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- Creator:
- Verigin, Hannah E.
- Description:
- Topic: For centuries African American male students have been underserved in America’s Public School System. Current research suggests public school experiences are still negative for African American males. Background: In 2014, Governor Jerry Brown signed Assembly Bill 420, prohibiting the suspension of students from kindergarten through third grade for defiance and disruption, a catchall suspension category dominated largely by African American males and a large contribution to the discipline gap. Today, the California (CA) State Department of Education reports that this bill has helped reduce the number of suspensions of African American males from the classroom. Research: This study analyzes the implementation effects of Assembly Bill 420 and possible implications that ground level policy may have on the discipline gap. The purpose and significance of this study is to gather information, adding to a hole in research literature about policy implementation analysis of elementary school law. Literary Framework: Research and current government reports have correlated the disproportionate suspension of African American male students to the increased likelihood this population will not complete high school and is likely to enter the prison system before the age of twenty-five. Theoretical Perspective: Street Level Bureaucracy (SLB) Theory and Critical Race Theory (CRT) are the two theories that frame this study. The foundational elements of Critical Race Theory (i.e. equity, education law, justice) provide a lens to analyze and discuss the study’s findings (Secada, 1989). Michael Lipsky’s theory of Street Level Bureaucracy builds upon the foundation CRT establishes to provide a policy implementation theory relevant to the hypothesis and research questions. Methodology: This study uses a basic qualitative method. Teacher interviews are used to help address the research questions, seeking themes and patterns to better understand the effects of this policy. Discussion & Analysis: This body of research contributes to the former studies conducted around the discipline gap. The final discussion narrates the findings of data pre- and post AB 420, using thematic coding patterns of teacher interviews and how both theories contribute to a better understanding about the implementation effects of policy AB 420. A solution or conclusive answer to the study’s research questions is not the intended outcome of the study. Keywords: African-American boys, discipline, California Assembly Bill 420, Critical Race Theory, Street Level Bureaucracy, Amendment 14, disruption, defiance, Education Code 48900
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Johnson, Robert Swan
- Description:
- The purpose of this study was to identify faculty attributes that contribute to VocEd student success and to reveal potential strategies for the better integration of a growing specialized workforce segment within the California Community College system. System growth has come with institutional mission expansion and the proliferation of programs designed to prepare students for direct entry into both vocational and paraprofessional fields. Staffing these programs has driven demand for highly specialized faculty who teach part-time while remaining professionally active in their field. Despite elevated levels of practical experience, instructor-practitioners can enter the field of instruction inadequately trained in pedagogy. Management of specialized curriculum and student access can also be compromised with faculty less integrated into institutional culture. Research focused on faculty attributes, staffing practices, and the potential impact of improved integration of CCC VocEd instructor-practitioners. Research was approached through inquiry into the perspectives of stakeholders from areas of industry whose personnel fulfilment needs may be addressed by students served. The study relied on a mixed-methods design with participants responding both to fixed-response survey questions and open-ended areas of inquiry in a focus group setting. Quantitative and qualitative findings were analyzed concurrently to produce an aggregate findings package. Findings suggested that 1) among VocEd faculty in particular, relevance and currency of instructor skillsets and levels of field experience were vital, 2) delivery of curricular content was more important than faculty attributes, and 3) both traditional VocEd faculty and part-time instructor practitioners brought valuable attributes to the table.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
4403. The fifty-three percent: examining the successful academic journey of Black male student athletes
- Creator:
- Roberson, Steven Travis
- Description:
- The purpose of the following study was to provide insights into the successful academic journey of BMSAs and how they are overcoming barriers within post-secondary institutions. The factors that contributed to the attainment of a Baccalaureate degree by BMSAs within California State University Sacramento (CSUS) was examined, along with an analysis of the relationship between their persistence and institutional/societal factors was investigated. A mixed methods approach was utilized to collect the data for the study; surveys were distributed to for BMSAs that graduated from CSUS with a Baccalaureate degree between the years of 2000 and 2016. The quantitative data was analyzed to determine if there were significant relationships between their persistence and several institutional and societal factors. Interviews were conducted with former BMSAs to identify common themes pertaining to the factors that contributed to them attaining a Baccalaureate degree from CSUS. From an analysis of the data, the researcher identified six themes (self-imposed pressure, handling business, like-minded people, family support, knowing that they care, and the SARC) that were major factors in BMSAs that qualified for this study achieving academic success and graduating with a Baccalaureate degree from CSUS. Additionally, the researcher was able to reveal that there was a significant relationship between the persistence of BMSAs in achieving a post-secondary degree and the following variables: the academic support from coaching staff; the academic support from athletic department personnel; and the interactions with faculty.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Hollinside, Malika Melesse
- Description:
- Black K12 teachers leave the profession at faster rates than any other ethnic group. This exacerbates the disproportion of Black educators in the American teaching force. This study on the experiences of Black K12 teachers can inform the American school system of the workplace conditions that perpetuate their high turnover rates. The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data. Qualitative data was collected through the interviews of ten Black K12 teachers in Northern California. The interview data was analyzed through open coding to identify existing and emerging themes. The findings confirmed existing research on Black teacher retention and found several common positive themes including: connections with Black/Brown students, advocacy for Black students. resistance, and Black teacher magic. The negative themes that were found included: administrative issues, overt/covert racism, professional barriers, cultural incongruity, and disenchantment. Quantitative data was generated from a 48 question Likert scale survey sent by email to Black teachers throughout the nation. An analysis of 98 teacher surveys found numerous positive and negative themes that impact Black teachers’ desire to remain in the field. The survey data was analyzed through a Multiple Regression to see which workplace factors, if any, predicted Black teacher retention. The quantitative data identified several workplace factors that have significant correlations with Black teacher retention including: Administrative Characteristics, Decision Making Influence, Racial Issues, Upward Mobility, Cultural Competency, Safety, and Resources. The regression found the workplace factor Administration Characteristics to be most influential predictor of Black teacher retention. K12 administrators who are liberatory, transformative, supportive, respectful, and culturally responsive are more likely to retain their Black teacher populations. On the other hand, too many K12 school administrators do not support Black teachers professionally and culturally. K12 administrators who are oppressive, unsupportive, and culturally incompetent are more likely to drive Black teachers out of their schools. Recommendations were made to inform the nation’s educational leaders of the federal, state, district, and school level transformations that can benefit Black K12 teacher retention.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Mostafa, Nazia
- Description:
- The purpose of this study was to assess the experiences of remedial students who successfully completed one or two years of community college. The study aimed to offer educational leaders, administrators, and faculty valuable insights to assist them in creating and providing better programs and services to first- and second-year remedial students. Furthermore, the study aimed to gain knowledge of how institutions can improve practices and policies in relation to remediation. Specifically, this study aimed to gain knowledge of ways in which academic, personal/emotional, and institutional factors impact remedial college students through the students’ lived experiences. This study is unique in its nature because existing research on remedial students who completed one or two years of community college is dismal. This study will contribute to literature since this topic needed to be developed and more work is required in this particular area of research. This mixed methods study used concurrent strategy approach. Quantitative and qualitative data were collected simultaneously. The quantitative data of this study were used to inform qualitative process. The qualitative data served to surpass the limitations of quantitative research designs. The overall qualitative findings showed that students had a positive experience of interacting with faculty, counselors, family, friends, and utilizing on-campus resources. On the other hand, participants also indicated having negative experience of interacting with faculty and counselors. They stated feeling overwhelmed and stressed due to familial obligations and financial issues. Some of them also indicated facing a dire experience of utilizing such on-campus resources as tutoring, Math Activities Center, and financial aid. The quantitative findings showed that the relationship between faculty and counselors, family and friends, and library and tutoring regarding the experiences of first- and second-year remedial college students was either medium or medium to high. This shows that if students interact with faculty they are also likely to interact with counselors, if they interact with family they are also likely to interact with friends, and if they utilize library services they are also likely to utilize tutoring services. The quantitative findings also showed that there was not a significant difference between first- and second-year remedial students regarding their experiences of interacting with faculty, counselors, family, friends, and satisfaction with tutoring, financial aid, and counseling. Furthermore, the results showed that first-year remedial students on average are less likely to be satisfied with library services than second-year remedial students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carnero, Mark Andrew
- Description:
- This phenomenological study examined the narratives of seven high school critical social justice educators in Northern California. The study explored each educator’s social justice paradigm development, curricula choices, pedagogical approach, strategies for student self-empowerment, processes for challenging traditional schooling, and their future outlook on public education during “the 45 era.” Critical Theory (Horkheimer, 1982) and Critical Pedagogy (Duncan-Andrade and Morrell, 2008; Freire, 1972; Giroux, 2001; 2010; 2011) served as the main theoretical framework of this research. Rich qualitative data was taken from in-depth interviews and multiple classroom observations with each educator. The research concluded with the discovery of seven important findings: 1) Each critical social justice educator’s paradigm has been shaped, influenced, and informed by critical mentors, politicized past experiences, and interactions with their own students 2) The educators navigated three types of curricula in providing a critical social justice education: the institutionalized standards, the counter-curricula, and the protective curricula, 3) building strong relationships with students and fostering environments that built critical consciousness and opportunities for critical praxis were key pedagogical strategies for these educators 4) critical social justice educators alter the physical environment of the classroom, affirm student voice and identity, and offer invaluable tools for the future to aid their students in self-empowerment 5) these educators combat traditional schooling by embodying and promoting the critical social justice educator paradigm 6) the advancement of a critical social justice educator paradigm has forced these educators to experience distinct forms of alienation, stigmatization, and discrimination at their school sites 6) these educators acknowledge that the 45 era has created a troubling socio-political landscape for many communities and has prompted an aggressive degradation of public education; however, they offer words of critical hope, challenging all educators to stay grounded in their resistance work towards social justice.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Monical, Sally Kay
- Description:
- This study is a quantitative and qualitative evaluation of two high school physical activity curriculums in relation to student physical fitness outcomes providing insight into factors that promote inactivity. The purpose of this study was to evaluate JROTC and PE physical activity curriculums in relation to physical fitness outcomes to answer questions of effectiveness and differences. The problem is the low physical activity in high school student and early onset of sedentary lifestyle related disease. The methodology applied was a Concurrent-Triangulation Mixed Method approach (Creswell & Plano, 2011) using Pearson r correlation coefficients, Independent-Sample t-Tests, evaluation of instructor voice and narrative. Data was collected by survey, interview, and CDE public data bases. Findings implicated practice, leadership, and policy change recommendations, considerations for future research, and discoveries of new ideas. The quantitative and qualitative corroboration suggest that JROTC instructors are more effective for favorable student physical fitness outcomes, use different methodologies and ideologies, while the PE instructors were experiencing many more barriers to effective physical activity curriculum delivery.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rochford, Lisa Marie
- Description:
- This study concentrates on the factors of classroom climate that produce a learning environment in which community college students are engaged. By defining and disaggregating the impactful factors of classroom climate, this study explores the individual nature of classroom climate and it’s components. This study offers community college educators a tool to improve classroom climate so that community college students can learn in an environment that fosters engagement and thus the completion of educational goals.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Pimentel, Katrina K.
- Description:
- Sexual violence is a pervasive problem on colleges that affects 20% of college women (Burnett et al., 2009). Moreover, the Rape Abuse Incest National Network (RAINN) (2011) reported that 90% of the rapes against college women are committed by just 3-7% of college men. To continue in the tradition of feminist scholars, the purpose of this study was to assess the influence of a male-dominated culture on the lived experience of college students and its relationship to rape culture (androcentric society) in order to facilitate in the transformation of society from one that condones rape to one that dismantles it by raising conscientização (critical consciousness) (Freire, 1970; 1993). This study is framed by Muted Group Theory and Five Faces of Oppression which together form a meta-theory, and used phenomenological research methods (interviews and the administration of an online survey), and focused on eight (N=8) interview participants, and (N=108) survey participants. The findings resulted in the emergence offive themes and 20 assertions. The first theme Gender Identity and Social Positioning centers on how college students are both positioned within society as a result of their gender and navigate the tensions between their own desired identity and societal expectations. The second theme Socialization and Sexual Violence and centers on the factors which influence college students’ attitudes towards sexual violence and victims of sexual assault. The third theme The Experience of Sexual Violence centers on the college students personal experiences of sexual violence and the impact that it has had on their identity and college experiences. The fourth theme Consent & Policy Literacy centers on how college students’ define consent and understand SB 967 (Yes-Means-Yes policy), and how efficacious they perceive it to be. The fifth Transforming a College Rape Culture centers on college students’ bystander attitudes and their demand for early rape prevention education with an explicit focus on consent. These findings have policy, curricular, and leadership implications. The contribution that makes this study provides is the utility of three meta-models, two for problematizing the problem of muting and oppression (Faces of Women’s Oppression and Androcentric Oppression) and one for problem-posing (Dismantlement of Androcentric Oppression). What makes these models unique is their invitation for researchers to continue theorizing about the problem of sexual violence and strengthen the opportunities for dismantling the cultural ideologies that maintain it as a silent epidemic.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Spencer, Delmy Gabriela
- Description:
- The purpose of this qualitative study is to shed light on the experiences of six Latina California Community Colleges (CCC) administrators and the factors that contributed to their success. More specifically, the study examines how the elements of overt discrimination and covert discrimination (microaggressions) in the administrators’ work environment impacted their leadership development and career advancement. It also looks at the strategies of resilience that help Latina administrators succeed in their leadership positions despite their underrepresentation. The qualitative research design for this study captured the women’s stories and descriptions of racial microaggressions in their work environment. This study used a phenomenological approach because it focuses on “how people describe things and experience them through their senses” (Patton, 2002, p. 105). This particular approach helped describe the meaning behind research participants’ lived experiences of a phenomenon (Creswell, 2005). The researcher used critical race theory (CRT) and Latino critical race theory (LatCrit) as frameworks to analyze the impact of microaggressions on the Latina California community college administrators. Narratives were used as the primary method to gather data that address the relationship between racial microaggressions and work environment climate. A narrative is a methodological tool used to give a voice to a subordinate group (Aguirre, 2000). Research participants were given the opportunity to discuss their lived experiences by telling the stories of the subtle forms of racism or discrimination they experience.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership