Search

Developing spoken English abilities is of utmost importance for students of Damphu Central School (DCS). By researching the current curriculum, its effectiveness in improving spoken English, and the primary factors of the students' proficiency, the goals of this study were to provide significant recommendations for developing the English language curriculum. A thorough analysis was conducted using input from all three stakeholders--students, parents, and teachers. As a result, the findings of this study highlighted the need to prioritize spoken English proficiency, construct a supportive learning atmosphere, and initiate conversations to amplify overall language skills (Li & Li, 2020). Moreover, the study pointed out critical areas including grammar, pronunciation, and fluency that require further attention as a means of improving spoken English (Nunan, 1998). In order to fully understand the implications of this study, it is essential to note that all recommendations are specific to the DCS context (Richards & Rodgers, 2001). As such, the research suggests that educators should emphasize speaking exercises in the classroom, ensure a positive learning climate and address any individual language obstacles. Furthermore, this investigation has proved the importance of continuous teacher development and similar studies to refine and extend approaches in improving English Communication Skills (ECS) in the school system.

The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who only took the CSEC mathematics examination. With respect to research question two, when compared to female students who wrote the CCSLC mathematics examination before taking the CSEC mathematics examination, the results indicated that the male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination mean score was marginally higher than the female student. Although the male students' score was marginally higher than the female student, based on the two-sampled independent t-test, there was no statistically significant difference in mean scores.

The purpose of this study was to investigate the level of test anxiety that high school male and female students experience in English and mathematics classes in Saudi high schools. The study examined test anxiety in both subjects from motivational antecedents and cultural factors that cause test anxiety among students. A mixed-methods study was designed, with quantitative data collected on structured instruments. Test anxiety was measured on the Test Anxiety Inventory (TIA) from a total of 280 high school students in grades 9 through 12 recruited from public high schools in the Riyadh region of the Kingdom of Saudi Arabia. Qualitative data were collected using focus group interviews with 20 students (10 male, 10 female) selected from a sample pool of 280 students by a systematic random sampling procedure. The quantitative data were analyzed with means, t-test (independent and dependent sample), one-way ANOVA, and hierarchical linear regression. The results indicated a moderate level of test anxiety in all students, with male students experiencing higher test anxiety than female students. Moreover, higher test anxiety was observed in English than in mathematics. Motivation and cultural factors are substantial sources of test anxiety among students, and success expectancies were negatively correlated with test anxiety in mathematics and English; however, task value was positively correlated with math test anxiety. Collective social stigma was the only predictor found to be significantly predictive of English and math test anxiety. Five themes emerged from qualitative data: high-stakes tests, subject-induced anxiety, family and social bonding, incompetence and nervousness, and future aspirations and value of the exams. The study concluded that test anxiety is common among Saudi high school students, but that gender and subject differences exist, caused by several cultural and motivational factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The achievement gaps between Black and white students in math and science have remained unchanged over the last decade. Additionally, disparities in academic achievement and academic outcomes, like dropout, have persisted across genders. Existing research has explored the intricacies of various forms of identity -- namely racial and gender identities -- and their impacts on academic outcomes. Yet, limited research explores the possibility of variability of academic identity. The aims of this study are to explore the complexities of academic identity and its potential relationship with the academic outcomes of minoritized students. Utilizing data from the National Center of Education Statistics' Education Longitudinal Study of 2002 public-use file, this research uses multivariate statistics, including supervised and unsupervised machine learning techniques, to investigate (1) whether academic identities exist beyond being "identified" or "disidentified", (2) if there are significant race and/or gender differences in academic identity profile membership, and (3) how well academic identity profiles predict academic outcomes. Through this exploratory research, we uncovered four distinct academic identity profiles and found significant gender differences in identity membership. Significant associations between particular academic identity profiles and dropout were also discovered. Furthermore, we were able to use machine learning to build models that suitably predict dropout and standardized math scores. The findings of this research highlight the need to continue exploring and understanding the intricacies of academic identity. This information may prove useful in reengaging students and mitigating mental withdrawal from the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study examined hindering factors of 2-year community college students' vertical transfer to 4-year colleges. Rational choice theory guided the study and provided the scope of the problem, which is community college students' apprehension about vertically transferring to 4-year colleges. A quantitative Likert-scale survey, which comprised demographic questions and measures of variable scales, was the data-gathering instrument. The measures of study variables were the College Persistence Questionnaire, Student Financial Wellness Survey, Academic Motivation Scale, and self-authored questions. The first three research questions sought to explore whether apprehension to vertically transfer (RQ1), financial stress (RQ2), and commitment to a 4-year college degree (RQ3) differed by participants' gender, race/ethnicity, and parental education. The fourth, fifth, and sixth research questions sought to examine the direct influence of fear/amotivation, debt/loan aversion, and extrinsic motivation on (RQ4) participants' apprehension to transfer to a 4-year college (RQ5), financial stress, and (RQ6) commitment to complete a 4-year college degree. The findings show that the outcomes by race/ethnicity were statistically significant, suggesting that, on average, apprehension to transfer vertically, financial stress, and commitment to a 4-year college degree differed by race/ethnicity. The findings also suggest that, on average, apprehension to vertically transfer, financial stress, and commitment to a 4-year college degree did not differ by participant gender. Similar differences were shown in the study outcomes by parental education. On average, parental education differed regarding concerns about vertical transfer, financial stress, and commitment to a 4-year college degree. Implications for practice include fostering improved conveyance of information, particularly to parents of Hispanic students, to better promote college education as a key determinant in less financial stress and its positive effect on income. Implications for policy include policymakers creating policy that secures and maintains each student's tuition rate upon entry for the duration of their degree, as opposed to it being raised every year. Another option is for higher education institutions to adopt a free tuition model, which several states have in place. Finally, research implications include conducting a qualitative study regarding students' failure to vertically transfer before or after completing a credential at a 2-year college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students' prosocial behavior is linked to their own and their classmate's engagement in the classroom. This raises the question of through what pathway prosocial behavior is linked to engagement. This study investigates whether early adolescents' peer belonging mediates the relationship between prosocial behavior and classroom engagement. The potential moderation effect on gender was also investigated due to gender differences that favor girls. Participants were 679 middle school students from rural, low-income communities in the Midwestern United States (51% girls, 49% boys; M[subscript age]= 12.65, SD = 1.09). Students completed self-report surveys in the spring of 2022. Structural equation modeling (SEM) was used to test the main effect of students' perceptions of their own and their classmates' prosocial behavior on peer belonging and emotional, behavioral, and cognitive engagement, and the mediating effect of peer belonging on engagement. Results suggest that students' perceptions of their own and their classmates' prosocial behavior were positively linked to their emotional, behavioral, and cognitive engagement. Additionally, these relationships were mediated by peer belonging for emotional and behavioral (but not cognitive) engagement. These findings were robust across gender. Findings have implications for classroom-based intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although an increasing number of Latinx students are enrolling in higher education, only a small percentage graduate from two and four-year universities compared to their counterparts. This study explored the relationship between demographic variables and grit scores among undergraduate students. Grit, defined as the perseverance and passion for long-term goals (Duckworth, 2009), has gained significant attention in education research due to its association with academic success and performance. This study utilized a quantitative research design to compare grit scores between junior and senior undergraduate students. A total of 166 participants were included in the analysis, with 69 respondents classified as juniors and 97 as seniors. This study's data was collected using the 12-question Grit Scale (Duckworth & Quinn, 2009). The survey was emailed to undergraduate students who have persisted in their university studies and enrolled in the spring semester of 2024 as juniors or seniors. This study contributes to the growing body of literature on grit and student success by shedding light on the differences in grit scores among genders, classifications, differences in age, and emergent bilingual status. Practical implications are discussed emphasizing the need for interventions and support mechanisms to nurture grit and enhance student success across academic stages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Adolescence is characterized by a multitude of challenges, namely ones concerning mental health and wellness. To address this problem, many schools have implemented mental health programs based on campus. While the progress of school-based mental health programs has been explored and documented, there is a gap in the literature about the audience, modality, and satisfaction of these services. The purpose of this study is to assess the use of a Tier 1 approach, its impact on high school participants, and receptivity to the program. For this survey study, archival data from post-treatment surveys were used to explore students' attitudes toward the program and its perceived usefulness. Quantitative data was also used