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- Creator:
- Stiles Hanlon, Anna
- Description:
- College athletics are the most popular extracurricular activity across American community colleges, with approximately 80,000 students participating each year. California has the highest rate of participation, with over 24,000 student-athletes annually. While California Community College student-athletes generally outperform their non-athlete peers academically, there is still a disproportionate impact for male student-athletes of color. However, there is little empirical evidence related to the educational experiences of student-athletes, making it difficult to know how institutions can best serve them. This quantitative study investigated and identified institutional factors that were significant to California Community College student-athletes’ academic success, highlighting differences related to sports participation, gender, and race/ethnicity. Using data collected with the Community College Success Measures (CCSM), this study explored student-athletes’ college experiences in terms of campus ethos––students’ sense of belonging, personal relationships with faculty, faculty/staff validation, student engagement, and welcomeness inside and outside of the classroom––and non-cognitive factors important to academic success. Analysis included independent t-tests, ANOVAs, and linear regressions. Results indicated that student-athletes’ experiences in college (campus ethos) were significant predictors of their non-cognitive factors, explaining 32.4% of the variance in non-cognitive composite for all student-athletes and 42.9% of variance for Black male student-athletes. Results also indicated that male student-athletes felt less welcomed by faculty inside and outside of the classroom than did male non-athletes, and that for male student-athletes of color, feeling welcome inside and outside of the class was the most significant predictor of their non-cognitive factors. Male student-athletes also reported significantly lower levels in their sense of belonging than did male non-athletes. While student-athlete reported greater frequency of student engagement, it was not clear if the motivation for student engagement was internal or external, or if the type of motivation changed the effect of the engagement. There were no significant findings for females. These findings indicate that male California Community College student-athletes of color are not receiving the college experiences that are meaningful to their development as scholars. This research also points to the importance of gender specific studies for community college student-athletes, as the findings for females were generally not significant.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sims, Andrea Fejeran
- Description:
- The purpose of this research journey (qualitative narrative study) was to explore the cultural philosophies and beliefs of manmaga’håga (high-ranked Indigenous Pacific women in higher education), give voice to culturally competent leadership practices, and to understand the interests of career aspirations. This research journey used storytelling, an indigenous research methodology, to understand individual experiences and amplify the collective voices of the manmaga’håga. The indigenous leadership model (Minthorn & Chavez, 2015) grounded the storytelling (semi-structured interview protocol). The collective voices of eight Indigenous Pacific women resulted in six emergent themes. The first theme, cultural heritage cultivates the leader included the three subthemes of natibu (indigeneity), minagåhetna (authenticity), and fuestan famalao’an (female empowerment). The second theme, relationships are central to leadership, contained the three sub-themes of inadahi (care), na’i aturidåt (empower), and chenchule’ (reciprocity). The third theme, community inspires wisdom and strength, produced the two sub-themes of inafa’maolek (collective responsibility) and famai’che’cho’ (resilience). The fourth theme, lessons instill growth and purpose, revealed experiences in higher education that increased skillsets and intrinsic motivations. The fifth theme, mentors are significant along the journey, was derived from the examples of fafa’nå’gue (teachers), family members, and mentors who served as teachers and navigators in their lives and careers. Theme six, advancement is about legacy, not title, revealed that the aspirations along the journey focused on creating pathways to leave a legacy for others. This study offers higher educational leaders, institutions, and professional associations, insights into the innate leadership capacities of Indigenous Pacific women, their ability to be culturally competent leaders and their commitment to advancing the success of their communities. Implications for policy suggest examination of employment and retention policies and an emphasis on data disaggregation. Implications for theory suggest transforming leadership paradigms, praxis, and pedagogies to include more Indigenous ways of knowing, being, and learning in curriculum and professional development spaces. Finally, implications for practice include development of an Indigenous Pacific in higher education genealogy project, the sisters of Oceania network, and a leadership pipeline that uses storytelling as a method of cultivating leaders.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Hoover, Karelyn
- Description:
- The purpose of this phenomenological study was to understand the leadership strategies and processes that California community college presidents employed as they made the decision to participate in the pilot baccalaureate degree program and the subsequent implementation of the pilot program at their institutions. Presidents were selected because of their unique position in the organization to lead change initiatives. In this study, eight presidents in the California Community College Baccalaureate (CCB) pilot programs, who were in their positions when the decision was made to apply for the CCB and remained in their positions through their implementation of the program, were interviewed. Their responses were analyzed using the framework of Kotter’s (1995, 2012) change model. Responses were also analyzed in the context of Fullan’s (2001) model for leading in a culture of change. Implications for community college leadership were identified: 1. Lead with a moral purpose. Presidents should lead change with the intent to make a positive impact on the lives of students, staff, and members of the community. 2. Rather than try to change the culture with a change initiative, cultivate an environment where change can occur. 3. Establish a team and empower the team to act on the president’s behalf is critical. 4. Be prepared to do whatever it takes to make it work. 5. Effective communication is critical. 6. Leading change initiatives can be hampered by the politics of the change. This study was unique in that all the presidents in the study were leading the change, becoming a baccalaureate-granting institution, at the same time, and for the first time in California. Based on the data and analysis from this study three recommendations were made for leading change: (a) create an institutional culture that supports change, (b) lead with a moral purpose, and (c) be prepared to do whatever it takes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Kirkwood, Alisia Monique
- Description:
- The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community college administrators describe their preparation for upper-level institutional leadership? 2. What perceptions do upper-level Black administrators have of critical consciousness and its impact on their ability to effectively persist in higher education leadership? 3. What impact, if any, does racial consciousness have on the ability to persist in higher education leadership for Black community college administrators? Critical race Theory and an existential lens, along with an historical foundation focused of racism and education, provided the conceptual framework that allowed race and the effects of racism to remain central throughout the various phases of data collection and analysis. Using a qualitative, constructivist grounded theory design undergirded by semi-structured interviews, data exploring upbringing, academic and professional preparation, approach to leadership, perceptions of race and racism, and advantages and disadvantages to being a Black administrator were collected. Based on analysis of findings the following themes emerged: (a) race continues to be a factor with deep roots and far reaching implications for Black educational leaders and learners; (b) preparation beyond traditional and universal requirements is essential to career advancement; (c) there are clear generational variances in regards to understanding of and approach to critically conscious leadership; and (d) the necessary characteristics and dispositions for upper-level administration.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Luna, Mercedes
- Description:
- This hermeneutical phenomenological qualitative study seeks to understand the lived experiences of concussed community college student-athletes as they reintegrated back into the classroom after their injury. This study included 12 student-athletes enrolled at three community colleges in the Los Angeles and Orange County areas. Findings indicated that student-athletes are experiencing difficulty in the classroom after their concussive injury as a result of cognitive symptoms and lack of academic accommodations. Themes included: the concussion experience of community college student-athletes, impact on social identity, identified institutional support, and perceptions about academic accommodations. Implications for policy, practice, and future research are discussed.
- Resource Type:
- Dissertation
- Identifier:
- 9780438380059
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sanchez Vandenburg, Alicia
- Description:
- This phenomenological study explored the perceptions and experiences of teachers and administrators at Innovation Academy (IA), a K-5 elementary school, as they transformed into a 1:1 technology academy. This study aimed to examine the role of leadership and applied strategies by the two administrators who accomplished a successful technology integration program at IA. Senge’s learning organization theory was utilized as the leadership framework for this study and data was analyzed to either confirm or disconfirm whether there was evidence of the five disciplines—shared vision, mental models, personal mastery, team learning, and systems thinking—and if those disciplines contributed to IA’s success. This research found that there was strong evidence of the disciplines, and it validates Senge's five disciplines as a potential leadership framework that can support administrators in the implementation of technology. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for administrators to rely upon a leadership framework when implementing technology at the site level. the study concludes with recommendations for future leaders to consider when implementing technology or any other initiative at the site level.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379756
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Mendoza, Reanna M.
