectives and Individual Future Planning:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108966.
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Thesis advisor: Rebecca SchendelThe number of international students has risen in the United States for the past twenty years. In order to better understand the role of this population in the U.S. higher education system, many studies have explored the cultural integration of international students, seeking to establish a comprehensive understanding of this commonly identified issue. However, integration difficulties remain integral to many international students’ college life in the U.S. and impact both their in-college experience as well as their post-graduation transitions. Previous studies of international students’ experience in the U.S. context have rarely focused on the endpoint of international students' learning process at college, which encompasses the graduation and post-graduation period. The significant and probably influential outcomes of the long journey international students went through in American Higher Education Institutions have been largely neglected, especially for the international population who attended mission-driven institutions whose educational purpose and focus are individual formation. Therefore, this study used college student development theories and a specific college influential model to understand the potential influence that a mission based American institution has exerted upon international students' perspectives and values and individual future planning. The study surveyed 27 international students and interviewed 11 international students at Boston College with the aim of gaining a solid understanding of the graduating international students’ college experience in an effort to validate and interpret their development during college life. The study result indicates that most participants have developed a better understanding of themselves. This consolidated self-perception has become a basis in forming their future plans and facilitating their decision-making after graduation. However, the relationship between institutional influence and individual changes are difficult to determine due to lack of persuasive evidence
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
2
Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
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Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
3
Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
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Thesis advisor: Lauri JohnsonLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
4
Haider, Maheen. "Keepers and explorers: An acculturation case study of the multi-faceted identity of Pakistani graduate students navigating US culture." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104074.
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Thesis advisor: Eve SpanglerThesis advisor: Clifton Shawn Mcguffey
The research explores the influence of US culture on Pakistani graduate students studying in the US. I investigate how the students navigate through the different elements of US culture, while adhering to their pre-existing ideals of the home culture. I examine the role of gender and inter-generational differences of the students, in the process of interaction with the host culture. I use qualitative methods and conducted twenty-eight life history interviews across the students from both F1 and J1 visa categories, while maintaining the gender ratio. The duration of their stay spans over a period of 5 months to 5 years. I argue that the students adopt a keepers and explorers approach while navigating the different cultural elements of the host culture. The explorer approach is further facilitated by a select and drop mechanism, developed by the students, as they navigate the different elements of US culture, while using the value system of the home society
Thesis (MA) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
5
Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
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Thesis advisor: Lauri JohnsonThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
6
Kerrigan, Michele Brown. "Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107178.
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Thesis advisor: Ana M. Martinez-AlemanThis qualitative study employed a Critical Race Theory (CRT) lens to gather a deeper understanding the racialized experiences of students of color (SOC) at a PWI, and how these experiences impact the way in which they understand, conceptualize, and/or actualize student leadership on campus. This study presents the lived experiences of twenty-five SOC. Participants shared their experiences and perceptions through individual semi-structured interviews, with an opportunity to also participate in a focus group. Findings revealed that the ways in which participants view how race is socially constructed on campus and their encounters with normalized racism (such as their experiences with microaggressions, the lack of diversity, the negative racial climate, and the racial segregation on campus) seemed to profoundly impact participants lived experiences and perceptions. Participants in this study exhibited a strong pull towards SOC groups (both for participation and leadership expression), citing a desire to seek involvement with individuals of similar/racial and ethnic background, a responsibility to give back to their racial/ethnic group, and seeking a group that affirmed their sense of identity as some of the top reasons they joined SOC groups. However, participants’ perceptions of predominately White groups on campus, encounters with normalized racism, and the way they view student groups are valued (or undervalued) on campus seems to suggest that the campus racial climate may play a powerful role in students’ decision making around co-curricular involvement and leadership expression. The findings strongly intimate that the college campus remains a microcosm of larger society in that it continues to perpetuate normalized racism as a product of inherent (and biased structures), influencing students’ leadership perceptions and expression. This study recommends that institutions assess the racial landscape on campus in terms of perceived and actualized student leadership, be willing to engage in experimentation on different practices that will foster a greater sense of inclusivity within student leadership, and take active steps towards creating permanent inclusive change
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
7
Swenson, Brian G. "College Student Engagement: Removing the Costs of Full Participation for Low-Income Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107297.
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Thesis advisor: Ana Martinez-AlemanCollege student engagement has been linked to a host of positive educational outcomes including academic performance and persistence. Problematically, many low-income college students are not able to get involved within the social system of higher education due to the costs associated with participation in the co-curricular events and activities that comprise so much of the full college experience. This mixed methods study explored the effect on student engagement of the Pinnacle Alliance (PA) - an intervention program designed to remove these cost barriers for low-income students at Lakefield University (LU), a private, highly selective, religiously-affiliated institution located in the Northeast United States. An electronic survey was administered to a sample of Lakefield undergraduate students concerning their involvement in co-curricular activities. Multiple regression analysis was conducted to examine the relationship between participation in the Pinnacle Alliance and student engagement. While the quantitative findings indicate a non-significant relationship, subsequent focus groups were conducted to further examine and contextualize the effects of the Pinnacle Alliance on low-income students. Qualitative findings from the focus group suggest that the Pinnacle Alliance is an extremely important resource for many low-income LU students. The PA allowed these students to make participation choices free of the financial barriers they often face. In addition, PA-participating students reported feeling a greater sense of community and that they fit in more at LU. However, these students made clear that fitting in and belonging were not the reasons they chose to participate in the program; rather the elevated feelings of fitting in and belonging were the result of their participation. Finally, findings from focus groups conducted with students who were eligible for the Pinnacle Alliance but chose not to participate revealed that beyond financial constraints, motivational constraints can also inhibit engagement. Non-participating students cited lack of time, lack of interest, lack of awareness, and social stigma as the four major reasons behind their decisions to not be more involved with the Pinnacle Alliance
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
8
Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.
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Thesis advisor: Diana PullinIt is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
9
Michel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.
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Thesis advisor: Mary E. WalshOut-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
10
Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.
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Thesis advisor: Lauri JohnsonTraditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
11
Sánchez, Ares Rocío. "Latinx Women's Leadership: Disrupting Intersections of Gendered and Racialized “Illegality” in Contexts of Institutionalized Racism and Heteropatriarchy." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108174.
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Thesis advisor: Leigh PatelDespite the 1982 Plyler v. Doe court decision, which upheld the constitutionality of undocumented youth having access to public K-12 education in the United States, Latina students who are undocumented face unique educational and societal barriers. Material and psychological conditions of “illegality” permeate these young women’s social worlds (Muñoz, 2015). Latina students continue to lag behind their Latino and white peers as a result of historically built gendered and raced school structures of dispossession (Cammarota, 2004; Fine & Ruglis, 2009). This institutional ethnography used the lens of intersectionality theory (Crenshaw, 1991; Collins, 1998) to examine how ten Latina students navigated “illegality” in schools, the state house, and an immigrant youth-led organization. Intersectional analyses of the Latinas’ multiple experiences within and across institutional structures shed light on the specific ways that “illegality” and heteropatriarchy manifested, changed or remained stagnant, interconnected with race and class, and how these junctures were negotiated in undocumented spaces of resistance. Based on intersectional analysis of policies, interview, and observation data, it became apparent how nationalistic discourses of citizenship were embedded in structures of white racism and heteropatriarchy. The Latinas of color in the study predominantly endured interlocking forms of gendered and racialized oppression, including sexual violence, which became a dimension of intersectional disempowerment that men of color and white women seldom confronted. Based on findings from interview and observation data, this institutional ethnography challenges gendered and raced nativist conceptions of U.S. citizenship, reclaiming pathways for undocumented communities as well as action-oriented educational policies, theories, and pedagogies rooted in intersectional frames aimed at decentering heteropatriarchal whiteness in the construction of the nation state (Collins, 1998), and more in accordance with the fluid, complex realities of interlocked global economies, local cultures, and transnational citizenry
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
12
Solano, Kaitlyn Victoria. "Making the Return Matter: An Exploration of Re-entry Support in American Jesuit Institutions in the Context of Internationalization." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108814.
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Thesis advisor: Laura . RumbleyThesis advisor: Hans . de Wit
Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future
Thesis (MA) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
13
Garber, Shelby Lee. "The Importance of Image to Boston College Students." Thesis, Boston College, 2013. http://hdl.handle.net/2345/2990.
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Thesis advisor: Paul GrayThere is an image associated with BC students that most, if not all, undergraduates can describe. Though the more superficial explanation only includes expensive preppy brand names, Apple products, and working out at the Plex, the BC image is more multifaceted. A study of consumerism, fashion, status, narcissism, collective consciousness, the self and the generalized other, and even Jesuit ideals provides the theoretical background to the analysis. The data were collected through focus group interviews, surveys, pictures, and observations to form a complete idea of BC image. This thesis explores the many sources of this image, its definition, and the extent to which students identify with it
Thesis (BA) — Boston College, 2013
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: Sociology Honors Program
Discipline: Sociology
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Taylor, Nancy Robbins. "Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107992.
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Thesis advisor: Lauri JohnsonThis qualitative case study sought to understand perceptions of educators’ of color on the role of race in student discipline in a Massachusetts Public School District. Research has supported the racial disproportionality in school discipline for decades. Understanding the perceptions of educators of color regarding such disproportionality are evaluated with attention to Critical Race Theory (CRT). Such perceptions were uncovered through interviews during which members shared their personal backgrounds and experiences. Data collection also included a review of discipline data reported to the Department of Elementary and Secondary Education (DESE). My analysis focused on the role of teacher diversity and educator subjectivity in the discipline of students of color. Findings evidenced that educators of color believe in the importance of educator-student relationships and underscored that educators of color viewed their race as a valuable asset in their work with students involved in disciplinary actions. The results of this study indicated that by virtue of their race and cultural experiences, educators of color provide strong and influential role models for students. Recommendations include recording, disaggregating, and analyzing student discipline data with a focus on race and supporting the current effort to increase the number of culturally proficient educators of color in the District
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
15
Ainsworth, Treseanne Kujawski. "Academic Language Acquisition in First-Generation College Students." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104133.
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Thesis advisor: Ana Martínez-AlemánThe past thirty years have seen an unprecedented expansion of access to higher education among traditionally disadvantaged groups. Along with increased opportunity, this access brings new challenges, including student preparation and social and academic integration of college campuses (Pascarella, Pierson, Wolniak, & Terenzini, 2004). One area of academic integration that requires further examination is how first-generation students acquire the written academic language they will need to succeed in college courses. Because language is closely tied to identity, acquiring academic language can have personal and social effects (White & Lowenthal, 2011). In addition to the struggles that these students have in acquiring academic language, they also bring alternate forms of cultural capital (Yosso, 2005) that are not captured in traditional assessment. This qualitative study considered the academic language acquisition of ten first-generation college students who completed a transitional bridge program. Writing samples from four different time points were assessed with an operationalized definition of academic language to capture how these skills were acquired during the first year. The samples were then analyzed using Critical Discourse Analysis to identify alternate forms of cultural capital. Finally, the same ten students were interviewed about their experiences of academic language during their first year of college. The results of this study show that students benefitted from direct instruction of academic conventions and other assumed expectations of academic discourse, and they were most successful with assignments that drew on lived experience. The writing samples also revealed critical forms of alternate cultural capital that must be recognized and leveraged in academic settings. Finally, students saw the process of academic language acquisition as voluntary, conscious, and ultimately worthwhile. Understanding the challenges these students face, as well as their unique strengths, is vital to their full inclusion within the university and for meaningful diversity in higher education
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
16
Nannemann, Allison C. "ASelf-Accommodation Strategy for Students with Visual Impairments:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108379.
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Thesis advisor: David ScanlonClassroom accommodations are a primary means of providing an appropriate education for students with disabilities. While there is value in student involvement in the accommodations process, the process continues to be teacher-driven, so we need to teach students to be strategic in selecting and utilizing their own accommodations. This problem holds true across disabilities, and students with visual impairments are no exception. The Student Self-Accommodation Strategy (SSA) was developed to support students with high-incidence disabilities in strategically selecting and utilizing their own accommodations. This study investigated SSA learning and performance for students with visual impairments and how learning the SSA impacted their classroom accommodation practices. The learning experiences of four students with visual impairments were compared using comparative case studies (Cresswell, Plano Clark, Gutmann, & Hanson, 2003) within a sequential explanatory design (Hanson, Creswell, Plano Clark, Petska, & Creswell, 2008). Mixed methods data were collected before, during, and after strategy instruction pertaining to accommodations knowledge and practices, strategy learning and performance, metacognition and self-regulated learning, and student perceptions of the SSA. Cross-case analysis revealed key findings regarding strategy instruction, strategy learning and performance, and metacognition and self-regulated learning. These key findings have implications for educating students with visual impairments and future research on the SSA. Ultimately, this study indicates that the SSA is a valuable tool for strategically selecting and utilizing accommodations; however, characteristics of individual students and their learning environments have a considerable impact on the development of strategic thinking
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
17
Rene, Kirsten M. "TheImpact of an Integrated Student Support Program on Non-Cognitive Outcomes for Students with Social-Emotional-Behavioral Needs: A Longitudinal Analysis." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108778.
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Thesis advisor: Mary E. WalshPoverty has many deleterious effects on child development, including negative impacts on social-emotional health, a developmental domain schools refer to as non-cognitive skills (Dearing, 2008). Unfortunately, children growing up poor often have underdeveloped non-cognitive skills, which significantly predict academic success and well-being (Farrington et al., 2012). Integrated Student Support (ISS) is one emerging approach that holistically supports cognitive and non-cognitive student development (Moore & Emig, 2014). While ISS has been found to improve academic outcomes, limited research examines its impact on social-emotional outcomes. This study focused on one ISS intervention, City Connects, which provides tailored student support plans to every child in a school via school and community-based services (Walsh et al., 2014). The study had three aims. The first was to examine the percentage of City Connects students with and without a social-emotional-behavioral (SEB) Need across levels of risk and service characteristics (i.e., domains, intensity levels, types) in second grade (N=896). The second was to examine improvement in three teacher-rated non-cognitive student outcomes (Prosocial Behavior, Self-Regulated Learning, Academic Effort) from second-fifth grade for City Connects students with and without a SEB Need (N=896). The third was to compare improvement in the same three non-cognitive student outcomes from second-fifth grade for students with a SEB Need in City Connects schools and comparable schools without the intervention (N=1,778). Multilevel modeling assessed aims 2 and 3. Significantly more students with a SEB Need were deemed higher risk and received more health, early intervention, and SEB/counseling services compared to students without a SEB Need in City Connects schools. Further, significant improvements from second-fifth grade were found in Self-Regulated Learning and Academic Effort for City Connects students with a SEB Need compared to those without a SEB Need. Significant improvements were also found over time in Academic Effort for students with a SEB Need in City Connects schools compared to those in comparison schools. Findings support that ISS improves non-cognitive functioning for students attending high-poverty schools
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Fitzgerald, Robert P. "An urban high school's mentoring program for Latino students." Thesis, Boston College, 2009. http://hdl.handle.net/2345/bc-ir:107660.
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The primary goals of this qualitative case study were to analyze and evaluate the perceived benefits of a mentoring program on Latino mentees, mentors and school culture. A secondary area of interest was that of the interpersonal and programmatic dynamics that presented themselves during the implementation of a mentoring for urban Latino high school students. Data collection instruments included interviews, observations, questionnaires, journals and program documents. The findings suggest that mentors perceived the programmatic features of training, monitoring and Mentor Mingles as being very supportive of their mentoring role. Mentor qualities that fell into the Trust Theme, Personal Concern Theme, and Approachable Theme were considered to be very effective in building positive relationships with the mentee. The study found that there were four significant challenges that faced this mentoring program: time, financial resources, recruiting mentors and the building and maintenance of effective mentor/mentee relationships. Additionally the study found that Latino students had many perspectives on how to improve their high experience and build school culture. Implications for practice include ensuring that mentoring programs are built around programmatic features that constitute best practice; making mentors aware that certain qualities are more effective in building quality relationships with the mentee; developing strategies for the challenges of time, recruiting mentors, financial resources and building and maintaining effective mentor/mentee relationships; and developing the schools ability to assess school culture among certain student populations. Limitations of this study included the researcher's role as headmaster, researcher bias, small sample size and the relatively brief study time. Recommendations for future study include monitoring the mentored Latino students and reporting on their graduation rates, conducting an additional study with a control group of Latino students who do not have the benefit of participating in a mentoring program, studying the impact of family configurations as they relate to the success of the mentees, an analysis of the mentor's age and success of the mentoring relationship, a similar mentoring program study on a different ethnic group, and a study and analysis of students mentored by teachers as opposed to non-teachersThesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
Thesis advisor:
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19
Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.
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Thesis advisor: Lauri JohnsonThe United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspective to study how leaders build supports for refugee students because of its high national rankings and the adoption of new Multiple-Tiered Systems of Support (MTSS) for all students (Massachusetts, 2019). This heuristic case study, nested within a group study of inclusive leadership practices in a Massachusetts school district, included interviews with 16 district and school leaders, informal observations of a high school and elementary school with a large population of “newcomer” students, and document review of school websites, newspapers, archives, achievement data, memos, and policy statements. Findings indicated that school leaders use inclusive practices to support the needs of their refugee students by (I) Identifying Barriers to Learning, (II) Aligning Structures with Universal Design for Learning, and (III) Committing to Equitable Access for All. Implications of this case study highlight how leaders might balance equity and access in response to the forced migration of millions of students arriving in their districts
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Bolumole, Motunrola T. "Racism and the Wellbeing of Black Students Studying Abroad:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108989.
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Thesis advisor: Betty LeaskRace plays a significant role in shaping the experiences of Black students who study abroad. Unlike their White peers, Black students are likely to encounter racism abroad, which a small body of research has documented. However, these studies say little about the short- and long- term effects of these experiences. This study is located in this gap in the research and examines how racism experienced while studying abroad can affect the wellbeing of Black students. In-depth interviews were conducted with 8 participants. Results revealed that the racism Black students encounter abroad can cause significant stress. When Black students lack adequate resources to cope with this stress, their wellbeing is threatened. Recommendations for study abroad offices and administrators for reducing and limiting the incidences and impact of racism experienced by Black students studying abroad are made
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Brown, Paul Gordon. "College Students, Social Media, Digital Identities, and the Digitized Self." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105053.
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Thesis advisor: Karen ArnoldSocial media and digital technologies are ever present in the surround of current traditionally-aged college students. Although research into understanding these experiences is increasing, there is a need for further research into what may be developmentally different for this generation. Postmodern theorists have posited that as a result of digitization, traditional conceptualizations of selfhood and identity may be changing. The contexts and affordances of these technologies are having an impact on human development and contemporary college students are uniquely situated to experience their effects. This qualitative study aimed to understand how these college students conceptualize their sense of self and identity as a result of digital and social media immersion. In particular, this study explored aspects of digital identity and digitized selfhood to surface important behaviors and developmental processes that are being impacted. Sixteen traditionally-aged college students, primarily in their fourth year of college, participated in a series of interviews and observations to probe this question and were selected as exceptional cases for their heavy usage of social technology. During this process, students were asked about how they conceived of their identity and identities online and how it impacted their overall sense of self. Findings for this study did not reveal fully realized postmodern conceptions of selfhood, such as Kenneth Gergen’s (2009) relational self, but participants did demonstrate understandings of selfhood and identity that hinted at this possibility, including what Robert Kegan (1994) would characterize as fifth order consciousness. Identities were found to be subject to contextual and relational processes that required constant maintenance and reconstruction. Additional findings uncovered college student developmental patterns that reach from being externally defined, and beholden to the views of others, towards internal definition, whereby students made conscious choices about social media use. Implications for practice include the need to educate students on digital reputation and identities, the importance of reflection and goal setting in relation to social media, and the necessity to partner with students as our collective understanding of technology evolves
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Viola, Isabella. "Why do International Students Keep Coming to Study in America?: The Internal Battle of the BC Identity for Latin American Students at Boston College." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107934.
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Thesis advisor: Celeste WellsThis essay investigates the experience of Latin American international students at Boston College (BC) and how their preconceived notions impact both their experience pre and post arrival to college. Boston College culture, language barriers, academic pressure, housing arrangements and American norms are all factors that fuel the identity crisis that Latin American students experience at Boston College. These factors either drive Latin American students to engage in Boston College culture or, on the contrary, impel students to isolate themselves from American culture and from befriending other Americans. As seen through the conversations with students, the latter experience can often lead to dissatisfied outlooks and the longing to return to the students’ host countries. This study highlights the thoughts and experiences of Latin American students at Boston College while also providing solutions on how to improve the International Assistant Program (IAP) at Boston College. The solutions put forward in this study aim to encourage other universities across the globe to improve their immersion programs so that the needs of international students can be met
Thesis (BA) — Boston College, 2017
Submitted to: Boston College. College of Arts and Sciences
Discipline: Arts and Sciences Honors Program
Discipline: Communication
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Keefe, Elizabeth Stringer. "Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107658.
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Thesis advisor: Marilyn Cochran-SmithThe number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of education and outcomes for this highly unique student population. Very little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with preparation to teach autistic students, or about the extent to which special educators feel prepared to teach this population at the point of conclusion of their preparation programs. This study used a mixed methods sequential explanatory design to examine the perceptions of special educators about their preparedness to teach autistic students based on preparation program/licensure, specialized autism coursework, and on-the-job experiences after licensure programs. A researcher-created survey was followed by interviews to explore participants’ survey responses more deeply. Survey data (n =121) were used to inform both question construction and participant selection for a purposive sample of follow-up interviews (n= 10). Regression analyses, means, summary scores, and thematic coding were employed to analyze the survey data. Results indicated that the majority (77%) of special education teachers felt unprepared to teach autistic students at the end of their licensure programs. However, specialized autism coursework was a significant predictor of teachers’ sense of preparedness. Limitations of the study and implications for special education teacher preparation and education are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Caola, Lindsey. "Exploring Students’ Motivation for Attending College: A Fundamental Needs Perspective." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109153.
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Thesis advisor: David MieleThis dissertation adopts a fundamental needs perspective to examine the associations between first-year students’ reasons for attending college and their well-being. It extends Basic Psychological Needs Theory (BPNT; Ryan & Deci, 2017), by proposing that (a) meaning, safety, and status (in addition to autonomy, competence, and relatedness) are fundamental needs that students aim to satisfy in college, and (b) the salience of particular needs influences students’ goal-directed behavior and well-being. The first phase of the dissertation involved the development of three novel measures which were used in the second phase to explore different profiles of salient needs and their associations with college students’ experiences of need satisfaction, need conflict, and four outcome variables (GPA, intentions to persist toward graduation, psychological distress, and overall well-being).A latent profile analysis of the first wave of data (N= 512) identified three profiles based on students’ reasons for attending college: Weaker Reasons, Balanced Reasons, and Stronger Reasons. Subsequent analyses examined whether profile membership at Wave 1 predicted need satisfaction, need conflict, and the student outcomes at Wave 2 (n = 219). Results indicated that the Stronger Reasons profile was associated with higher levels of need satisfaction compared to the other two profiles, whereas the Balanced Reasons profile was associated with lower GPA and intentions to persist. Next, structural equation models were estimated to examine the relations between need satisfaction, need conflict, and the four outcomes. Results indicated that need satisfaction was positively associated with intentions to persist and well-being, but negatively related to distress, whereas need conflict positively predicted distress. Contrary to expectations, need conflict and need satisfaction were not significantly associated. Although additional research is needed to examine motivation profiles, findings from this dissertation study suggest that students attend college with different patterns of need-based motivations, and these profiles are related to important student outcomes. The dissertation also adds to the literature examining the association between need satisfaction and well-being, and suggests that need conflict is a construct worthy of additional inquiry
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Erickson, Danielle. "Change and Stability in the Political Ideology of College Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108791.
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Thesis advisor: David HopkinsOver the past 20 years, there has been a trend in American politics for college graduates to identify with the Democratic party and to fall to the left on the ideology scale. College graduates of today are both more liberal than previous college graduates as well as their contemporary non-college graduate counterparts. Previous research disagrees on what mechanisms are driving this growing education gap in American politics. Some point to selection effects while others argue that college socializes students to move to the left. Using data from the Political Engagement Project (2003-2005), I argue that the process that is occurring is a mix of these two ideas, fitting an Input-Environment-Output model. While college students as a whole do come in leaning to the left, college has a mildly liberalizing effect on students, so that college graduates as a whole exit leaning more to the left than they did when they entered. I also point out some factors which predispose students to ideological change or stability during college
Thesis (BA) — Boston College, 2020
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology
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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.
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Thesis advisor: Lauri JohnsonFor students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-structured interviews of district and school leaders and a focus group with six teachers. Findings indicated that district and school leaders help foster a shared vision for inclusive practices by creating structures that can support the needs of students and by providing teachers with the support and training they need to support all students. Inclusive leaders created culture, provided resources, and allowed opportunities for professional development and training that aligned with the framework and cornerstones of social justice leadership (Theoharis, 2009). Implications indicate that district and school leaders have an opportunity to provide equal access, equity, and social justice for all students by assessing current practices in place, identifying areas for growth, and believing in a vision and mission where all students have the right to be educated in an inclusive environment
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Tenser, Lori Ilene. "Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104364.
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Thesis advisor: Karen D. ArnoldTaking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college. Particularly influential were encounters that involved independent problem-solving, participating in multigenerational relationships, and immersion in new cultural settings. The students' transitions to college during the first year were marked by patterns of Sovereign Engagement with regard to learning, relationships, and decision-making. Commonly marked by internalized goals, authenticity in relationships, and greater individual agency, "Sovereign Engagement" captures the self-authored perspective that these students brought to their college experience. Contrary to suggestions in the popular media, not all gap-year students found the transition to be seamless; nor were they uniformly motivated to earn good grades. As a summary of the findings, the Gap Year Impact Model provides an important frame of reference for understanding the experiences, needs, and sovereign decision-making patterns of gap-year students. The results offer students, parents, colleges and universities an introduction to the lived experiences of gap-year students, who are arriving on campus in increasing numbers each year
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Elek, László. "Principles for a mold of an overnight "retreat" for high school students based on Fowler's Faith Development Theory and on some Hungarian Jesuits' experiences at Kurtabérc." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106920.
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Chappe, Stephanie. "How Campus Housing Impacts College Experiences and Outcomes for Traditional Students." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105069.
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Thesis advisor: Larry LudlowWhile there was a wealth of research in the 1970s and 1980s that suggests students’ on-campus college housing environment impacts student experiences and outcomes, interest has waned over the last several decades. Since then, the landscape of higher education has changed; a national focus on accountability and the rise in student-paid tuition costs has shaped higher education as a marketable good. These changes warrant a need to revisit the impact of on-campus housing environments as postsecondary institutions, often with limited financial and land resources, strategize ways to successfully meet incoming millennials’ housing needs while striving for recruitment, retention, and then students’ success during college. The present study took an exploratory approach to this understudied topic. This mixed-method study explored how residence hall location (i.e., living on the main campus or a satellite campus) and room type (i.e., living in a single, double, triple, forced triple, or quad room) impacted first-year college experiences and outcomes for traditional students. Findings show that housing conditions had an impact, particularly for those assigned less desired housing conditions (i.e., living on the satellite campus or in a forced triple room). Students in forced triple rooms did not frequently study in their room, felt crowded, had significantly lower GPAs than students who lived in double rooms, and engaged in fewer discussions with diverse others than those in triple rooms. In addition, while survey data found no differences in satisfaction by location, focus group participants who lived on the satellite campus expressed frustration with the university shuttle bus and felt removed from university-affiliated and other social activities and events. Focus group discussions suggest that entering college with clear expectations of housing conditions can prepare students to navigate housing challenges and ease the transition to college. Institutions should consider offering resources and support to students prior to matriculating and then once at college. Furthermore, institutions should be mindful of the social implications of geographically separating the first-year student cohort. Findings have practical implications for institution administrators and policy makers
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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White, Allison. "Purpose Development in College Students: Understanding the Role of Critical Consciousness." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108760.
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Thesis advisor: Belle LiangResearch has documented the benefits of youth purpose (i.e., a sustained intention that facilitates engagement in activities and contributes to the world beyond oneself) (Damon, Menon, & Bronk, 2003). Youth purpose has been considered a developmental asset (Benson, 2006) and predictive of flourishing (e.g., Seligman, 2002). A sense of purpose can also serve as an important psychological resource for people experiencing adversity (e.g., Frankl, 2006). Similarly, critical consciousness (CC) has been associated with positive outcomes among youth, including improved mental health and vocational commitments (Diemer, 2009; Diemer & Li, 2011), and can help youth cope with oppression and marginalization (Diemer, Kauffman, Koenig, Trahan, & Hsieh, 2006). Given the benefits of youth purpose, additional research on how purpose develops is warranted (Liang et al., 2017a). Theoretical models of character development (e.g., Lerner & Callina, 2014) have suggested that purpose and CC develop in similar, parallel ways, though research often has not connected these two constructs explicitly. The youth purpose and CC literatures suggest that a study of the possible link between CC and purpose, whereby CC helps facilitate the development of purpose, is warranted. Therefore, this dissertation sought to expand the literature on purpose development in college students, as well as better understand if and how CC facilitates purpose development in this population. This study included 17 interviews with purposeful college students who had either relatively higher or lower levels of CC, as measured by the Critical Consciousness Scale (CCS) (Diemer, Rapa, Park, & Perry, 2017). A modified Consensual Qualitative Research (CQR) method was used to analyze the data and yielded 60 categories to describe the factors that contributed to the students’ purpose development (Hill, Thompson, & Williams, 1997). Additional analyses suggested that CC facilitated purpose development via a healing and/or directing pathway. Students were able to heal from marginalization and trauma, which was important for helping them pursue their goals; and/or they were better able to direct their prosocial motivations toward specific beneficiaries. Implications for practice are discussed
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Agras, George A. "America First Policies and International College Students: A Case Study on Greater Boston-Area Universities." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108670.
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Thesis advisor: Laura E. RumbleyThis study examines the experiences of four higher education institutions as they respond to the current U.S. political climate and to the Trump administration’s policies on travel and immigration. It aims to understand and analyze the potential impact on the institutions’ internationalization priorities and engagement with their international students and to describe how those universities have reacted to national policies on foreigners and U.S. immigration. The study gathers information from six semi-structured interviews with university administrators and international student leaders at Babson College, the University of Massachusetts Boston, Boston College, and Bentley University. Data drawn from document-based research, including university webpages containing mission and vision statements, strategic plans, and press releases, among other data, help bring to symmetry the full scope of the institutions’ interpretations and actions in response to the political climate. The case study institutions report various levels of impact on their international activities as a result of the Trump administration’s immigration policies and the national politicization of anti-foreigner rhetoric. For example, heightened sensitivity to international recruitment and enrollment priorities demonstrates a prime area of concern among institutions. Senior administrators are motivated to express a campus-wide commitment to global engagement on their campuses. Institutions’ international offices respond ad hoc during critical times to accommodate increases in international student support and to solve pressing issues. Opportunities for sustaining the drive of institutions to engage deeply and meaningfully in activities that foster and enhance support for their international student populations and internationalization strategies, and future areas of research are also discussed
Thesis (MA) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Barone, Nicole. "Jumping on the Opportunity: The Study Abroad Experiences of Community College Students of Color." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109081.
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Thesis advisor: Heather Rowan-KenyonCommunity college students comprise over 40 percent of undergraduates in the U.S. but account for less than two percent of undergraduates who study abroad (Community College Research Center, 2020; Open Doors, 2020). Additionally, students of color are overrepresented in the two-year sector (Ma & Baum, 2016). While study abroad participation has been examined in terms of which students study abroad (Barclay Hamir & Gozik, 2018; Salisbury et al., 2011) and students’ decision-making process (Luo & Jamieson-Drake, 2014; Stroud, 2010), much of this literature centers on four-year colleges and universities. Several studies have investigated the factors that influence study abroad participation at the community college level from both the student and institutional perspective (Amani, 2011; Amani & Kim, 2017; Raby, 2012, 2019, 2020; Whatley, 2018a). However, of the studies that examined study abroad participation factors from the student perspective, few interrogated how racial or ethnic identity shaped the students’ experiences throughout the study abroad decision-making process. With the exception of a handful of studies (e.g., Willis, 2012), little is known about the experiences of community college students of color who have studied abroad. This Interpretative Phenomenological Analysis (IPA) (Smith et al., 2009) study sought to address this gap in the literature by examining how community college students of color navigate the study abroad decision-making process. Guided by Yosso’s (2005) Community Cultural Wealth framework, this study examined the experiences of eight community college students of color at a single community college in the Southwest. Two semi-structured, in-depth interviews were conducted with each participant, and data were analyzed using the IPA data analysis process (Smith et al., 2009). The findings indicate that the students in this study activated familial, linguistic, aspirational, and social capital when navigating both the study abroad decision-making process and their time abroad. The participants’ racial and ethnic identities, as well as systemic factors, influenced their decision to study abroad in particular destinations and shaped their study abroad experiences. This study offers a nuanced understanding of the experiences of community college students of color who have studied abroad and how they employ cultural wealth to overcome systemic barriers to studying abroad. Implications for higher education practice, research, and theory are offered
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Casellas, Connors Ishara. "Examining Racial Discourse in Diversity Policies at Hispanic-Serving Institutions:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108773.
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Thesis advisor: Ana Martínez AlemánPersistent critiques regarding the lack of racial diversity in higher education have sparked institutions to implement an array of diversity programs and policies. In concert, states have crafted policies mandating the benchmarking and reporting of institutional diversity efforts. These policies have resulted in the development of institutional reports that both monitor an institution's efforts and highlight aspirations. The increased focus on diversity has occurred within the landscape of shifting institutional diversity. The diversification of institution type is exemplified by the growth in Hispanic Serving Institutions (HSIs), which in the past 20 years, have doubled and grown to educate over 60 percent of Latinx students (Galdeano, Hurtado, & Núñez, 2015). This dissertation considers unaddressed questions regarding diversity discourse within diversity plans and key institutional artifacts HSIs. Specifically, it examines the characterizations of racial diversity, how the discourse of race informs campus framing of Latinx students as raced subjects, and how policy problems and solutions are constructed within these institutions. Engaging critical discourse analysis, this study examines the diversity, equity, or inclusion report at 24 public institutions located in three distinct policy environments - Florida, New York, and California. Through a critical race theory framework, this work explores the discourse of racial diversity at these institutions. Key finding from this study includes the ways in which the diversity plans serve to both lay a foundation for a shared definition of diversity but, in so doing, advance the erasure and essentialization of various identities resulting in a narrow characterization of Latinx. Additionally, the research illustrates how institutions leverage their HSI identity for financial gains. Given the national discourse of advancing racial diversity in higher education, this research presents findings on the current landscape as well as provides recommendations for practitioners aiming to promote the construction of diversity policy that can deliver on this agenda
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Morales-Thomason, Josie. "On the Lived Experiences of Latina Undergraduate Students : Navigating Identity, Culture, and Beauty." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109132.
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Thesis advisor: Sharlene Hesse-BiberThis study contributes to and expands upon the existing literature regarding the development of cultural, ethnic, and racial identities as it relates to societal beauty standards. Through conducting nine individual interviews, this qualitative research aims to gain subjugated knowledge regarding the lived experiences of Latina women attending a predominantly white university. Using an intersectional framework, I incorporate theories of social identification, self-categorization, acculturation, and beauty standards. I deploy feminist principles of praxis and utilize a grounded theory approach in my data collection and analysis. My analysis of the data revealed seven major themes: the role of the family, messages about beauty, feeling caught between two spheres, understanding larger social forces, external pressures to identify, creating space for oneself, and defining beauty. The study suggests that despite struggling with elements of ethnic, cultural, and racial identities, the women interviewed ultimately grow to accept and embrace difference, finding value and pride in their identities and experiences. The findings of this study may be of importance to university leaders who seek to better understand ways in which to support this demographic, as well as to other Latina undergraduates who feel isolated in their struggles with identity and beauty standards
Thesis (BA) — Boston College, 2021
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Scholar of the College
Discipline: Sociology
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Knight, Amanda Margaret. "Students' abilities to critique scientific evidence when reading and writing scientific arguments." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.
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Thesis advisor: Katherine L. McNeillScientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.
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Thesis advisor: Lauri JohnsonStudent discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Freiji, Antoine (Tony). "Economic Analysis on the Graduation Gap between Undergraduate Students and Student-Athletes: A study of the SEC, ACC, Pac 12, Big 10, and Big 12 Conferences." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104171.
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Thesis advisor: Robert MurphyThis study proposes several causes that may explain why NCAA Division I athletes graduate at a lower rate than regular students. The main tradeoff that I examine in this paper is how the academic quality of a school affects student-athletes’ chances of succeeding relative to the rest of the student body. We pinpoint the underlying causes of this graduation gap between regular students and student-athletes, leading us to suggest policies to improve the future academic success of NCAA athletes
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Economics
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Gin, Kevin Jason. "Racism Online: Racialized Aggressions and Sense of Belonging Among Asian American College Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107420.
