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Doctor of Education in Educational Leadership
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- Creator:
- Xiong, Luangchee
- Description:
- The opportunity for self-discovery is relatively new to Hmong women whose traditional role has been to remain in the home. Through the voices of five Hmong women enrolled at Merced College during 2017, this study sought to understand how contemporary Hmong American women negotiated modern and traditional values to engage in formal education and select their careers. Four themes emerged from the data analysis: Restriction was a salient cultural practice within the Hmong family structure, the loss of identity and agency, education as a search for freedom, and career selection as a turning point. As a whole, these themes represent the process of self-affirmation that young Hmong women experience as they distance themselves from the family context to build an autonomous lifestyle. Participants shared the experiences of physical, emotional, and intellectual restrictions that are constitutive of cultural practice in multiple Hmong families. Participants emphasized that Hmong culture is both challenged and preserved by the actions and decisions of family members. Although the experiences of restriction engendered the loss of individuality and autonomous decision-making, these young Hmong women found pathways for self-expression and achievement through education. Participation in education provided these Hmong women with a different outlook on traditional gender roles and career opportunities. The participants’ selection of careers became a turning point that encouraged them to reexamine who they were and who they could become.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Viss, David
- Description:
- Implementation of 1:1 devices is a daunting task; districts can gain insight from one another on best practices and strategies for implementation. The purpose of this mixed-methods case study was to engage in a holistic examination of the 1:1 implementation process within a K-12 school district from start to present. This research could provide schools with examples, reflective questions to consider, and also pitfalls that can be avoided. Educational systems can vary between states, districts, and schools, but the end product of instruction and student learning are the consistent commonalities. Having the opportunity to assess and evaluate a district’s decisions within a current implementation process can support both districts currently in or at the beginning stages of the 1:1 implementation process. This case study analyzed interviews with the director of technology, superintendent, assistant superintendent of educational services, and a focus group with the assistant superintendents of personnel services, student support services and business services; along with these interviews is the analysis of past surveys of teachers conducted by the district during the implementation process. Results are shared, and a discussion based on the High Leverage Practices model is presented.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Wittman, Jennifer Pace
- Description:
- The purpose of this study sought to understand the past histories and first-year college experiences of historically underrepresented, underprepared first-year college students of color who required remedial coursework in their first year of college. The orientation of this study combines Critical Race Theory (CRT), which puts “race at the center of critical analysis” (Roithmayr, 1999, p. 1) and Latina/o Critical Race Theory (LatCrit), which incorporates the multidimensionality of Latinx identities by adding language and immigration status among other important issues related to race and racism (Solórzano & Bernal, 2001). Within this framework, this study applied Hernandez’ (2016) Critical Race Theory reconceptualization of self-authorship as a tool of analysis to understand the experiences of underprepared college students of color who may also be first-generation students, positioning race at the center of students’ experiences within the system of higher education. Overall, the self authorship of historically underrepresented, underprepared first-year college students of color who required remedial coursework in their first year of college demonstrated how a first-year experience program—particularly a residential program—and first year experience curriculum function as both a place and space for underprepared students of color to develop cognitively, intrapersonally, and interpersonally during their first year of college.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Wojciechowski, Jessica Bettencourt
- Description:
- This mixed methods study evaluated the perceptions, performance and retention of students participating in the inaugural year of a living-learning program designed to support the needs of underprepared students of color. A survey was distributed to 1,004 FTFT students (N = 278) taking first year English followed by a focus group (N = 9) to further understand program participant experiences. Institutional data were used to analyze student performance and retention across three comparison groups. This student support program was designed to close the performance and persistence gap for underprepared students of color living in residence at a medium sized university in the California Central Valley. Program participants reported frequent use of professional academic advising and major advising, which had a positive effect on student performance. Utilization of support services, including the writing center, disability resources, peer mentoring, was high among program participants, a positive outcome from program participation. Results of the study indicate the program was successful in closing the gap between students participating in the program and comparable students not participating in the program. Students participating in the program reported higher rates of satisfaction with their support program compared to other students participating in programs without a residential component. Findings indicate faculty mentoring had a positive outcome on student success. Understanding program design and outcomes can inform practitioners of effective Student Affairs and Academic Affairs partnerships with positive impacts to students’ performance and decisions to persist.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Lee, Soua
- Description:
- This study utilized a phenomenological approach to explore the career advancement experiences of 10 Southeast Asian women who worked in various California Community Colleges. Participants held different leadership positions in departments such as student services, human resource, library, marketing and outreach, and college administration. The women’s ages ranged from the 30s to 50s. Theoretical frameworks employed in understanding the findings are based on symbolic interactionism and resiliency. The women’s stories of career advancement represented a process of self-positioning as figures of authority and support within their work context. Data analysis revealed four themes that highlighted their career journeys: 1) Difficulties in viewing themselves as leaders; 2) Unintended recipes for leadership emergence; 3) The unique experiences of Asian American female leaders; and 4) Foundations, strategies, and redefinitions of leadership. Participants overcame the limitations of a poor self-perception to build a professional identity based on an orientation toward servant leadership. The journey into leadership was an arduous process that caused participants to experience emotional dilemmas. The participants described ways in which they have learned to re-set their minds and attitudes to maintain personal wellbeing. Implications for practice included ideas for leadership trainings and supportive programs for educational leaders to aid our understanding of existing institutional conditions needed to promote equitable opportunities for Asian Americans and others.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Clark, Julie