to investigate any gender differences in responses across participants. Findings indicate that most students practiced mindfulness weekly and found that it helped reduce stress levels. Analyses also revealed what students liked most and least about the 12-week mindfulness program. Implications for future school-based Tier 1 mental health interventions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic was difficult for students, teachers, and parents. Teacher well-being was already identified as problematic, and the pandemic intensified many teachers' stresses. This quantitative study used survey research methods to investigate whether resilience characteristics (i.e., purpose, perseverance, self-reliance, equanimity, or existential aloneness) are significant predictors of teacher well-being after the COVID-19 pandemic based on teacher gender, grade band, or years of teaching experience. The instruments used to collect data were the Teacher Subjective Well-being Questionnaire by Renshaw and the Resilience Scale by Wagnild and Young. Multiple regression was used to determine if the characteristics of resilience are significant predictors of teacher well-being. The results indicated the resilience subscales, purpose and self-reliance, were significantly positively associated with well-being. Existential aloneness was discovered to be significantly negatively associated with well-being, meaning teachers with higher existential aloneness scores tended to have lower well-being scores. There was a significant interaction between existential aloneness and gender in relation to teacher well-being, indicating males with higher levels of existential aloneness tend to have higher well-being scores than females. In addition, teaching experience was significantly positively associated with well-being, with teachers having 20+ years of experience showing higher well-being scores than those with 0-9 years of experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Liberia faces many challenges in its rebuilding process, including building a pipeline of reliable and productive human capital. Though science, technology, engineering, and math (STEM) careers have gained global popularity, the underrepresentation of women in STEM careers is a concerning trend that requires a data-driven explanation and prompt attention. To promote sustainable development and poverty reduction in Liberia, it is crucial to involve girls and women in STEM education. While various factors contribute to the underrepresentation of women in STEM, the purpose of this study was to analyze the relationship between female students' math selfefficacy and the decision to pursue a STEM major at university. The study took place at the University of Liberia in West Africa. The results showed a difference in math self-efficacy between female first-year students in STEM majors and female first-year students pursuing non-STEM majors. No correlation was found between female first-year students' Liberia Senior High School Certificate Examination math scores and the choice of major, whether STEM or non-STEM. There was also no association between students passing or failing their Liberia Senior High School Certificate Examination (Math) and the decision to pursue a STEM or non-STEM major at the university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the experiences of Iranian-American and Iranian female leaders within higher education institutions. Utilizing a qualitative phenomenological approach, the research actively engaged a cohort of 18 participants through purposive sampling and semi-structured interviews. Four research questions guided this study, highlighting the experiences, perspectives and complexity of these women in their journey towards leadership roles in higher education. The research questions focused on highlighting challenges, methods to overcome them, measures of success and recommendations for aspiring Iranian and Iranian-American leaders. This study aimed to showcase the distinctive intersections of identity, culture, and gender within a lens of leadership experiences of Iranian women in higher education. The narratives provided by these women, not only provide great insights into their personal and professional development, but also offer significant perspectives on the wider context of diversity, equity, and inclusion within academic leadership. As the narratives from interviews were explored and connected to literature, a deeper understanding of challenges Iranian female leaders have overcome emerged. These challenges include, but are not restricted to, a lack of a support network, balancing family and work life, misogyny in the workplace, along with other challenges in the workplace, such as being dismissed or not taken seriously as well as immigration challenges and mental health challenges. Following that, to overcome these challenges, they relied on personal and professional communities to lean on as well as leaning on personal characteristics such as resiliency, being flexible, having strength of character and confidence to overcome those challenges. Measures of success were revealed as reaching professional milestones, publishing, relying on feedback and meeting the needs of their family. Furthermore, recommendations were given to aspiring leaders to build a network and community, support those in those communities, to be confident and persevere, to keep learning and ultimately, to embrace your unique Iranian background. A model was developed for Iranian female and Iranian-American leaders and aspiring leaders in higher education. The model was developed to help Iranian women evolve, grow and sustain through four different areas of internal and external areas of identity, introspection, community and organizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Self-efficacy significantly influences the success of school leaders in managing the school environment, offering instructional programs, and working morally with the community. In this study, I addressed the following questions: What are school leaders' self-efficacy and its various components of management, instructional, and moral leadership? What patterns emerge based on level, position, gender, and years of experience? Approximately 1,300 Alabama school leaders (i.e., principals and assistants) were invited to take the Tschannen-Moran and Gareis' Principal Sense of Self-Efficacy Scale. This 18-item instrument, using a 9-point Likert response scale from 1 (none at all) to 9 (a great deal), explored the overall self-efficacy of leadership and its three components. The Alabama participants, 402 school leaders with a response rate of close to 20%, revealed strong self-efficacy (M = 7.44, SD = 0.83), and for its various components of management (M = 8.15, SD = 1.42), instructional (M = 7.61, SD = 0.87) and moral (M = 7.75, SD = 0.86) leadership. In looking at background characteristics, self-efficacy was found to be significantly influenced by the type of school, the leadership position, gender, and years of experience. For instance, self-efficacy was higher for elementary school leaders, principals, women, and those leaders with 15 or more years of experience. Interestingly, the assistant principals' self-efficacy pattern in management was noteworthy. These findings have practical implications for educator stakeholders and future avenues of research, as they provide insights into the role of school leaders' self-efficacy in management, instructional, and moral leadership and the influence of background characteristics on this self-efficacy, thereby highlighting the need for further investigation into the complex interplay of these factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Our world is a rapidly changing society, surrounded by local and global challenges, the most important of which are technological and technical developments, and global openness represented by the spread of communication networks, the Internet, and others. Perhaps the most important of these technologies is what is known as smartphone applications (apps), through which millions of people participate, each according to his/ her interest and inclinations. Digital technology in general and smartphone apps on the network in particular are among the new innovations in human society that have changed human communication patterns. Considering that distance education is one of the components of this society, and one of its basic elements in the process of promotion and development. The educational system must know how to benefit from the use of smartphone apps in education in order to raise the level of knowledge and promote sustainable development. According to the Saudi government's Vision 2030, digital transformation is a crucial, conclusive, and practical approach that intends to facilitate and hasten the government's transformation in an efficient manner. One of the key goals of this vision is to enhance the quality of higher education in Saudi Arabia by adopting innovative technologies and approaches, including the use of digital platforms in education. KSA is planning on ranking at least 5 Saudi universities among the top 200 universities in the world by 2030. In the past, Saudi Arabia's education policy was entirely based on traditional education, with no consideration for digital platforms. There are specific previous studies looking at the use of educational smartphone apps in distance education by marketing students. The purpose of this mixed methods study was to explore. The purpose of this mixed methods study was to explore the impact of using smartphone apps as an educational tool on learning goals and learning outcomes of Marketing students' in the College of Business Administration at Umm Al-Qura University. Also, this study was to explore the impact the usefulness and ease of use of smartphone apps on the adoption of smartphone apps in distance education within the College of Business Administration at UQU Saudi Arabia. There were 240 responses from marketing students in the quantitative part, and 8 faculty members participated in the qualitative part of the study. Overall, the results showed strong support for the hypotheses especially when isolating ease of use and usefulness: learning goals and learning outcomes are indeed significantly mediated by ease of use and usefulness thereby driving adoption and learning outcomes. Direct effects of gender as a moderating variable were found for learning goals and adoption: females were less inclined to feel that apps were well integrated into learning goals but nevertheless were inclined to engage in greater adoption of the app. Future studies could delve deeper into individual motivations, attitudes, and contextual factors to provide a more comprehensive understanding of gender differences in technology acceptance within educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation consists of two chapters studying problems faced by youths in two contexts that could be pivotal to their future: admissions to higher education and the juvenile criminal justice system. The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields has been studied extensively, and there have been calls for improving the gender balance in STEM fields through admission policies in higher education. In the first chapter, I estimate preferences for both applicants and programs using data from the centralized post-secondary admission system in Taiwan and explore how the preferences relate to the gender gap in STEM fields. To account for applicants' and programs' decision timing, I introduce a modified version of the truth-telling assumption for estimating preferences under a deferred-acceptance mechanism. On the program side, I find substantial heterogeneity across programs in gender preferences, reflected in their ranking of applicants. On the applicants' side, the largest difference between gender lies in male