- Description:
- This phenomenological study explores the perceptions of educators around student mental health (SMH) needs, and sought to uncover teacher, counselor, and principal perceptions around SMH needs at the elementary school level. Bronfenbrenner’s ecological systems theory and Fullan and Quinn’s coherence framework provided the theoretical framework for this study. The intent of the study was to gain deeper insight into how counselors and teachers are supported by principals to address SMH needs. This research validates the idea that SMH needs must be addressed in the school setting. The data derived from the study provides a glimpse of how one elementary school district supports SMH needs. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for principals to provide systems of support and structures for collaboration, as well as build trust and capacity in assisting teachers and counselors in addressing SMH needs. The study concludes with recommendations for future leaders to consider when creating plans to support students.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379879
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Turner, Scott Joseph
- Description:
- This study examines the relationships of teacher-held mental models and organizational characteristics towards recommendations for regular early childhood programs for preschool students with disabilities. the researcher conducted quantitative survey research of 65 early childhood special education (ECSE) teachers throughout California utilizing a modified Scales of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC). the STATIC was accompanied with demographic information, including personal and organizational characteristic items. This research into the relationship of teacher-held mental models towards recommendations for regular programs found that mild/moderate ECSE teachers who perceived psychological benefits of inclusion were more likely to recommend regular early childhood programs for preschool students with disabilities. Additionally, mild/moderate ECSE teachers who disagreed with the statements that students with disabilities are best served with other students with disabilities or students with disabilities have higher self-esteem in special education classrooms, were statistically more likely to recommend regular early childhood programs. This research into the relationships of organizational characteristics found that teachers from larger local educational agencies were more likely to recommend regular programs for preschool students with disabilities. Similarly, teachers with larger caseloads were more likely to successfully recommend regular early childhood programs. in addition, teachers who had experienced increased barriers to recommending regular programs were more likely to find success in recommending the programs over time. Finally, teachers who reported not having the availability of related services in regular programs were less likely to make recommendations.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379626
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Russo, Matthew
- Description:
- For students performing below grade level, additional support may be required beyond the general classroom instruction. Response to Intervention is a three-tiered process that enables schools to support students performing below grade level. Individuals that need more support are placed in either Tier II or III for intervention support (McDaniel, Albritton, & Roach, 2013). the Every Student Succeeds Act (ESSA) of 2015 requires that all interventions be evidenced based in order to provide the proper assistance. Each individual school is tasked with finding the most appropriate intervention to support the student population. Imagine Learning is an evidenced-based intervention designed to support student literacy ( www.imaginelearning.com). in this study, Imagine Learning was used as a potential Tier II intervention in the experiment group. the control group consisted of a range of Tier II interventions that excluded Imagine Learning for similarly performing students. a randomized control trial design was used to isolate the impact of Imagine Learning. Results from this study showed that students in the control group achieved a DORA literacy growth of 1.10 during the course of the school year. Students using Imagine Learning experienced a growth of 1.07, which was not statistically significant. All students were divided into high-, medium-, and low-implementation groups, reflecting differences in hours spent using the program. After controlling for demographic factors, the results were only statistically significant in the low-implementation group in favor of the control group. a hierarchical linear model also displayed a statistically significant difference in the low-implementation group in favor of the control group. the results show that students in both the control group and experiment group experienced similar literacy growth. More research should be done on potential Tier II interventions, including Imagine Learning.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379589
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Mora, Camille M.
- Description:
- This dissertation looks at complex developmental trauma (CDT) and the impact it has on the developing child’s brain. This study focuses on two research questions: Do trauma-informed assessments offer students with a history of CDT more accurate assessment results when compared to traditional assessments completed by local school districts, as perceived by parents? Do trauma-informed assessments affect a parent’s belief that their child has more appropriate classroom interventions as a result of having completed a trauma-informed assessment? the implications of this study are that parents feel neuropsychological assessments provide their children with a trauma-informed experience, and they believe that private neuropsychologists are providing more accurate assessments and that those same assessments, conducted by neuropsychologists, lead to recommendations that more accurately match what their children need. Participating parents felt that having neuropsychological assessments, or both the neuropsychological assessment and the school/district assessment, meant their children received more appropriate interventions, increased educational opportunities, and more appropriate classroom interventions, when compared to the perceptions of parents whose children only received a school/district assessment.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379619
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership