Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item Positioned to handle the "peaks and valleys": Narratives of Black and spiritual students attending PWIs(2021) Hall, Terra Nicole; Moore, Candace M.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The interrelatedness of spirituality and race has been understudied in higher education (McGuire et al., 2017; Patton & McClure, 2009; Watson, 2006). Whereas existing scholarship has indicated religion and spirituality have been found to be important for Black college students (Chae et al., 2004), there is a need to distinguish between religion and spirituality (Paredes-Collins & Collins, 2011). Although religion may still be highly significant for some Black college students, growing evidence points to a shift in the general population away from formalized religion to one of individualized spirituality (Streib, 2008). Therefore, the current study sought to explore the intersection of racial and spiritual identities for Black undergraduate students and understand how self-identified Black and spiritual students experience support while attending predominantly white institutions (PWIs). A conceptual framework that included the radical healing framework (French et al., 2020) and Black liberation theology discourse (Cone, 1977) was used to frame the current study. In this critical constructivist narrative study, semistructured interviews and visual data served as data sources. The collected data from 13 Black and spiritual undergraduate students attending PWIs uncovered knowledge about the intersection of racial and spiritual identities. Specifically, findings illuminated Black and spiritual students’ definitions of spirituality, identification of on- and off-campus sources of support, and revelation into the emotions and feelings experienced by Black and spiritual students from encounters with people and spaces. Through an analytical approach of restorying, a parable was created to (re)present participants’ narratives. Findings from this study offer implications for student affairs’ practice and research. Student affairs practitioners are recommended to curate and maintain a list of on- and off-campus spaces, expand curricular and co-curricular opportunities to discuss race and spirituality, and increase agency for faculty and staff to address racial and spiritual identities with students. Future research should seek to study the intersection of racial and spiritual identities among graduate students, explore spirituality without a Christian lens, consider other institutional contexts outside of PWIs, probe into intersections of other marginalized social identities, and attend to these topics outside of an ongoing global health pandemic.Item EXAMINING THE RELATIONSHIP BETWEEN COLLECTIVE RACIAL ESTEEM AND LEADERSHIP SELF-EFFICACY AMONG ASIAN AMERICAN COLLEGE STUDENTS(2011) Lee, Douglas Henri; Jacoby, Barbara; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explored whether collective racial esteem was a significant predictor of leadership self-efficacy for Asian American college students. The subjects of the study were undergraduate students from the Multi-Institutional Study of Leadership who identified as Asian and United States citizens. An aggregated Asian, Chinese, Filipino, and Indian/Pakistani samples were drawn from the MSL in order to study the diverse Asian American population. The aggregated Asian sample included all the ethnicities in addition to the three samples. The hypothesis was tested using a modified Input-Environment-Outcome model as an organizing framework and hierarchical multiple regression as the statistical method. Collective racial esteem was observed as a significant predictor of leadership self-efficacy for the aggregated Asian sample, the Chinese sample, and the Indian/Pakistani sample. The null hypothesis was rejected for these three samples. The null hypothesis failed to reject for the Filipino sample. The study's findings offer suggestions for practitioners and researchers.Item Understanding Disproportionate Suspensions of Minority Students and Students with Disabilities: A Multilevel Approach(2007-01-08) Krezmien, Michael Patrick; Leone, Peter E; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This paper presents the findings from an investigation of suspension practices in Maryland. Logistic regression analysis, discriminant analysis, and hierarchical generalized linear modeling were employed to understand the individual characteristics and school characteristics associated with risk for suspension of secondary age students in Maryland public schools. The findings from the HGLM analyses revealed substantial variability in the suspension practices of schools, and indicated that school-level characteristics accounted for a majority of the explained variance in the suspensions of youth in Maryland. A number of school factors were significantly associated with suspensions of youth when Race and Disability were controlled as level-1 predictors. Race and Disability were significant and robust predictors of the suspensions even when school-level factors were controlled. Results from this investigation are reported and discussed, and limitations to interpretation of the findings are described.Item The Contributions of Demographic Background and Service-Learning Experiences to Undergraduates' Perceptions of Appreciation of Diversity(2005-05-25) Tongsri, Chirapar; Inkelas, Karen K.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated how race, gender, academic class standing, service involvement prior to college, and type of service-learning program may relate to students' perception of the contribution of service-learning on appreciation of diversity. The data were collected from 290 students at the University of Maryland, College Park in spring 2004, from a locally-created instrument. The findings revealed that there were significant differences in the reported contribution of service-learning to diversity appreciation between women and men and between freshmen and seniors, although there was no difference between races. Stepwise multiple regression indicated that aspects of class standing, type of service-learning program, race, and gender significantly predicted and contributed to the variance (8%) in students' reported contribution of service-learning to diversity appreciation. Further research should be conducted to better understand the role of race in this outcome as well as how practitioners can structure the service experience to enhance this outcome.