applicants' preference for programs where students are strong in math, and the preference is higher for those with lower math scores. Female applicants' emphasis on math is weaker and show less heterogeneity. To examine the potential impact of implementing minority reserves within STEM programs on gender balance, I conduct simulations of a counterfactual policy reserving seats for women in admissions to STEM programs. I find that while minority reserves could yield improvements in female representation within STEM programs, the magnitude of these changes are modest. The results also suggest that the limited efficacy of such policies may stem from the concentration of female applicants' preferences towards similar programs. In the second chapter (co-authored with Diego Amador), I study the effects of short-term detention on youths when they are arrested for the first time. Many youths accused of delinquent conduct are detained as their cases get processed by juvenile courts. Using a decade of detailed administrative data for all initial detention decisions made in Harris County, we find that these short-term detentions of low-risk youths lead to a sizeable increase in the likelihood of rearrests. We also find that these effects are concentrated on youths arrested for non-violent, less serious offenses and are unrelated to the actual amount of time spent in detention. To obtain our estimates, we implement the double/debiased machine learning estimator for matching, which relies on selection on observables as the key assumption. We go beyond traditional robustness checks by directly gauging the vulnerability of our results to violations of selection on observables, and sensitivity tests show that our estimates are robust to plausible levels of violations of this assumption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative non-experimental survey study examined the predictive relationship between compensation satisfaction or organizational commitment and K-12 IT workers' intention to stay. The study included 247 IT workers employed by six school systems from a metropolitan area in the Southeastern United States. Additionally, the study examined the correlation between compensation satisfaction and organizational commitment. Statistically significant differences were examined between IT workers of different ages, sexes, primary work locations, and employment durations. Binary logistic regression, Spearman correlation coefficients, and non-parametric ANOVA statistical methods were employed. Descriptive statistics were calculated. Results indicated that both compensation satisfaction and organizational commitment were statistically significant predictors of K-12 workers' intention to stay employed by their school systems. Organizational commitment was found to be a more reliable predictor than compensation satisfaction. A weak positive correlation was found between compensation satisfaction and organizational commitment. No statistically significant differences were found between IT workers of different ages, sexes, primary work locations, or employment durations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative comparative study was to examine if gender and participation in a STEM curriculum have separate and/or interacting statistically significant effects on academic achievement of 8th grade middle school students attending Arizona Title I middle schools. The theoretical foundation was cognitive learning theory, which focused on identifying information processing techniques that contribute to the most efficient and effective learning. The research question asked if gender and participation in a STEM curriculum have separate and/or interacting significant effects on overall academic achievement. In this study, data was analyzed using a two-way ANOVA. There were no statistically significant interaction effects between gender, STEM status and/or academic achievement. The study showed F = 2.936, p = 0.089, [partial eta-squared] = 0.018. for end of year academic achievement scores for females and males. The study showed F = 0.063, p = 0.802, [partial eta-squared] = 0.000 for end of year scores for STEM and non-STEM students. The study showed, F = 0.584, p = 0.446, partial [partial eta-squared] = 0.004 for interaction effect between gender, participation in STEM curriculum, and overall academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This convergent mixed method study examined the supports and barriers of Black male student persistence at a predominantly White institution in the southeastern United States through four research questions: 1) To what extent do mean graduation rates vary across self-described racial designations and gender over the academic years 2013-2021 at a PWI?; 2) To what extent do Black male college students differ in perceptions of supports at PWIs based on first-generation college student status, adult, nontraditional status, and traditional status?; 3) What do Black male college students perceive as supports to academic persistence at a PWI?; and 4) What do Black male college students perceive as barriers to academic persistence at a PWI? The participants for the archival data were students (n = 10,749), including all recorded races and genders, for the specified period 2013-2021. The participants for the survey were students (n = 31) who identified as Black or African American males enrolled in the university. The findings revealed that Black males graduated at the same rate as other students, irrespective of gender or self-reported race. The subsequent survey and qualitative analysis of semistructured interviews revealed several themes related to Black male perceptions of supports, including belongingness, mentorship, and representation of Black faculty and staff. Barriers include racism, lack of representation, lack of dedicated mentorship, and underutilization of the Black college student center. Finally, practical implications are provided as well as suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The debate between cooperative group learning and individual instruction has long been a focal point in educational discourse. This research study explored these two instructional methodologies' comparative efficacy and benefits in fostering learning outcomes and skill development. This research study was conducted using fifth-grade classes from three different schools to determine if there is a difference in students' MAP (Measure of Academic Progress) scores depending on whether they learned in a cooperative group setting or were instructed using individualized instruction. The study also looked for differences based on gender and ethnicity. The research design was causal-comparative. According to the findings of this study, the data revealed no significant difference in the instructional method used to teach fifth-grade math students, according to the given MAP assessment. The data provided showed no significant difference in student achievement when comparing the gender of students and the instructional method used. The data also showed no significant difference in students' math academic achievement related to ethnicity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to compare mental health and stress in K-5 teachers at a Southeast Texas elementary school based on gender, years of experience, and race. It was guided by the following research questions: How does the relationship between gender among male and female elementary teachers relate to stress assessment tools? How does the number of years of teaching experience correlate with performance among male and female elementary teachers and their stress levels? How does the association between race influence the mental health of male and female elementary teachers in the workplace? Convenience sampling was used for this quantitative study. Participants consisted of K-5 teachers from a Southeast Texas elementary school. The researcher utilized 33 participants. Using the interview data, the mean and standard deviation were extracted. The study findings suggest that females experience a higher percentage in their mental health and stress levels. The study also provides the viewpoints of K-5 concerning the correlation between mental health and stress and potential strategies for addressing them. The study provides implications for practice that will help district leaders decrease mental health and stress among teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine how various security measures affect performance in two South Carolina middle schools, one high-performing, and one low-performing. This research study determined educators' attitudes toward safety in one high-performing and low-performing school in the low country area of South Carolina. There were five research questions guiding this study. What are educators' attitudes toward school safety in high-performing and low performing schools? Is there any significant difference between the perceptions of the effectiveness of school safety between those with different degree levels? Is there any significant difference in school safety regarding performance among students between educators with various levels of experience? Are there any significant differences between genders' attitudes towards school safety regarding performance in schools? Lastly, is there any significant difference in attitudes towards students' performance related to professional development on school safety measures? A combination of three established surveys and demographic data were used. The final survey consisted of 58 items. The samples consisted of questions and answers from general education teachers from two middle schools in South Carolina. Data analysis utilized descriptive statistics, Pairwise, and Levene's Tests. Analysis and results of all research questions showed no significance. Based on the findings, the data revealed no significant difference between the teachers' perceptions of school safety measures and their impact on school performance in one low-performing middle school and one high-performing middle school in the Low Country of South Carolina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Dating violence and sexual assault are topics of concern on college campuses and although they are often viewed as separate issues, they are overlapping constructs within the construct of interpersonal violence. Research suggests that people perpetrate dating violence and sexual assault for the same reasons. However, campus programming frequently focuses on sexual assault over dating violence prevention instead of creating interventions that address the two simultaneously. Many of the interventions that are already in use to combat sexual assault on college campuses do so by reducing beliefs in myths about sexual violence. This study examined belief in dating violence myths and sexual assault myths in the college population, using archival data from a campus climate survey distributed to IUP students in the Spring 2022 semester. Participants completed self-report dating violence myth acceptance items (DVMA) and sexual assault myth acceptance items (SAMA) as well as questions on whether they had experienced dating violence and/or sexual assault and whether they knew of anyone who had. As predicted, males within the sample endorsed more belief in dating violence myths and sexual assault myths than female participants did. Although the differences in DVMA and SAMA were observed within factored themes, a significant difference was not observed between male and female participants' endorsement of the SAMA subscale Individual Consent. Lower DVMA and SAMA scores were observed for participants who reported that they had experienced that type of violence as well as participants who reported knowing someone who had. Participants were also observed to have higher DVMA scores than SAMA scores overall. Differences were not observed between undergraduate and graduate students, students affiliated with Greek Life and non-affiliated students, and varsity athletes and non-athletes. These results provide information on student beliefs that help campus programming further prevent dating violence and sexual assault at the institution. Limitations and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explored the career aspirations of Black and Latinx undergraduates in underrepresented health fields, crucial due to health disparities and social determinants. Using data from the 2015-2019 Higher Education Research Institute, the research analyzed factors impacting students' pursuit of healthcare careers through logistic regressions in three articles. The first article identified predictors of career aspirations among Black and Latinx students, showing significant racial and ethnic disparities. Asian American students have expressed the highest desire for healthcare careers (31.5%), followed by Black (28%), Latinx (19%), and White students (17.5%). The second study underscored the underrepresentation of Black and Latinx individuals, particularly women, in healthcare professions. The third article examined socioeconomic status, unveiling academic disengagement among those with low socioeconomic status within these groups. Both the first and second studies highlighted how negative internship experiences significantly forecast lower career aspirations, stressing the importance of evaluating internships among Black and Latinx students. Lack of internships emerged as a significant predictor in these studies. Conversely, self-identifying as "premed" positively predicted pursuing a healthcare career in the first and third studies. Across all studies, faculty bias and negative cross-racial interactions hindered aspirations, constraining opportunities for success. These findings underscored the overlapping challenges, systemic inequalities, and discrimination shaping the career aspirations of Black and Latinx students pursuing healthcare fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The use of social media is swiftly increasing, especially among the adolescent population. At the same time, student engagement in school is waning, leading to poor grades, dropping out, health problems, and low lifetime earning potential. The purpose of this quantitative nonexperimental study was to determine if a relationship exists between social media use, academic engagement (involvement), and demographics among a sample of high school students in the Southeastern United States. Regression analysis was employed to identify differences between the subscale mean scores and the variables. Astin's (1970, 1991) input-environment-outcome (I-E-O) model served as the conceptual framework to examine the effect of the input and the environment on the output. The I-E-O model explained that students' development was related to their involvement in academic and social activities in school. The sample consisted of 89 secondary students in a Georgia high school. The results indicated a slight positive association between student school engagement and academic engagement (B = 0.34, t = 2.54, p = 0.013). Race, gender, general social media usage, social media attitudes, text messaging, and smartphone usage collectively had a significant predictive relationship with academic engagement. Based on the findings, my recommendation is that educators consider implementing policies and programs to assist students in understanding their social media use and how their use may impact their academic and school engagement. Future research should focus on ways to address student's social media use while understanding that social media is a significant part of adolescent lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research examining reading abilities among Black children diverges significantly from prior literature, which either lacked focus or lacked substantial representation of Black children. Black students, particularly boys, tend to exhibit lower academic achievement compared to their peers. The problem addressed in this study is that Black boys, in particular, are not acquiring the early literacy skills identified by early childhood education curricula and assessments, which results in them not learning at the same level as other students. This study is important because, without the early literacy skills that are taught in early grades, Black boys will continue to struggle fundamentally without knowing how to learn and retain the information given in grades three and beyond. The theoretical framework for this study focused on emergent literacy theory as the framework for preparing students of all backgrounds for learning, and critical race theory is an accompanying model to explain systemic inequity and its implications for the reading preparation of Black boys. Both theories were used to guide the theoretical framework for this study. This study utilized a quantitative causal-comparative research design to examine the findings. The findings suggested that reading scores for third-grade Black boys were statistically significantly different from non-Black boys in third grade. The mean score for non-Black boys (M = 1342.91, SD = 146.276) was higher than that for Black boys (M = 1307.35, SD = 121.335). The results for the independent samples t test, t(1575) = 4.649, p < 0.001, rejected the null hypothesis, concluding that there was a statistically significant difference in the mean reading scores of third-grade Black boys and non-Black boys in an urban Virginia school district. Future research should focus on examining the reading proficiency of Black boys across various school districts, isolating variables to understand developmental gaps better, and starting assessments before third grade to inform strategies for closing the literacy gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the study was to investigate preservice teachers' (PSTs) attitudes and beliefs towards their PK-12 field trip (FT) experiences as students, their memories, influences in their lives, impact on their educational approaches and career choices, as well as how, as future teachers, they would implement FTs to their future students to provide feedback on FTs' training for preparation programs. Rationale: Anderson et al. (2010) criticized teacher preparation programs' lack of teacher training to implement educational FTs and contended that instructors' FTs experiences as students may have influenced the way they plan and carry out educational FTs. John Dewey's "Theory of Art as experience" (1934/1959), "and Experience and education" (1938/2015) supported the theoretical framework for this study. In Chapter Two, the literature reviewed Bronfenbrenner's (1994) Ecological Model among others and looked at the gap in the literature on three domains: (1) educational FTs, (2) teachers' attitudes and beliefs, and (3) the multicultural platform and found very difficult to find research addressing multicultural field trips, inclusion, social justice, and diversity just to mention some, as well as in all these three domains. In Chapter Three, the survey methods approach in this study design allowed data gathering from those who share teacher program similarities (Fraenkel & Wallen, 2015). It included twelve (12) Likert scale questions and four (4) open-ended questions. For this study, the fossae were on PSTs and the five (5) research questions on their experience with educational FTs as students, their beliefs and attitudes, their concerns about planning FTs for their future students, the impact FTs had in their lives, studies, philosophy, and careers. After the research proposal was approved, IRB approval was also granted as an exempt study for all participants who were over eighteen (18) and took the survey online following all required protocols. Data gathering started in January 2023 and ended in December 2023. Chapter Four is dedicated to the results of this cross-sectional quantitative survey approach drawing data from 130 PSTs from the Teaching and Learning (T&L) Subject Pool in a large urban research university in the U.S. Southwest. PSTs enrolled in research courses qualified for one (1) research credit in exchange for completing a Qualtrics survey accessed directly from the subject pool. After data was gathered and cleaned, I used JASP descriptive statistics, correlations, and an ANOVA to provide the results. Inductive coding (Thomas, 2006) thematically categorized the four (4) open-ended questions, looking also at chunks of information, allowing for word frequency mapping, and sentiment results related to the RQs. The findings were analyzed in Chapter Five. Among the findings, this study revealed PST's demand to plan and implement FTs for their future students but most of them, don't are prepared and want to have training to plan, manage, and organize effectively in their future classes. Findings (RQ 1) indicated teachers experience long-term impact from FTs, evidence of gender-specific awareness, and influence on their educational philosophy. FTs' influence on career decision-making. For RQ 2 (benefits), results point to four specific areas concerning FTs. First, the positive impact on coursework concepts. Second, FTs provide valuable learning space for social communication. Third, FTs provide a valuable learning space for real-world connections. Lastly, FTs provided a valuable learning space for discussions and debates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although strides have been made in promoting gender equality, there still exists a lingering gap in math achievement, where males tend to outshine females. This has piqued the interest of both scientists and society, who continue to explore the reasons behind the limited representation of women in math-intensive fields such as science, technology, engineering, and mathematics (STEM). This quantitative study investigated the influence of home resources, teachers' instructional practice, and bullying on gender disparity in math identity and agency and its impact on advanced math achievement. The study's data was derived from the 2015 12th-grade Trends in Mathematics Science Study (TIMSS), a standardized test administered to students in the United States to assess their proficiency in various subjects, including advanced mathematics. Statistical analysis was conducted using IBM SPSS software, employing MANOVA test, Pearson correlations, and Multiple Regression procedures. The research findings indicate a notable influence of gender on math identity and math agency. Specifically, male students reported higher math identity compared to their female counterparts, while both genders exhibited similar levels of math agency. Moreover, the study unveiled a robust connection between math identity, math agency, and math achievement. Factors such as home resources, math identity, and gender emerged as significant indicators of math achievement. Ultimately, when all other independent variables were kept constant, mathematics achievement was found to be higher among male students than their female counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Extant research indicates culturally relevant literature (CRL) is linked to increased reading comprehension and interest in reading for Latinx students as well as other student groups. Current research also shows CRL can support home literacy instruction, facilitate writing instruction, foster sociopolitical awareness, underpin behavior interventions, and promote disciplinary literacy. However, despite this growing body of research, gaps in the literature addressing CRL remain. For example, far too few studies have incorporated participants' views on the cultural relevance of the literature they are asked to read. There is also little research that explores CRL's relationship to outcomes on typical daily classroom assignments. My mixed-methods study addresses these limitations and