- Description:
- As technology changes in our everyday lives, so does education to parallel those changes in technology. Nationally, distance education is rapidly changing, and community colleges are chasing after students digitally to add them to their enrollment numbers. Federal regulations require distance education courses to include regular and substantive interaction, between students and instructor, either asynchronously or synchronously. This descriptive study included conducting a system-wide survey of the California Community College system to identify how distance education faculty define regular and substantive interaction in their courses and how colleges measure that interaction. The survey also included identifying the training faculty go through prior to teaching their first distance education course; if the college has a peer review process; if distance education courses go through a review for accessibility standards; and if the college reviews distance education courses as part of a faculty members evaluation process. Semi-structured interviews were conducted with distance education faculty to gain further depth of the survey results. Results indicated that online discussion boards and videoconferencing was the best forms for students to interact with the instructor and with peers. Email, announcements, and personalized feedback were good forms of instructor-to-student interaction. Recommendations urge colleges to review their policies on distance education on an ongoing basis, to create a local peer review process, and create an evaluation mechanism to evaluate for regular and substantive interaction.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Chaidez, Veronica
- Description:
- Parental involvement in education has been identified as a key contributing factor to positive student achievement and success. Despite this fact, lack of parental involvement in relation to school sponsored events continues to be one of the leading concerns schools in the United States (U.S.) face, especially among Spanish-speaking immigrant parents. Through the voices of six Spanish-speaking immigrant families residing in the San Joaquin Valley of California, this study sought to understand how Spanish-speaking immigrant families make sense of their parenting practices and their involvement in the academic life of their children. Four themes emerged from the data analysis: sacrifice as a parent’s act to benefit future generations, living and parenting in two cultural worlds, parenting styles, and the role of parents as learners of a second language. We found that parents deeply care about their children’s wellbeing and academic performance; however, contextual factors (e.g., job demands, financial constraints, lack of English language expertise) play against parents’ desire to have a stronger presence on their children’s academic experiences. The disadvantaged conditions under which Spanish-speaking immigrant parents construct their everyday lives creates conditions of vulnerability that can affect the opportunities for sustained and active parental engagement in their children’s school experiences. Implications for practice and opportunities for further research are discussed based on the findings.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Rumayor, Isaias Jr
- Description:
- Parental involvement in education has been identified as a key contributing factor to positive student achievement and success. Despite this fact, lack of parental involvement in relation to school sponsored events continues to be one of the leading concerns schools in the United States (U.S.) face, especially among Spanish-speaking immigrant parents. Through the voices of six Spanish-speaking immigrant families residing in the San Joaquin Valley of California, this study sought to understand how Spanish-speaking immigrant families make sense of their parenting practices and their involvement in the academic life of their children. Four themes emerged from the data analysis: sacrifice as a parent’s act to benefit future generations, living and parenting in two cultural worlds, parenting styles, and the role of parents as learners of a second language. We found that parents deeply care about their children’s wellbeing and academic performance; however, contextual factors (e.g., job demands, financial constraints, lack of English language expertise) play against parents’ desire to have a stronger presence on their children’s academic experiences. The disadvantaged conditions under which Spanish-speaking immigrant parents construct their everyday lives creates conditions of vulnerability that can affect the opportunities for sustained and active parental engagement in their children’s school experiences. Implications for practice and opportunities for further research are discussed based on the findings.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Martinez, Javier
- Description:
- Through an interpretative approach, this study seeks to identify mechanisms to address disruptive behavior in the classroom and teach the whole child by strategically targeting the students’ academic, behavior, and socio-emotional needs. The research techniques employed in this study included individual interviews, participant observations, and a review of school documents. Findings are derived from the stories of ten high school teachers from a High School in California’s Central Valley. Data analysis revealed five main topics 1) teachers seek emotional connections with their students to construct a positive socio-emotional classroom environment 2) participants identified the importance of not labeling students as conflictive but as individuals experiencing conflictive situations, 3) teachers identified their lack of preparation to respond to socio-emotional issues in the classroom, 4) participants emphasized the importance of negotiating authority structures in the classroom, and 5) the importance of using intuition and creativity to create relational strategies that enrich the classroom environment. Themes derived from this study explain both the challenges and opportunities of success that teachers face when creating a positive socio-emotional classroom environment for all students. The results of this research carry important implications for the advancement of students’ socio-emotional development and the construction of healthy relationships between teachers and students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Carranza, Joseph
- Description:
- This study employed a narrative methodology to increase an understanding of how Mexican American males utilized their agency as they constructed their identities while negotiating competing hegemonic discourses in multiple socio-cultural contexts. The study used the theoretical lens of cultural production to honor the personal journeys of six Mexican American males as they negotiated the space between agency and structure. Findings describe how each of these men exhibited their multiple positionalities as they responded to the distinct expectations of hegemonic masculinities in both the Anglo American and Mexican American cultures. Participants’ narratives highlighted the role and influences of distinct and competing communities of practice that reflected different hegemonic discourses of masculinity on equally distinct and fluid gendered performances. As bi-cultural socio-cultural agents, participants moderated their gendered performances and exhibited strategic plasticity in response to competing hegemonies as they navigated multiple levels of marginalization.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership