College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item “I BELONG HERE”: A NARRATIVE INQUIRY ON THE EXPERIENCES OF PARTICIPANTS IN WOMEN’S CLUB SPORT(2022) Crawford, Mary Kathryn Sullivan; Espino, Michelle M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Dominant narratives are the stories society tells about the way things are and the way things should be. Often, these stories are internalized and thought of as true and accurate representations of people and systems. In sport, and in higher education, dominant narratives reinforce notions that men are always superior to women. Men are more athletic, more exciting to watch, have greater natural inclinations towards leadership, and as a result, are rightly in positions of power in sport and higher education institutions. In this study, I present counterstories that are contrary to these dominant narratives and represent the experiences of 7 club sport participants who engaged at the intersection of sport and higher education. In this narrative inquiry, club sport participant stories resist these dominant narratives and provide insight into the experiences of women and non-binary students as they navigate sport participation and leadership in student organizations. Findings suggest club sport participants rely on sport for familial and social connections and as a protective environment to express one’s true self. Additionally, club sport participants thrive as leaders when they feel supported and valued by teammates. Implications for practitioners of collegiate recreation and for future research are discussed.Item PART OF THE WHOLE: FACULTY CAMPUS SERVICE DECISIONS AT A CATHOLIC LIBERAL ARTS UNIVERSITY(2021) Kilmer, Sarah Jane; O'Meara, KerryAnn; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Faculty members in higher education institutions are typically evaluated based on their labor in research, teaching, and service. Although varying by institution type, research and teaching are often rewarded more heavily in tenure and promotion decisions than service work. Research indicates that women faculty perform more campus service work than do men faculty within academia, with important consequences for career advancement. One explanation for women’s greater participation in service is that colleges and universities are gendered institutions, with structures that preserve and promote differential expectations for men and women faculty. Within these gendered organizations, cultural and gender stereotypes shape the choices and behaviors of men and women faculty in important ways, including what they sign up for, what they are asked to do, and how they evaluate themselves and others. This study explored the impact of cultural and gender stereotyping as well as institutional context on the decisions that men and women faculty make regarding campus service at one Catholic liberal arts institution in the United States. Distinctive contextual factors such as mission and institutional culture can also influence decision-making around campus service in different ways, and this study examined how environmental factors, alongside the structural nature of gender norms, affected the campus service-related decisions of faculty in this particular case. Guided by the Stereotype Content Model (SCM), Social Role Theory (SRT), and March’s (1994) Decision-Making Theory, the findings from interviews with 21 faculty participants and analysis of over 50 institutional documents and key campus artifacts indicated that participants were aware of gender stereotypes and social roles and sometimes influenced by them. However, the distinctive institutional context had an important effect on participants’ campus service decisions. Participants made campus service decisions inside a women-founded institution where campus service was key to the institutional mission and campus service work was fully integrated into the faculty role, while also emphasized, expected, and rewarded by the institution. Data from the study suggests that participant reasons for engaging in campus service included a desire to understand the university better, make positive contributions to the common good, build meaningful relationships, and perform campus service work that was consistent with their values and strengths. As such, faculty members frequently employed rational choice motives but were also influenced to an important degree by the institution’s mission to engage in rule following decision-making. There are implications for faculty hiring and fit and tenure and promotion guidelines at institutions with distinctive foundations, as well as implications for campus service equity for faculty members and for addressing gendered and racialized norms within Catholic higher education.Item Portraits of the (In)visible: Examining the Intersections of Race, Religion, and Gender for Black Muslim Women in College(2017) Daoud, Nina; Griffin, Kimberly A.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although anti-Islamic sentiments have existed before 9/11, the past 15 years have brought about a distinct set of challenges for Muslim Americans, ones that have seldom been explored within the context of college campuses. Further, higher education scholarship has not addressed diversity among Muslims and the reality that students facing numerous forms of oppression often have unique challenges negotiating their multiple identities. This project recognizes the distinct subjectivities of Black Muslim women, examining how they navigate college at the intersections of their racial, religious, and gender identities. Through the qualitative methodology of portraiture and a Black feminist lens, this dissertation utilizes Patricia Hill Collins’s matrix of domination to present portraits of four Black Muslim women, focusing on how they make decisions about which of their identities to embody throughout their undergraduate years. Data were collected between October 2016 and March 2017, the months leading up to and following the 2016 Presidential Election. As such, this study’s primary contribution lies in uncovering how contextual influences shape the college experiences of students from marginalized backgrounds. More specifically, findings from this study reveal the significance of Henri Cartier-Bresson’s notion of the decisive moment as well as how Erving Goffman’s conceptualization of impression management can be used to explicate Black Muslim women’s resistance. As it relates to the decisive moment, or the specific time in which an artist is able to capture a snapshot of a broader image, participants discussed how political discourse about each of their social groups (e.g., Black, Muslim, woman, immigrant) shaped their campus interactions. Additionally, the decisive moment galvanized participants to fight against racial injustices. Relatedly, participants engaged in impression management, employing strategies to resist stereotypes related to one or more of their marginalized identities. In particular, participants intentionally performed their racial and/or religious identities (e.g., through wearing a headscarf, being vocal about racism) as an act of resistance. Overall, findings illuminate issues of power and privilege in different spaces, including the Muslim community, the Black community, college campuses, and the U.S., thereby disrupting narratives of universality among those who identify as Black or Muslim, within higher education and beyond.Item From Counting