provides a deeper understanding of how researchers, teachers, administrators, and policymakers can capture student readers' perspectives on the literature they are asked to read as part of our studies and our classes. Specifically, my study offers an updated version of Paulson and Freeman's cultural relevance rubric, which has been employed by other studies. My updated version of the rubric allows students who identify as nonbinary to more easily respond to a question meant to capture the gender facet of cultural relevance. Additionally, my study features an interview protocol that is tied to the rubric and allows for the collection of qualitative data from student--readers to augment the quantitative data the rubric provides. Regarding classroom assignments, my study features quantitative analysis of a theme paragraph assignment from my English language arts curriculum for the seventh grade, and I provide cstuontext for these assignment scores with qualitative data from semistructured interviews with the students. First, my quantitative analysis of the data generated from the cultural relevance rubric revealed that students did find the intervention story I selected from my study, "Sol Painting, Inc." by Meg Medina (2017), more culturally relevant than the control story I selected, "A Sound of Thunder" by Ray Bradbury (originally published in 1953). Next, my measure of reading comprehension, the theme paragraph assignment, revealed higher average scores for students working with the intervention story as compared to the scores of students working with the control story, though independent t tests did not reveal statistically significant differences in these scores. In my quantitative analysis, I also explored outcomes on the theme paragraph for the following student subgroups: female students, male students, students who are designated as English learners, and students who receive special education services. Findings for these student subgroups mirrored the overall analytic sample. Second, qualitative data from my study's semistructured interviews showed students most strongly identified with the character and plot facets of cultural relevance. That is, students were able to draw connections between the characters in the story and people from their own lives while determining a theme in the text and making meaning with the text. Qualitative interview data also showed students applied their own lived experiences in similar ways when using plot of the story to determine its themes. In other words, the experiences facet of cultural relevance was also an important element for making meaning with the text for the students who participated in my study. Finally, qualitative interview data showed all five students in the purposive sample indicated they found the intervention story both an enjoyable read and a meaningful part of the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

It is essential that all students who are interested in science, technology, engineering, and math (STEM) have the motivational supports to persist in their STEM career trajectories. "STEM role models," or successful individuals in STEM, can be powerful tools to motivate college students towards STEM careers, particularly if students feel similar to those role models. However, limited research has examined what dimensions of role model similarities are most optimally supportive of students' motivation and how to leverage similarity in STEM role model programming. This two-study dissertation investigated how perceptions of similarity to STEM role models motivates college students to pursue STEM careers and how educators might leverage students' perceptions of similarity to enhance the motivational power of STEM role models. Study 1 investigated the different ways in which college STEM students (N = 1,185) perceived similarity to STEM role models, how perceptions of similarity were related to students' motivation, and whether patterns varied for different gender and racial/ethnic groups in STEM. Results showed that perceptions of academic similarity (e.g., in terms of academic abilities, interests, or efforts) were most robustly associated with college students' STEM career motivation. This study also revealed that college students from marginalized gender and racial/ethnic groups may rely on different dimensions of academic similarity when being motivated by STEM role models. Study 2 investigated one technique through which educators might promote perceptions of similarity to a given STEM role model. This study experimentally tested a novel self-reflective intervention activity aimed to promote perceptions of similarity among college students enrolled in computer science courses (N = 406) and investigated whether effects of the activity varied for different groups of students. Despite overall null effects of the intervention activity, mixed effects of role model exposure revealed insights regarding the boundary conditions through which role model activities promote college students' motivation and career-related intentions in STEM. Both studies shed light how perceptions of similarity can make STEM role models powerful motivators to college students. Findings help to inform the design of effective role model programs that aim to motivate and broaden STEM participation among diverse groups of college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Access to pass/fail grading was liberalized for courses designed to be delivered in-person but moved online due to social distancing caused by the COVID-19 pandemic at many universities in the spring 2020 semester. There was little research to inform liberalizing access to pass/fail grading as a tool to support student performance and persistence during times of disruption, and concerns were raised about the academic performance and retention of students who made use of this grading option. This quantitative study, grounded in self-determination theory, examined academic and student characteristics of 100 master's degree students who took at least one pass/fail graded course during the spring 2020 semester to explore the direction and strength of relationships between the use of pass/fail grading, student characteristics, and academic performance. The results did not reveal decreased performance or persistence related to the use of the pass/fail grading. For students who took at least one course for pass/fail grading in the spring 2020 semester, there was no significant difference in the spring 2020 semester grade point average by race/ethnicity but there was a significant difference in the cumulative grade point average at graduation between Black and White graduates. No significant differences in semester grade point average or cumulative grade point average were found between men and women or among academic programs. Additionally, no significant relationships were found between the number of semesters or frequency of use in each semester of the pass/fail option and grade point average or student characteristics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative correlational study aimed to investigate how the implementation of exclusionary disciplinary measures impacts the academic performance of African American students in urban school districts of Louisiana, and to explore gender differentials in the application of exclusionary discipline practices. Linear regression results indicate that exclusionary discipline is not a significant predictor of academic performance for African American students in Louisiana when using graduation rates as the measure for academic performance. Additionally, the study found that male African American students were suspended and expelled more frequently than their female counterparts. In conclusion, schools should implement comprehensive and equitable disciplinary policies and practices that promote academic success for all students irrespective of race or gender. It is recommended that restorative justice practices, counseling services, and teacher training on culturally responsive teaching practices be used as alternative disciplinary measures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Writing is an essential skill that is critical for learning, communication and employment. Female advantages in writing test scores have been reported in several studies. The aims of this study were to systematically quantify sex differences in writing achievement as measured by individually administered achievement tests via multilevel meta-analysis, break down differences based on components of writing, and investigate why effect sizes differ across studies. In all, 126 effect sizes were identified from 43 independent samples (N = 58,793) for the overall analysis. An overall effect of g = -0.31 (95% CI [-0.41, -0.22]) was found indicating small to moderate female advantages in writing. Area of writing was a significant moderator, with female advantages in written expression (g = -0.34, 95% CI [-0.52, -0.17]) exceeding those in spelling (g = -0.20, 95% CI [-0.32, -0.08]). Female advantages in writing fluency (g = -0.40, 95% CI [-0.52, -0.28]) were the largest sex differences that were statistically significant. Female advantages in writing have remained stable over the last fifty years and age or test did not alter those advantages. Experimenter derived tests produced larger female advantages than commercially produced tests, and convenience samples produced the largest female advantages among sample types. Exploratory moderator analyses of sex differences in written expression revealed similar results to those found in the overall sample. Small to moderate female advantages in writing have been consistent for decades. These advantages exist in all components of writing and across many different types of measures; future research should investigate the causal mechanisms that produce those advantages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This embedded experimental mixed-methods study examined the implementation and outcomes of World Music Drumming (WMD) curriculum on reading fluency in primary elementary children and teacher perceptions of its effectiveness in student-to-curriculum, student-to-student, and student-to-teacher interactions in a summer camp setting. WMD, with its accompanying multisensory factors and embodied ways of knowing, is a promising new avenue for increasing outcomes connected to literacy. A computer adaptive test, Istation Indicators of Progress (ISIP), was used to examine literacy outcomes. Data collection for the qualitative strand was collected before (survey), during (observation), and after the camp (multistep focus groups). Findings indicate limited statistical data which supported the use of WMD to improve readers fluency scores. The primary perceived reason for the improvement in fluency scores may be both the connection between embodied literacy methods, and training student's temporal and interval processing skills through the use of repeated rhythmic activities. Future researchers may further explore the phenomenon by using larger sample sizes to improve the statistical power, inquire if gender of participants plays a role in WMD effectiveness, using a rigorous randomized controlled trial, or investigate the connection between the separate elements of WMD (dance, instrumental, singing) and fluency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Curriculum-based measurements (CBM) are used in schools to screen students for academic difficulties. Oral reading fluency curriculum-based measures (CBM-R) are the most popular, yet several studies have identified predictive bias in CBM-Rs in relation to key variables (e.g., race, sex). Despite a massive increase in the use of these measures as screeners, studies of predictive bias have not been conducted recently, and studies have not quantified how predictive bias may affect decisions about students. The present study used moderated multiple regression (MMR) to investigate if predictive bias was present in third (n = 484) and fifth (n = 460) grade student CBM-R data as tied to key demographic variables (e.g., sex, ethnicity/race, socio-economic status). From the analyses of third grade data, slope bias was identified in relation to sex. CMB-Rs predicted Kansas Assessment Program English Language Arts exam (KAP ELA) scores slightly better for girls than for boys. Ethnicity/race and lunch status led to statistically significant intercept bias. White students' predicted KAP ELA reading scores were underestimated by CBM-Rs while African American and Hispanic students' predicted KAP ELA reading scores were overestimated by CBM-Rs. Predicted scores of students paying for lunch were underestimated. Predicted scores of students receiving free/reduced lunch were overestimated. From the fifth grade analyses, slope bias was found for ethnicity/race. CBM-Rs predicted KAP ELA reading scores better for White students than for African American students. Lunch status also led to statistically significant intercept bias. Predicted scores of students paying for lunch were underestimated while predicted scores of students receiving free/reduced lunch were overestimated. Next, this study determined how many students were affected by predictive bias by comparing the number of students identified as non-proficient readers by common and group specific regression equations and cut scores. When group optimal cut scores were used versus a common cut score, the number of White third grade students identified decreased by 37%, but the number of Hispanic and African American students identified remained the same. When group optimal cut scores were used, the number of high SES third grade students identified decreased by 38%, while the number of low SES third students identified increased by 20%. For fifth grade students, the number of high SES students identified decreased by 27% while the number of low SES students identified increased by 16%. The practical implication of these findings is that when students are screened, some are either not receiving the necessary services or are wrongly receiving unnecessary services based on group status. As a screening tool, CBM-Rs need to be reviewed within the context of educational decision-making processes to safeguard against misidentification and to ensure proper provision of services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Previous research has been limited regarding the measurement of computational thinking, particularly as a learning progression in K-12. This study proposes to apply a multidimensional item response theory (IRT) model to a newly developed measure of computational thinking utilizing both selected response and open-ended polytomous items to establish the factorial structure of the construct, apply the recently introduced composite and structured constructs models, and to investigate the measurement invariance of the assessment between males and females using the means and covariance structures (MACS) approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system, many educators expressed concerns about it. This study is vital in determining teachers' perceptions of the evaluation system. Participants of this study included a sample of 108 certified elementary, middle, and high school teachers from one of the public school districts in southwestern Tennessee. Data were collected via an anonymous, self-paced online survey utilizing a modified Teacher Evaluation Profile (TEP) questionnaire. Multiple regression was used to measure the correlation between the predictor variables and the criterion variable. The findings revealed that no significant relationship existed between the predictor variables, taken together as a model, and the criterion variables (F(3,104) = 1.86, p = 0.14, R[superscript 2] = 0.05). This study findings emphasize the critical need to incorporate teachers' perspectives in developing a fair teacher evaluation system, rather than relying on a one-size-fits-all approach. Recommendations for future research include conducting a qualitative research design incorporating teacher interviews to uncover teachers' experiences and classroom decisions regarding the Tennessee teacher evaluation system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study explored the relationship between perceived leadership behaviors and follower satisfaction, accounting for demographic variables like gender, age, education, and role. The research collected data from 234 faculty and staff members using three surveys. The demographic survey captured information on the follower's gender, age, education, and role. The "Leadership Behavior Description Questionnaire" (LBDQ; Stogdill, 1963) was used to assess perceived leadership behavior, Initiation of Structure, and Consideration. Satisfaction levels--Intrinsic, Extrinsic, and General--were measured using the "Minnesota Satisfaction Questionnaire" (MSQ; Weiss et al., 1967). Statistical analyses, including correlation, regression analysis, and t-tests, were conducted to identify the predictors of satisfaction. The findings indicated that age, gender, and Consideration significantly influenced Intrinsic and General Satisfaction. Specifically, the model including age and gender accounted for 8.2% of the variance in satisfaction (R[superscript 2] = 0.082), while the addition of Consideration increased the explained variance to 39.0% (R[superscript 2] = 0.390), highlighting its predictive power. Furthermore, Consideration alone was a strong predictor of Extrinsic Satisfaction, explaining 34.7% of the variance (R[superscript 2] = 0.347). All models achieved statistical significance at the p < 0.05 level. The study highlights the critical role of Consideration in leadership for follower satisfaction and sets the stage for future research on enhancing leadership behaviors in post-secondary environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Early literacy proficiency is a crucial predictor of later reading success, but research in this area often overlooks the unique challenges faced by English Learners (EL). This study addressed a significant gap in the literature by investigating the relationships between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores, English Language Proficiency Assessments for California (ELPAC) scores, and EL reclassification status. This research addressed four primary research questions. Firstly, it aimed to scrutinize disparities in DIBELS scores, ELPAC scores, and EL reclassification statuses across genders and cohorts for the data selected for this study. Secondly, the association between end-of-year DIBELS scores in grades K-2 and ELPAC scores was investigated to reveal potential connections between early literacy and language proficiency. Lastly, the relationship between DIBELS scores in grades K-2 and EL reclassification was explored, providing insights into the influence of early literacy skills on EL students' progress toward reclassification status. This study contributes to the field of education by examining how DIBELS and ELPAC scores influenced EL students' academic outcomes. The research provides valuable insights by scrutinizing the connections between DIBELS scores and ELPAC scores and their influence on EL reclassification. By identifying factors influencing EL reclassification status, this study furthers the understanding of English language acquisition and academic achievement dynamics for EL students. Ultimately, this research sought to empower educators with the knowledge to tailor interventions and instructional strategies to ensure EL students are better equipped to attain academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study was an action research analysis of a competitive, after-school robotics program in the Woodland Hills School District. A longitudinal quantitative analysis was used to measure the effects of the after-school program on academic achievement and student engagement in school. Grade Point Average was measured before the program began and after the conclusion of the program. NWEA MAP Growth scores and attendance were also used as the metrics to be explored. Overall, the program was found to increase academic achievement for participants of the after-school program when compared to a non-participating, randomized, control group of their peers. Attendance rates were also notably higher for members of the participant group in comparison to the control group. The research analyzed the effects of the after-school program on female participants as well to determine any differences based on gender. In general, though there were statistically significant outcomes for GPA that were equivalent to the overall comparisons, the female participants did not experience any other significant effects. Implications of these results, particularly the need for expansion of similar programming throughout the district, and the potential for creating single-sex programs, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative correlational study investigates caregivers' attitudes toward sexual behavior and sex education for children with Down syndrome, drawing upon the theories of reasoned action and planned behavior. Data was collected from a convenience sample of 112 caregivers. The analysis revealed significant positive associations between caregivers' attitudes toward sexuality and their perspectives on sex education. Binary logistic regression indicated that higher POS scores predict increased likelihood of endorsing sexual behavior and supporting sex education for children with Down syndrome. Notably, demographic factors such as gender, age, and educational level did not significantly influence caregivers' decisions regarding sex education support. The findings advocate for tailored sex education programs to meet the specific needs of this population. Recommendations for future research include enhancing external validity through representative sampling and exploring alternative theoretical frameworks such as values-attitudes-behavior and capability-opportunity-motivation-behavior models. Additionally, phenomenological approaches using face-to-face interviews or focus groups are suggested to deepen understanding of caregivers' lived experiences. The study contributes to positive social change by challenging negative stereotypes and promoting informed sexual health practices for individuals with Down syndrome. It underscores the importance of supportive sex education initiatives that empower caregivers and children alike, aiming to foster a more inclusive and informed society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Eating disorder mental health literacy (ED-MHL) refers to one's knowledge and beliefs about eating disorders which aid their recognition, management, and prevention. While programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are recognized for the content and quality of their programs, they do not currently require specific training in eating disorders counseling despite increasing prevalence and the highest mortality rates of any psychiatric disorder. The primary purpose of the current study with 239 participants was to examine mental health literacy among counselor trainees in identifying and treating eating disorders. Additional aims of this study included determining whether gender and racial identity combinations of fictional clients impacted counselor trainee ability to correctly diagnose an eating disorder; exploring the relationship between orthorexia and ED-MHL using the ORTO-R scale; and analyzing whether these variables (ability to correctly diagnose an atypical eating disorder based on a vignette, ORTO-R score, and select sociodemographic items) could be used to predict ED-MHL. Findings indicated that counselor trainees possessed overall low levels of ED-MHL, and there were no factors predictive of the ability to correctly diagnose an atypical eating disorder. The results of this study have several implications for various stakeholders, including counselor trainees, counselor supervisors, counselor educators, healthcare providers, and those directly impacted by eating disorders and negative body image. These implications, as well as limitations to the study and suggestions for future research, are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A dissertation is presented on a teaching program for emotional intelligence (EI) and empathy with a cohort of nursing students enrolled in a traditional, undergraduate nursing college in the Northeast region of the United States (US). An interactive teaching program was used with various media to present new material and learning activities during the spring semester. The importance of teaching nursing students the aspects of EI was to prepare them for the rigors of the profession by allowing them to delve into their own self-awareness and emotional regulation, which in turn helps to connect with patients in a more robust and empathetic manner. This quasi-experimental study had 36 participants complete the Trait-Meta Mood Scale-24 (TMMS-24) and 33 for the Toronto Empathy Questionnaire (TEQ) at two set points in the semester. A paired-sample t-test was completed, along with the Shapiro-Wilk and Wilcoxon Signed Rank Test to determine a normal distribution. The results indicated data that was not statistically significant, and the researcher failed to reject the null hypotheses. However, mean scores in females improved in both the TMMS-24 and TEQ, as did Hispanic/Latino and Asian participant scores in the TMMS-24, as well as one participant who had prior topic training. Future research is recommended on this subject considering correlation studies, nursing program type, increased participant numbers, race, and combining different instruments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation investigates the voluntary usage of clickers to answer in class multiple-choice questions in general chemistry courses and its effect on student performance. The first study explored the demographic composition of two sequential introductory level chemistry courses over six terms. No difference in voluntary usage of the clicker device was observed for students of different gender, major, or domestic status. This is an indication that any potential benefit of the active engagement provided by clickers under the experimental conditions of this study would be even across the different groups analyzed. Instructors who use clickers are likely not introducing any bias in the classroom for different student groups. All demographic groups had lower participation in clicker questions in General Chemistry II when compared to General Chemistry I. Probable reasons for this lower usage in the second course of the sequence is primarily due to lower attendance rate, but it also could be indicative of students' perceptions of benefits decreasing over time or the fading of the novelty effect associated with adoption of the technology. The second study investigated the correlation between clicker participation and General Chemistry I course performance over three years. Clicker activity was shown to explain additional variance in performance in a hierarchical regression-analysis in relation to placement exam scores at a moderate level. Placement exam scores were not correlated with clicker activity, which supports the idea that performance is affected via distinct mechanisms, likely cognitive ability for placement exam and motivation for clicker activity. Students who achieved proficiency in the course (letter grade C- or higher) answered on average more clicker questions than students who obtained a D or an F letter grade, and this difference persisted when controlling for previous knowledge (placement exam scores). Over the three years of the study, students who answered more clicker questions were more likely to obtain an A, B or C letter grade than their peers who answered fewer clicker questions. Since students who engaged in clicker questions were more likely to perform well in general chemistry courses, regardless of previous knowledge, it is recommended that students answer more clicker questions in class to improve the odds of performing better in the course. Instructors should encourage students to use clickers to a greater extent so that they can engage with the material and obtain better grades. In the third study, General Chemistry I exam questions were classified as similar if there was a clicker question covering the same content topic in class or not similar. Students who were more active in their clicker usage (answered more than half of all clicker questions) outperformed less-active students on all exams. Average similar exam question performance tended to be higher for clicker-user students that answered the clicker question correctly, followed by students who answered incorrectly, while the non-user group had a lower performance. A statistically significant difference was found for clicker correct students over clicker non-users. Even though the clicker incorrect group had lower placement exam scores, their exam performance was not statistically different from the students who opted out of answering clicker questions or students who answered the clicker question correctly. This is consistent with students with weaker background that engage in class through clicker questions caught up with their peers with stronger background. Based on the results observed in these studies, it is recommended that faculty interested in adopting clickers in their classrooms should not focus on the content of the questions, but instead pay attention to spacing questions throughout the lecture to maintain active engagement, prevent cognitive overload, and take advantage of immediate feedback to improve learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The gender gap in mathematics achievement has been shown to cause a discrepancy for women in higher-earning mathematics and science-related professions. This study aimed to determine the relationship between high school students' perceptions of teacher support in their mathematics classes, gender, and academic success. A self-report instrument focused on students' perceptions of teacher support in their mathematics class and five open-ended questions focused on students' experiences based on gender were administered to 23 high school students at an online public charter school in Maine. The survey contained student perceptions of teacher support, teacher academic press, and self-reported engagement. Student outcome measures in mathematics achievement were measured during the fall semester, and student demographic variables were collected. The results, as measured by "Measure of Teacher Support and Student Engagement -- Student Report," found that students' perception of teacher support was not related to the student's biological sex and did not impact their mathematics achievement scores. The limitations of this study included the nature of student self-reports. Students may not have accurately answered the survey and open-ended questions. Students may have overreported how engaged they were in their mathematics classes. Students may have underestimated how much support they received in their mathematics classes. Future research should focus on the difference between binary-defined genders and non-binary genders. A student's perception of teacher support may differ based on identifying with a non-conforming gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Problem: Sexual harassment is a social ill that exists across nations, socio-economic backgrounds, races, nationality, ethnicity, age groups, and sex. Although both male and female members of society experience sexual harassment, research shows that a greater percentage of sexual harassment victims are women (Whitley & Page, 2015; CharterJee, 2018). A comparison of the prevalence of sexual harassment at workplaces and educational institutions shows that sexual harassment is more widespread at institutions of learning than at workplaces. Research on the prevalence of attitudes and or perceptions toward sexual harassment in institutions of higher learning shows that between 10%-68% of female students have experienced sexual harassment from a faculty member (Paludi et al., 2006; Ali, 2013; Matina, 2002; Adinew & Hagos, 2017). Most research findings on sexual harassment are based on research carried out mostly in Western cultures. There is a dearth of research on attitudes and/or perceptions toward sexual harassment, sexual harassment reporting and the institutional likelihood of addressing sexual harassment among students, faculty/staff and administrators in various Zambian higher education institutions. Suppose the problem of sexual harassment in various Zambian institutions of higher learning is not investigated, victims will continue to suffer the emotional, physical, and psychological effects of being sexually harassed, and policymakers will not have data to facilitate the possible development of comprehensive policies that adequately address this social ill. Therefore, it is paramount that sexual harassment in various Zambian institutions of higher learning be investigated through empirical research to provide a deeper understanding of this problem among Zambian higher education students, faculty/staff and administrators. Purpose of Study: The purpose of this study is to (1) find out how age, gender, occupation, and institution type relate or correlate to attitudes towards sexual harassment (2) determine attitudes of students, faculty, staff and administrators toward reporting sexual harassment (3) determine the relationship between age, gender, occupation and institution type and organizational tolerance of sexual harassment and (4) as well as investigate the relationship between sexual harassment reporting and sexual harassment attitude and organizational tolerance of sexual harassment among selected Zambian higher education institutions' students, faculty/staff and administrators. Method: The research was a non-experimental quantitative and correlational research. The relationship between age, gender, occupation, type of school and attitudes toward sexual harassment was measured using the Sexual Harassment Attitude Scale. The attitudes towards reporting sexual harassment in selected Zambian institutions of higher learning were measured using the 'Sexual Harassment Reporting Attitude Scale' and the relationship between age, gender, occupation, type of school and perceptions towards organizations' likelihood to address sexual harassment in Zambian institutions of higher learning was measured using the 'Organizational Tolerance for Sexual Harassment Inventory." Question four which examined the extent to which reporting sexual harassment is related to attitudes towards sexual harassment and organizational tolerance of sexual harassment was analyzed using the structural equation modeling technique (SEM). Findings: Overall, participants have less favorable attitudes toward sexual harassment. On gender, males are more favorable of sexual harassment behaviors than female participants. On age, the 18-25 age group is of the view that reporting sexual harassment results in retaliation; reporting is not taken seriously by their organizations; and that their organizations have tolerance of sexual harassment among peers, when compared with other age groups. On occupation, generally, students perceive their organizations to be more tolerant of sexual harassment among peers than when it involves a lecturer or supervisor. Concerning university location, participants from urban institutions showed higher favorable attitudes towards sexual harassment in comparison with rural participants. Public university respondents recorded higher favorable attitudes