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Thesis advisor: Ana M. Martínez-AlemánCollege students today are the most connected and social media savvy generation in the history of higher education (Junco & Cole-Avent, 2008) and maintain constant connections to online platforms such as Facebook and Twitter (Clem & Junco, 2015). Social media are now understood as a central component of campus and student life across colleges and universities (Martínez-Alemán & Wartman, 2009). Coinciding with the proliferation of social media use has been a rise in racialized hostilities on online settings. These offenses often target racially minoritized students, and scholars have become increasingly interested in understanding the ways this antagonism on social media impacts college student experiences (Tynes, Rose, & Markoe, 2013), including Asian Americans (Museus & Truong, 2013). This dissertation uses a critical race theory framework to examine the racialized environment on social media, how Asian American college students experience racialized aggressions, and how their sense of belonging is impacted by racially hostile online encounters. This dissertation addresses the following question: How do encounters with racialized aggressions on social media impact Asian American students’ sense of belonging at a PWI? 29 participants from a predominantly white institution, East Oak University, engaged in individual interviews, participant observations, artifact collection, and focus groups as part of this study. The findings of this study suggest that the encounter of racialized aggressions on social media, especially those on the anonymous platform Yik Yak, are detrimental in facilitating positive sense of belonging among Asian Americans at East Oak. These online racialized encounters are asserted to be rooted in the endemic nature of racism at East Oak, and the claiming of social media as a property that enabled Whites to define and dictate campus culture by engaging in racist discourse. The nature of these online communications speaks to the ways that social media is suggested to influence both sense of belonging and institutional racial climates on today’s college campuses
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Ekl, Emily. "College Students' Understanding and Discussion of Mental Health Issues: An Analysis of Rhetoric and Context." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107693.
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Thesis advisor: Stephen J. PfohlWith the decline in college students’ overall mental health over the past several decades, social scientists and policymakers have sought to understand what has led to this increase in mental illness and what resources are most beneficial for students’ coping. This paper uses content analysis of student-run newspapers to investigate how students understand mental health and the resources available to them. By using a sample of four universities in Massachusetts with distinct characteristics, I examine how the rhetoric and content of articles related to mental health changed over time and varied across place. The most prominent changes common among universities over time appear to be a stronger and more apparent focus on mental health on campuses, an increased awareness of resources by students as well as a more diverse set of health resources available to them, and a more opinionated stance and call to administrators to facilitate change. Differences of understanding and context were apparent between universities as well and are linked to specific events and tragedies, campus culture, and prevalent organizations and groups. The topics most discussed at each university suggests the differences in how students should be treated and what resources will be most effective at combating different types of mental illness. The findings from this study suggest that universities are still struggling to keep up with the heightened demands of student mental health issues and that each campus’ unique characteristics must be taken into account when reforming health policy
Thesis (MA) — Boston College, 2017
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Ashby, Kimberly Marie. "Black Women College Students’ Use of Mental Health Services and Coping Methods for Emotional Support:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:109022.
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Thesis advisor: Janet E. HelmsThe present study explored the ways in which Black women college students support themselves emotionally in the face of racism and sexism at their predominantly White colleges and universities (PWIs). Intersectional theory (Crenshaw, 1991) and invisibility theory (Helms, 2017) were used to guide the study. Intersectional theory proposes that Black women college students at PWI colleges and universities experience intersectional racism-sexism in the form of hostile climate factors. Invisibility theory proposes that Black women college students may feel invisible because they experience racist-sexist, hostile climate factors and, as a result, may be at risk for developing mental health issues. Participants were eight Black women college students, ages 18 to 22 years, who identified with a range of sexual orientations, locations of origin, and academic interests, and were attending universities that varied in terms of prestige and cost. Narrative inquiry and analysis of interviews was used to allow Black women’s narratives to center their individual life experiences of coping with racism-sexism. Four research themes that guided the study were (a) the nature of Black women college students’ perceived racist-sexist hostile climate factors at their PWI colleges and universities, (b) the extent to which their experiences with racism-sexism influenced their emotional health, (c) what services or activities the women used to cope with emotional issues if they occurred, and (d) the extent to which shame and stigmatization influenced their use or nonuse of formal mental health treatment when experiencing emotional health problems. Results demonstrated that consistent with intersectional theory, participants experienced racist/sexist, hostile climate factors before and during college— primarily through academic microaggressions from teachers and college professors. Consistent with invisibility theory, many of the participants experienced emotional health problems that they linked to their experiences of racist/sexist, hostile climate factors. Implications include the need for further research on Black women college students’ experiences of racism/sexism and their subsequent mental health experiences and the need for clinicians to address Black women college students’ experiences of racism-sexism in treatment
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Paisner-Roffman, Heidi. "Misplaced Inadequacies: A Comparative Case Study of Three Students Struggling to Learn to Read." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107897.
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Thesis advisor: David ScanlonChanges in policy and practice that originated with the 2004 Reauthorization of the Individuals with Disabilities Education Act ([IDEA], US Department of Education) created systems that exposed students to earlier and more consistent research-based intervention (Fuchs & Vaughn, 2012) thereby reducing the rate and increasing the mean age of students diagnosed with learning disabilities. Despite these documented positive outcomes, research has identified 2 -5 % of students who continue to demonstrate an “inadequate response” to evidence-based instruction that has been largely effective for their peers (Greulich et al., 2014). Little research has traced the educational histories of “inadequate responders,” and no known case studies have included children’s perspectives together with those of their parents and teachers. There is also a dearth of special education literature that is situated in private, faith-based schools where students function without all of the protections and structures of IDEA (Russo et. al., 2011; Scanlan, 2009a). This dissertation was an exploratory, comparative case study (Yin, 2014) of three third grade boys who were identified by their Catholic school staff as having demonstrated an inadequate response to intervention in reading. Each student was observed in a combination of his general education classroom and reading intervention periods, and interviews were conducted with the students and their parents and teachers. The learners’ Individualized Education Programs (IEPs), test reports, and cumulative records were also analyzed. Findings indicated that the students’ identification as inadequate responders did not accurately reflect their early reading experiences in which their instruction did not align with evidenced-based practices for students with learning disabilities (Ehri, Nunes, Stahl, & Willows, 2001). The students shared the deep emotional impact of past school-related events, and demonstrated patterns of sadness, anxiety, and avoidance during reading instruction. Parents and educators expressed their dedication to the students’ achievement as well as their frustration with the lack of comprehensive on-site academic systems of support within the boys’ schools. Implications for creating evidenced-based systems of intervention that honor and take into account the strengths and emotional-needs of students struggling to read are discussed
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Zhang-Wu, Qianqian. "Exploring the Bilingual Linguistic Functioning of First-Semester Chinese International Students: Myths and Realities." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108381.
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Thesis advisor: María E. BriskBilingual international students’ ability to function linguistically has been found to be closely associated with their academic performance (Karuppan & Barari, 2010; Rowntree, Zufferey, & King, 2016) and social adjustment (Andrade, 2006; Yeh & Inose, 2003). While most previous research has focused on the language and education experiences of graduate international students (e.g., Cheng & Erben, 2011; Jiang, 2014; Lin, 2006; Xue, 2013), it remains unclear how undergraduate students, especially newly-arrived college freshmen, function linguistically during their transnational, translingual, and transcultural experiences. Drawing upon Bioecological Model of Human Development (Bronfenbrenner & Morris, 2006) and Systemic Functional Linguistics (Halliday, 1985), this one-semester-long qualitative study explored the linguistic functioning and first-semester college experiences of twelve international freshmen from China. The guiding research questions were: (1) How did the twelve Chinese international students from different disciplines function linguistically in academic and social settings at the beginning of their first semester in college? (2) How did they meet the oral and written linguistic demands in academic and social settings throughout the semester? (3) What has changed regarding their linguistic functioning over the course of one semester? The participants were twelve first-semester Chinese international freshmen majoring in eight disciplines. Multi-modal data were collected through a combination of a 4-month digital ethnography (Pink et al., 2016) using a culturally-relevant social media application software WeChat, along with traditional qualitative data collection methods including semi-structured interviews, bilingual language logs, writing samples across genres, talks around texts, and informal communication. Three themes emerged based on data analyzed following applied thematic analysis (Guest, MacQueen, & Namey, 2012), including linguistic functioning in academic and social settings, the students’ coping strategies initiated, and their perceptions of support received. While the students’ previous language and education backgrounds played an important role in their ability to function linguistically in college, internal factors such as motivation and agency also helped to shape their first-semester college experiences. Although Chinese was frequently adopted as a bridging tool earlier in the semester, its popularity naturally decreased overtime throughout the semester. In questioning eight commonly held misconceptions, this dissertation has unpacked the within-group variability and tensions among Chinese international students and drawn attention to their initial transitional, translingual, and transcultural experiences from a developmental perspective. Based on the findings, I present (1) suggestions on how American higher education could better serve the unique linguistic and academic needs of its growing international student population to facilitate their long-term success, (2) implications on research methodology, and (3) directions for future research
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Klein, Kelsey Ruth Ericksen. "Measuring the Mathematics Anxiety of High School Students: An Application of Rasch Measurement Theory." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109093.
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Thesis advisor: Larry H. LudlowThe focus on science, technology, engineering, and mathematics fields has noticeably increased in recent decades with the rapid growth in technology. Mathematical knowledge and competence is in many ways a gateway to scientific and technical development, and therefore careers (Prieto & Delgado, 2007). Unfortunately, national and international assessments of mathematics achievement (e.g., Kena et al., 2016; NCES, 2015; OECD, 2013) show that schools in the United States are not helping students achieve acceptable levels of mathematical and numerical proficiency. Therefore, we need to understand how various factors, including mathematics anxiety, affect student performance and persistence in STEM. To do this, a valid and reliable measure of mathematics anxiety is needed. Existing instruments to measure mathematics anxiety have been insufficient in several ways, including in their conceptualization of the construct and use of classical test theory over Rasch measurement theory methods.In this study, an instrument – the Comparative Mathematics Anxiety Scale (CMAS) – was developed to measure the three-dimensional conceptualization of mathematics anxiety that Dr. Caroline Vuilleumier and I originated. A unique, comparative item format adapted from Ludlow et al. (2014, 2019) and Rasch measurement theory (Rasch, 1960/1980) were utilized to mitigate some of the limitations of existing instruments. The overarching research question and three sub-research questions explored whether the CMAS could measure mathematics anxiety in a valid, reliable, and meaningful way. This study employed a seven-step iterative scale development process and was accomplished across three rounds. Ultimately, twenty-three third-person items were developed to capture the emotional-attitudinal, mental-cognitive, and physical-somatic dimensions of mathematics anxiety. Using the Rasch rating scale model, the outcome was the 23-item CMAS that reliably and validly measures increasing levels of three dimensions of mathematics anxiety. The distribution of the items mostly confirmed their hypothesized order and the Rasch measurement theory principles. The scale also provides meaningful interpretations of what a raw score means regarding a student’s experience of emotional-attitudinal, mental-cognitive, and physical-somatic mathematics anxiety. Overall, the findings suggest that the novel approach of combining Rasch measurement theory with third-person items and comparative response options can be successful in developing a scale that measures an important construct. Furthermore, the scale can provide the evidence needed in the provision of interventions and in research to reduce students’ overall experience of mathematics anxiety
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Reynolds, Katherine Ann. "Measuring Students' Perceptions of Faculty Availability Outside of Class Using Rasch/Guttman Scenario Scales:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108759.
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Thesis advisor: Larry H. LudlowInteraction with faculty is one of the most important aspects of completing an undergraduate degree (Chambliss & Takacs, 2014). At traditional colleges and universities, much of this interaction takes place within the classroom. However, out-of-class communication (OCC) is also an important part of the college-going experience. Participation in OCC has been associated with many positive undergraduate outcomes, such as motivation (Komarraju et al., 2010) and course grades (Micari & Pazos, 2012). Prior measurement instruments related to OCC suffered from limitations with respect to construct definition and methodological procedures that limit the interpretability and utility of the scores they yield. My dissertation ameliorates these issues in constructing a new instrument that measures students’ perceptions of faculty availability outside of class. This instrument is built using Rasch/Guttman Scenario (RGS) scale methodology, which brings together the frameworks of Rasch measurement (Rasch, 1960/80) and Guttman facet theory design (Guttman, 1954; Guttman 1959). Two scales, each containing seven short scenarios that function as items, were constructed: the Physical Accessibility Scale (PAS) and the Social Engagement Scale (SES). Together, these two scales comprise the Out-of-Class Availability Scales (OCAS). Three facets of physical accessibility and social engagement are identified and represented within the items: arranged meetings, chance encounters, and email. The OCAS development process and analysis results presented within my dissertation suggest that the RGS methodology is useful for capturing students’ perceptions of faculty availability outside of class. The OCAS can also be used by others to conduct future research on the topic of OCC. Because they measure students’ perceptions of availability and not frequency of OCC, the OCAS have value as a potential faculty evaluation tool. Even if students choose not to interact with a particular faculty member outside of class, they would still ideally find that faculty member available for such interaction should the need arise. Finally, the RGS scale development process ensures that OCAS scores are accompanied by qualitative descriptions, which enhances their utility and measurement value
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Smith, Kathleen M. "How Central Office Administrators Organize their Work in Support of Marginalized Student Populations: Collaboration in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108002.
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Thesis advisor: Rebecca LowenhauptLeading discussions in education today center on closing academic achievement gaps and it is widely believed that school districts are responsible for creating the conditions for all students to be successful in school. Recent state and federal policies place demands on central office administrators to help schools improve, which has resulted in a shift in the work of central office administrators. As central office administrators shift work practices to help schools develop their capacity for improving teaching and learning, they need to collaborate to build new and collective knowledge. This qualitative case study describes the collaboration of one central office administrator team when working to support historically marginalized populations. It is one section of a larger research project on how central office administrators organize their work in support of historically marginalized populations. Two research questions guided this study: (1) How do communities of practice emerge within the central office when working to improve outcomes for historically marginalized students? (2) What conditions foster or hinder administrator collaboration? Interviews, a document review, and an observation were used to answer the research questions. Findings suggest that structures in the district existed that both support and hinder collaboration of central office administrators. Time to collaborate and tools used provided structural support for collaboration. The organizational structure of the central office and limited authority to make decisions hindered efforts at collaboration. To better understand how communities of practice emerge, I focused on two specific elements, joint enterprise and learning in practice. The joint enterprise of central office administrators related broadly to improving outcomes for all students, however there were limitations to the extent that joint enterprise existed in the district. Further, there were instances in which learning in practice seemed to occur in the district, however an implementation orientation and overreliance on prior knowledge limited adult learning, at least at the central office level. Collaboration is held up as an improvement strategy for schools and districts, yet there is limited research on central office administrator collaboration. This study contributes to the body of research on central office administrator collaboration, specifically those working in support of historically marginalized populations
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.