Women to Ensuring Women Count: A Qualitative Study of University and Early Career Experiences of Women Secondary School Teachers in Addis Ababa, Ethiopia from a Capabilities Perspective(2016) Ashtari Abay, Negar; Stromquist, Nelly P; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.Item Faculty Agency: Departmental contexts that matter in faculty careers(2012) Campbell, Corbin Martin; O'Meara, KerryAnn; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to investigate the organizational factors that influence faculty sense of agency in their professional lives and whether the relationship between organizational factors and faculty agency manifests differently by gender. Past literature on faculty has largely taken an approach that was termed a "narrative of constraint," focusing on the challenges that faculty face in modern academe, such as increased academic capitalism, striving, and new technologies (O'Meara, Terosky, & Neumann, 2008; Schuster & Finkelstein, 2006). More recently, certain scholars sought to understand what keeps faculty satisfied and thriving in a higher education context with multiple challenges (Baez, 2000a; Neumann, Terosky, & Schell, 2006; O'Meara, Terosky, & Neumann, 2008). The construct of agency is a powerful perspective to uncover how faculty navigate academe and succeed in their own goals. Guided by the O'Meara, Campbell, and Terosky (2011) framework on agency in faculty professional lives, this study used Structural Equation Modeling to investigate which organizational factors (perceptions of tenure and promotion process, work-life climate, transparency, person-department fit, professional development resources, and collegiality) influenced faculty agency perspective and agency behavior and whether agency was associated with important faculty outcomes, such as intent to stay, satisfaction, and productivity. Then, this studied investigated whether the resulting model differed by gender. Results showed that work-life climate and person-department fit had a positive direct influence on agency perspective and a positive indirect influence on agency behavior. Professional development resources had a positive influence on agency perspective, but a negligible influence on agency behavior. Results also showed a very large effect of agency perspective on agency behavior. The invariance test by gender demonstrated that the relationships between organizational factors and faculty sense of agency were the same for men and women. This study illustrated the importance of departmental contexts in faculty professional lives, regardless of gender. It has important implications for administrators regarding departmental role in faculty agency, and also contributes to the continued development of a theoretical framework on faculty agency.Item EXPLORING LEADERSHIP AMONG DEAF COLLEGE STUDENTS: A COMPARATIVE STUDY AT A POPULATION SERVING INSTITUTION AND PREDOMINANTLY HEARING INSTITUTIONS(2007-08-09) Slife, Nathan Matthew; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis examined the influence of deaf student experiences at a deaf serving institution versus predominantly hearing institutions on leadership outcomes. This study utilized the I-E-O Model and the Social Change Model of Leadership. Data were collected from a random sample of 365 undergraduates at Gallaudet University and 216 undergraduates nationally through the Multi-Institutional Study of Leadership. The study was administered over the web utilizing the Socially Responsible Leadership Scale-Revised2. Data were analyzed using a two way multivariate analysis of variance examining institutional serving type and gender differences on outcomes and a hierarchical multiple regression analysis examining input and environmental variables on a specified outcome. Participants at hearing serving institutions scored significantly higher than participants at a deaf serving institution on the outcomes of Congruence, Commitment, and Controversy with Civility. The variable accounting for the most variance in the outcome measure of Controversy with Civility was discussions of socio-cultural issues.Item Parent Gender and Child Gender as Factors in the Socialization of Emotion Displays and Emotion Regulation in Preschool Children(2006-06-02) Kennedy, Amy Elizabeth; Rubin, Kenneth H; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In recent years, there has been a surge in the examination of the socialization of children's emotions (see Eisenberg, Cumberland, & Spinrad, 1998 for relevant review). Few researchers have examined the socialization of both (1) discrete positive emotions (e.g., happiness) and (2) discrete negative emotions (e.g., anxiety, anger). Furthermore, few studies have examined both mothers' and fathers' role in children's emotional development. The present study had three major aims (1) examine parents' emotional reactions and reactive socialization strategies to children's discrete positive and negative emotion-related behaviors; (2) examine the role of parent gender and child gender in the emotion socialization process; and (3) examine the role of context (public setting versus private setting) in the emotion socialization process. Eighty-six parents of preschool-aged children (26 mothers of daughters, 20 mothers of sons, 17 fathers of sons, and 23 fathers of daughters) participated in this study. Data were analyzed with respect to: (1) parents self-reported emotional reactions to their sons' or daughters' displays of happiness, anxiety, anger, or disappointment, in both the public and private contexts; and (2) the emotion socialization strategies parents utilized in response to their sons' or daughters' displays of happiness, anxiety, anger, or disappointment in public and private contexts. Results indicated (1) mothers and fathers report stronger emotional reactions in response to their same-sex child's display of emotions; (2) the cause for children's emotion may play a powerful role in the manner which parents respond to their children's emotions; and (3) parents respond differently to children's display of discrete positive and negative emotions.Item Cocurricular Involvement, Formal Leadership Roles, and Leadership Education: Experiences Predicting College Student Socially Responsible Leadership Outcomes(2006-05-31) Haber, Paige; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explored gender differences in socially responsible leadership outcomes and the extent to which cocurricular involvement, holding formal leadership roles, and participating in leadership programs contributed to these outcomes. This study utilized the Input-Environment-Outcome model and the social change model. Data was collected from a random sample of 3410 undergraduates at the University of Maryland through the Multi-Institutional Study of Leadership. Participants completed a web-based survey that included the Socially Responsible Leadership Scale-Revised2. Data was analyzed using multivariate analysis of variance to identify outcome gender differences and hierarchical multiple regression to identify the extent to which environmental variables of this study contributed to outcomes. Women scored significantly higher than men in five of eight outcome measures. Each environmental variable emerged as significant for at least one outcome, and involvement in student organizations was the most common environmental variable. Results from this study provide implications for practice and future research.