towards sexual harassment when compared with private university respondents. The faith-based institution also showed less tolerance of sexual harassment behaviors in comparison with non-faith-based institution participants. Regarding relationships between and among variables, there is a significant negative relationship between sexual harassment attitudes and organizational tolerance of sexual harassment. There is also a weak non-significant direct relationship between attitudes towards sexual harassment and sexual harassment reporting. However, there is a significant positive direct relationship between institutional tolerance of sexual harassment and sexual harassment reporting at the institution. Thus, tolerance of sexual harassment at institutional level affects levels of reporting. There is also an indirect negative relationship between sexual harassment attitude and sexual harassment reporting when mediated by organizational tolerance of sexual harassment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed-method study explored female students' sense of belonging while studying in a mechanical engineering program. Mechanical engineering has one of the lowest proportions of women and remains one of the least chosen majors of female engineering students. To start to understand why, it is important to have research focused specifically on female mechanical engineering student experience, distinct from broader STEM studies that often group all engineering and science disciplines. The researcher used STEM identity theory and sense of belonging framework to bring light to the experience of female students studying mechanical engineering. The research employed a sequential explanatory design, utilizing both quantitative surveys and qualitative semi-structured interviews to gather comprehensive data from female mechanical engineering students at a private research university. The study addressed three main research questions: (1) Do female students feel that they belong in the mechanical engineering major? (2) Do female mechanical engineering students feel a different sense of belonging than male mechanical engineering students? (3) What are the most important factors affecting female engineering students belonging while studying mechanical engineering. Findings indicated that while female students generally feel a sense of belonging, they reported lower confidence and perceived less respect from peers and instructors compared to male students. The study highlights the importance of supportive peer networks, inclusive teaching practices, and the flexibility of the mechanical engineering curriculum as pivotal factors influencing female students' sense of belonging. Based on these findings, the dissertation recommended targeted interventions, including the development of training programs, revision of grading practices to foster a growth mindset, and the promotion of female-focused group projects and extracurricular activities. This research contributes to the ongoing discourse on gender disparities in STEM fields by providing empirical insights into the unique challenges faced by female mechanical engineering students and offering evidence-based recommendations for fostering gender equity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

High school students' chemistry self-efficacy (CSE) and scientific identity (SI) are not well understood in the high school chemistry classroom. The purpose of this research was to quantitatively investigate the interaction between gender and giftedness on students' CSE and SI in a suburban high school chemistry classroom, with and without consideration of laboratory modalities as an intervention. The participants were high school students in a suburban chemistry classroom in a Southeastern state. Data was collected through pre- and post-test surveys with Likert style questions. Data was evaluated using quantitative analysis. The results revealed that neither laboratory modalities, nor gender or giftedness, significantly impacted students' CSE and SI. Implications suggest that district stakeholders and teachers have a duty to help students grow and understand students' CSE and SI. Students can strengthen their CSE and SI by having mastery and vicarious experiences as well as opportunities for discussion and verbal persuasion in the chemistry classroom. Future research could explore enlarging the sample size through expansion to more high schools within the same district, changing the methodology to a mixed methods study, or increasing the length of time for the study to see how students perform over the whole course compared to a small segment of it. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

It is widely known that gender bias persists in male-dominated fields. Gender bias is often defined as acts that position one prototypical social group over another (Begeny et al., 2020; Gloor et al., 2020; Roberts & Brown, 2019; Scheifele et al., 2021). It is unknown how male superintendents mentor women while established in their superintendency at public school districts in the United States. The specific problem is that gender bias is a cultural construct expressed by both men and women, and research to date does not explore men's role in positively solving gender bias challenges alongside women inside and outside the education field. The purpose of this qualitative, inductive grounded theory study is to uncover the processes by which male superintendents mentor women while established in their superintendency at public school districts in the United States since 2015. Twenty-seven superintendents were interviewed between October and November 2023 concerning their cross-gender mentorship experiences as mentors. Findings for this study included (a) male superintendents demonstrated varied awareness regarding how females experience gender bias in the leadership domain and (b) participants lacked formal mentorship training. Future research is recommended around what ways to male superintendent mentors and their female mentees perceive overt and covert biases perpetuated upon female mentees differently. Those who hire superintendents should be daring enough to make loud and intentional identity choices in their educational CEOs that represent their student populations while maintaining the highest of leadership standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

According to the National College Attainment Network (NCAN, 2023), each year, thousands of high school graduates leave billions of dollars in federal student aid unclaimed because they do not complete the Free Application for Federal Student Aid (FAFSA). To holistically investigate this phenomenon, this dissertation accomplished three goals. The first goal was to identify predictors of 11th-grade students' plans to complete the FAFSA. The second goal was to determine reasons why students lacked plans to complete the FAFSA, and the third goal was to identify predictors of FAFSA completion in the fall following high school graduation. Using cultural and social capital theories as a framework, this study considered a constellation of possible predictors of these key outcomes, including student demographic characteristics, family resources, parent behaviors, and school-based sources of support. This study separately considered predictors of FAFSA completion among students initially without plans to complete the application. Using the data from the High School Longitudinal Study of 2009 (HSLS:09), the research objectives were accomplished using descriptive statistics and logistic regression analysis. The results show that male, first-generation, and higher-income students were the least likely to have FAFSA plans. Parents gathering financial aid information through social networks and from institutional and high school sources were positively related to having FAFSA plans, as was having friends planning to attend college. The ability to afford college without financial aid surfaced as the most common reason students lacked plans to complete the FAFSA, and the least common reason was that the FAFSA was too complicated. Finally, males, first-generation students, and higher-income families were the least likely to complete the FAFSA. Neither FAFSA-specific nor other financial aid-related school-based sources of support significantly predicted FAFSA completion. For those students without plans for FAFSA completion, predictors of FAFSA completion were substantively the same, indicating that school-based efforts should be focused on building a college-going climate, even before high school, and tailoring supplemental supports, especially for male and first-generation students. Such supports should prioritize information for parents and student peer learning opportunities focused on the vast array of financial aid options that are accessible only by completing the FAFSA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 2016, the United States Department of Education's Office for Civil Rights reported that Black girls were overrepresented among students who face discipline that excluded or criminalized them. Although Black girls constituted only 8% of K-12 students nationwide, 14% had received one or more out-of-school suspensions. Out-of-school suspensions often lead to interactions with the criminal legal system, increasing the likelihood of imprisonment and often beginning the school-to-prison pipeline for the most vulnerable youth. Data from 2011 to 2012 showed that Black females constituted 31% of public-school girls who were referred to law enforcement but represented a staggering 43% of those arrested on school grounds for school disciplinary reasons. These trends are paralleled in the criminal legal system. It is necessary to explore why the basis of Black girls' discipline is based less on their behavior and more on how they are portrayed in society. In this research, the issues of race, gender and trauma will be examined to explain the disproportionality in suspension and expulsion rates for Black girls within one large urban school district in Maryland. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is a qualitative study that investigated the experiences of Black Indigenous and People of Color (BIPOC) higher education professionals who hold a position in the President's Cabinet of a public university in the Western United States. The study utilized human capital theory, social capital theory, and social cognitive career development theory (SCCT) to explore four research questions: (a) What paths do BIPOC higher education professionals take to the President's Cabinet? (b) What personal, social, and cultural considerations should professionals be mindful of when seeking a position in the President's Cabinet, and how might this differ by race, gender, or age? Are there particular workplace dynamics that BIPOC professionals should be mindful of? (c) What barriers surface for BIPOC professionals as they seek positions in the President's Cabinet and how are they approached and mitigated? (d) What role do political leadership and social capital play in one's trajectory to the President's Cabinet? This study found that mentorship plays a significant role in the career success of a BIPOC professional on their path to the President's Cabinet. Mentorship increases the social capital and human capital and enhances the career development of a BIPOC professional. While most BIPOC professionals do not seem to take a traditional path (faculty, chair, dean, provost, president), a newer stream of nuances seems to be emerging for BIPOC professionals through the benefits of mentorship and sponsorship. Ultimately, this study found that BIPOC professionals have the most successful experiences on their paths to the President's Cabinet when they are S.P.O.N.S.O.R.ed (Support, Protect, Organize, Notice, Speak-Up, Offer, Recognize). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]