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Thesis advisor: Lauri JohnsonUnderstanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of a group qualitative case study about inclusive leadership practices in a diverse urban school district in Massachusetts (Northside Public Schools), the purpose of this individual study was to examine leadership practices that undergird inclusion for students with disabilities in the general education classroom. Interview data from sixteen district and school leaders, six teachers in a focus group interview, and public documents provided data for analysis through a Universal Design for Learning (UDL) framework. Findings indicate that strong welcoming school environments and the leader’s vision for inclusion are important, but will not necessarily lead to improved achievement outcomes for SWDs. Leaders should build from inclusive values and determine appropriate steps to intentionally remove barriers to the curriculum for SWDs in the general education classroom
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Perez, Shenira A. "Quantifying the effects of the ‘at-risk’ label: Exploring the deficit-oriented labeling experiences of low-income, first-generation college students of color." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108597.
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Thesis advisor: David B. MieleInstitutional efforts to address attainment gaps in higher education have traditionally centered on deficit-oriented discourses that frame Black and Hispanic students, low-income students, and first-generation college students as ‘at-risk’ and ‘underprepared’. Given the extensive amount of evidence documenting the adverse consequences of labeling and stigmatization, relying on negative descriptors to characterize marginalized students may be detrimental to their motivation and persistence in college—and may inadvertently exacerbate disparities in graduation rates between these students and students from more privileged backgrounds. A total of three online studies were conducted for this dissertation, which explores the deficit-oriented labeling experiences of low-income, first-generation Black and Hispanic college students (LIFG; n= 256) and their non-low-income, continuing-generation White peers (NLIFG; n= 317). In Studies 1 and 2, participants were asked to respond to a series of prompts designed to examine the extent to which deficit-oriented labels were applied to them, the contexts in which this occurred, and the motivational and affective consequences they experienced as a result. In Studies 1 and 3, hypothetical scenarios were used to probe participants’ interpretations of both deficit-oriented and alternative labels (i.e., first-generation student), as well as the perceived consequences of being characterized by these descriptors. Study 3 also explored potential stereotype threat effects that might result from being characterized by a deficit-oriented label. Specifically, participants were randomly assigned to recall an experience in which they were labeled as an at-risk or first-year student, and then asked to complete an analytical task. Students’ academic mindsets, stereotype vulnerability, and racial identity beliefs were also explored as potential moderators for within and between-group differences in Studies 2 and 3. Results showed that relative to NLIFG students, LIFG students were significantly more likely to report being labeled by deficit-oriented descriptors. The frequency of these labeling experiences was also significantly associated with negative academic self-perceptions, sense of belonging, and affect, for both LIFG and NLIFG students. Across both sample groups, participants generally indicated that these labels were most often communicated to them by instructors and advisors. Responses to the hypothetical scenarios indicated that LIFG students were more nuanced in their interpretations of different labels, but there were no sample group differences in the extent to which participants expected these labeling experiences to negatively affect hypothetical students. There was no evidence of stereotype threat effects on subsequent performance, but this result may have been due to limitations associated with the manipulation task. Lastly, there was evidence to suggest that endorsing stronger academic growth mindsets may mitigate the negative effects of these stigmatizing experiences. The implications of these findings and recommendations for future work are also discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Seijas, Octavio L. "Mental Health Support Services for International Students in Japanese Universities: A Multiple-case Study of Five Universities in Japan." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108965.
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Thesis advisor: Hans de WitThis study looks at how services for mental health, a growing crisis on college campuses worldwide, are being provided and promoted to international students, a portion of the student body that faces additional mental health challenges, in Japan, a country where the culture historically stigmatizes mental health. Using the theories of comprehensive internationalization and cross-cultural adjustment to guide a series of semi-structured interviews, data was collected from international office members, counseling office members, and professors of higher education from five Japanese universities and compiled into five case studies which were then categorically and comparatively analyzed. The study found international offices provided a variety of services and activities aimed at easing cross-cultural adjustment but could improve collaboration with counseling offices. Counseling offices were found to be lacking specialized services and promotion to international students. Furthermore, although perceptions of mental health are improving, advocacy was found to be near non-existent
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
49
Walsh-Blair, Lynn Y. "Armored with strength: Sense of purpose, critical consciousness, and social support among college students of Color." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104570.
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Thesis advisor: Maureen E. KennyThe relationship between race-related stress (RRS) and negative mental health outcomes has been well documented in research (Carter, 2007; Pinterse, Carter, Evans, & Walter, 2010). Emerging adulthood is a pivotal and challenging time when college students of color enrolled in predominantly White institutions (PWI) encounter RRS in college settings that are microcosms of the larger social environment. Despite the risks associated with RRS, students of color demonstrate a multitude of psychological strengths and well-being. The current study applies developmental contextual and strength-based frameworks to better understand the factors that contribute to positive psychological outcomes despite the presence of RRS. More specifically, this study examined the contributions of social support, sense of purpose, and critical consciousness to well-being and the role of these factors in moderating the relationship between race-related stress (RRS) and well-being. A sample of 196 undergraduate students of color attending a PWI in the Northeast participated. Students completed an on-line survey assessing their subjective experiences of RRS, social support, sense of purpose, critical consciousness, depressive symptoms and self-esteem. Hierarchical multiple regressions revealed that social support moderated the relationship between RRS and psychological well-being, decreasing the strength of the relationship. Lower depression and higher self-esteem were associated with sense of purpose and critical consciousness. The current study confirms the relationship between RRS and negative psychological well-being and identifies individual strengths (e.g., sense of purpose and critical consciousness) that explain well-being beyond the negative effects of RRS. This study adds to existing research with students of color in higher education by utilizing a strengths-based perspective and highlighting the strengths of students of color. Implications for theory, research, and practice in the college setting are explored
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
50
Yu, Qingyi. "Womanist Identity, Acculturation, and Gender Role Identity: An Examination of Chinese Female Students in the United States." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104158.
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Thesis advisor: Janet E. HelmsAs the first generation born after China introduced its "one-child policy," Chinese female students in the United States belong to a special population that is under the dual pressures of their parents' expectations to succeed and the conflicting traditional Chinese stereotypes of women as obedient to men, dependent, and home orientated. Previous research on Chinese female students' acculturative experiences indicates that these women face unique challenges in redefining their gender roles. However, no studies have explored whether womanist and acculturative processes are related to this psychological transition. The current study explored womanist identity and acculturation attitudes as processes influencing Chinese women's negotiations of their gender roles and redefinitions of themselves as women while living in the United States. Chinese female international students (N=192), enrolled in colleges or universities in the US, completed a demographic questionnaire; the Womanist Identity Attitude Scale (Helms, 1990), which assessed their manner of coping with traditional role expectations; and, the Acculturation Scale for Asian International Students (Gu, 2008), which measured acculturation attitudes. Their gender-role traits and stereotypical attitudes toward American women were examined by the Bem Sex Role Inventory (BSRI) (Bem, 1974) and Attitudes toward Women Scale (AWS) (Spence, Helmrich, & Stapp, 1978). Canonical correlation analyses were used to investigate relationships among (a) womanist identity and acculturation attitudes, (b) womanist identity and gender-roles, and (c) acculturation attitudes and gender roles. Two identity-acculturation patterns, three identity-gender role patterns, and two acculturation-gender role patterns were identified. When the Chinese women were self-defining their gender-role identity, they were participating in U.S. culture and integrating traditional and non-traditional gender-role traits and attitudes. Traditional womanist attitudes were associated with increased levels of rejecting the U.S. culture, traditional gender roles, and perceived dissimilarities between themselves and U.S. women. The current study is the first to investigate gender-role and acculturation developmental issues of "One-Child" women from a psychological perspective. Obtained results suggest that their adaptive processes are more complex than anticipated. Methodological limitations of the study are discussed
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology