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 Attachment and Pain Catastrophizing From a Communal Coping Perspective in Women With Chronic Pain(2021) Reeves, Elizabeth; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Chronic pain is a devastating public health problem particularly in women, who are at increased risk for chronic conditions and report more depression and disability secondary to pain relative to men. The impact of relationships, which are critical to the experience and management of pain as well as central to the female gender role, may help to explain gender disparities. The present study uses the Communal Coping Model of Pain Catastrophizing (CCM) and the Attachment-Diathesis Model of Chronic Pain (ADMoCP) to investigate how relationship patterns influence coping responses in women with chronic pain. It seeks to clarify the mechanisms by which unmet attachment needs contribute to pain catastrophizing and influence perceptions of others’ responses to pain and pain-related behaviors. Furthermore, it seeks to examine how insecure attachment might contribute to lower levels of adaptive, intrapersonal responses to pain such as self-compassion, and whether addressing these deficits might represent a viable target for intervention. A total of 355 women with generalized chronic pain conditions (Fibromyalgia, Rheumatoid Arthritis, and/or Myofascial Pain Syndrome) completed an online survey. Exploratory analyses examine relationships between attachment, pain appraisals, pain catastrophizing, self-compassion, depression, and disability. Additional analyses test the CCM and the ADMoCP by investigating: (1) two possible mechanisms by which attachment needs might influence pain catastrophizing, depression, and disability; and (2) the role of attachment and pain catastrophizing in shaping perceptions of others’ responses to pain and pain-related behaviors. Findings have implications for conceptualization and treatment from an attachment perspective.Item PAUSING TO CULTIVATE OUR GARDENS: THE LIVED EXPERIENCE OF WOMEN ENGAGED IN CREATIVE JOURNALING(2019) Riley, Sonya; Hultgren, Francine; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This phenomenological dissertation explores the lived experience of women participating in a creative journaling pause (CJP), a phrase describing the moment in which the participant chooses herself and engages in an activity of expression. Grounded in the tradition of hermeneutic phenomenology, biblical Christian principles, and the philosophical work of Martin Heidegger and Hans-Georg Gadamer, this research focuses on the practice of a creative journaling pause to assist a woman in cultivating her personal garden, in particular herself as an authentic individual. The metaphors of a sand garden and an oasis are used as descriptors to illuminate the phenomenon. The stories of the women hidden in the sand, or the depths of their journal pages, surfaced through our conversations in the moments of our four creative journaling pauses. Each pause, likened to an oasis, gave space to dwell in rest, freedom, and renewal. Thoele (2008) identifies women as “multi-focused, multifaceted, multi-tasking wonders” (p. 21). Yet, the various aspects or roles of a woman’s life may not always align with her ability to focus on self. Thus, the phenomenon of a creative journaling pause intrigues me with what it means to be a woman discovering and rediscovering her authentic self through the actions of pausing and the process of creative journaling. In brief, chapter one turns to the phenomenon and reveals my abiding concern. Chapter two allows an investigation of the phenomenon through the life stories of other women who journal and create. Chapter three provides a philosophical and methodological grounding that leads to a plan of engagement for my research. Chapter four reveals the essential themes from the lifeworld texts provided by the six participants of the study: A Disturbance Awakens—A Journey Towards An Oasis; A Chasm Remembered—A Vulnerability Exposes The Path To An Oasis; A Moment Revealed—An Expression Unfolds In the Oasis; and, An Openness Extended—A Return from the Oasis. Chapter five discusses the pedagogical implications of a creative journaling pause as the participant comes to the table, sits at the table, and leaves with the table in which she cultivates her garden, her authentic self.Item PREGNANCY AND WORK: A MIXED-METHODS STUDY OF JOB SATISFACTION AND TURNOVER INTENTIONS DURING A FIRST PREGNANCY(2017) Ross, Katherine; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Despite the prevalence of working mothers and mothers-to-be, there is a paucity of research on the intersection of pregnancy and work. This study used a mixed methods approach to examine the workplace experiences of women who were working full-time during their first pregnancy. Participants (N = 166) represented a diverse sample in terms of geographic location (36 states), income level ($25,000 to over $200,000), education level (less than high school through doctorate) and age range (18-42). Quantitative results showed that pregnancy-related work stress, social support in the workplace, level of satisfaction with family leave policies, and the employee’s level of negative affect are all factors related to job satisfaction and turnover intentions for pregnant employees working full-time in the United States. Qualitative data about women’s supportive and unsupportive workplace experiences during pregnancy were also collected and coded using a modified version of Consensual Qualitative Research (CQR-M; Spangler, Liu, & Hill, 2012). Supportive and unsupportive experiences were coded into the following themes: 1) Things people do and say in the workplace, 2) Demands of the job, 3) Pay, 4) Career trajectory, 5) Paid leave, 6) Support for maternity leave, 7) Help from colleagues, and 8) Other parents in the workplace. Coders also identified more specific categories of experiences within each theme. These and other results, as well as implications for employers, employees, and career counselors, are addressed in this manuscript.Item Mentor to Muse: The Lived Experiences of African American Female Mentors(2014) Gamble, Wyletta Sheree; Hultgren, Francine H; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In this phenomenological study, I explore the lived experiences of six African American female mentors working with African American female youth. The mentors in this study range in age from twenties through fifties and are employed in various fields including education, healthcare and youth development. Having become mentors through formal and informal avenues, the mentors are referred to as muses because of their desire to build meaningful relationships with their mentees and serve as sources of inspiration who are willing to listen and learn from their mentees. The works of philosophers Martin Heidegger, Hans-Georg Gadamer and Edward Casey are intertwined with the writings of Black feminist scholars such as Patricia Hill Collins and Audre Lorde, while Max van Manen guides the phenomenological process with pedagogical insights and reminders. Through individual conversations with each muse, the power in care and the importance of listening in mentoring relationships is uncovered as essential components. Weaving through the simple, yet profound narrative around sustaining relationships with African American female youth are topics that need continued exploration, particularly in educational settings. Through the muses sharing their own experiences with mentoring, race and working with African American female youth, themes connected to gender, race, struggle and triumph emerge. The significance of place, the complexities of Black femininity, and the benefits of genuine dialogue are all explored in ways that bring new understanding to African American female experiences and how they connect to today's educational climate. This study concludes with phenomenological recommendations for educational stakeholders to pursue partnerships with school, family and community. Including the voices of community pedagogues, such as mentors, and other adults who work with our youth outside of the school setting, can help to strengthen the academic experience for both educators and these students. With a primary focus of educational change centered on the ideas of adults, it is also recommended that educational decisions become more inclusive with the insights of students, parents and community members. Continuing the dialogue with community pedagogues can help uncover more of the missing pedagogical insights beneficial to African American female students and their future achievement and success.Item An Exploratory Examination of the Factors Contributing to the Increasing Presence of Women Presidents in Maryland Community Colleges(2014) Martin, Amy Beth; O'Meara, KerryAnn; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Many women faculty build their academic careers in the community college environment but are reluctant to consider, and face barriers to pursuing, the presidency in those same environments. The percentage of women presidents in Maryland two-year colleges has been increasing since 1989 and has been above the national average of women presidents in associate's institutions since 1998. This study is about the collective presence of women presidents in the 16 Maryland community colleges using embedded units of analysis. Utilizing feminist standpoint theory and Bolman and Deal's four organizational frames, this exploratory case study examined the factors that contributed to the comparatively high numbers of women presidents at Maryland community colleges. The methods used included interviews, analysis of trend data, and analysis of archival documents. The findings from this study suggest that the comparatively high number of women community college presidents in Maryland was the result of several interrelated factors that mitigated or removed gendered barriers for women academic leaders who were pursuing community college presidencies in Maryland. Significant factors related to each of this study's conceptual frameworks contributed to the high number and increasing appointments of women community college presidents in Maryland between 1989 and 2012. First, Maryland's abundant labor market, educational attainment trends among women, pipeline of potential women applicants in Maryland community colleges (faculty, chief officers) and geography (proximity between community colleges) proved to be strong structural factors. Second, national and regional leadership development opportunities, intentional and pervasive mentoring of women community college leaders at Maryland community colleges, and non-traditional approaches to presidential searches by Maryland community college boards of trustees were strong human resource factors, particularly between 1989-2006. At the same time, strong alliances among women legislators, political activists, and higher education leaders between 1989 and 2006 proved to be significant political factors. Additionally, Maryland's perceived progressive state politics and MACCs collaborative organizational structure were strong cultural factors that attracted women community college academic leaders from outside the state and provided a collective community college culture that supported the development of women presidents and academic leaders in Maryland community colleges. Finally, women community college academic leaders' agency (personal and collective) around balancing family (gendered work norms), pursuing critical experiences in preparation for the presidency (career aspirations), and owning collaborative and constructive leadership orientations (gendered leadership norms) were strong feminist/gendered factors that contributed to this phenomenon.Item Managers, Mentoring, and Moving Up: The Role of Mentoring in Women's Career Advancement in the Chemical Industry(2008-05-13) Paquin, Jill Denise; Fassinger, Ruth E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The underrepresentation of women in White male-dominated science and technology fields (STEM) has been documented, with special attention on the lack of women's advancement within these fields, including industry (NSF, 2004; Fassinger, 2001; Fassinger, 2002). Mentoring has been shown to be a key variable in the career advancement of both men and women. Lack of mentoring for women also has been demonstrated as a barrier to career advancement (Fassinger & Hensler-McGinnis, 2005). The chemical industry is the largest employer of U.S. scientists and therefore represents an important testing ground for identifying barriers and facilitative factors, such as access to mentoring, that could impact women's career success in this arena (NSB, 2000). Managers represent an untapped mentoring resource for women trained in science and engineering working in industrial chemistry. This study sought to better understand how managers think about mentoring and women's advancement within their field. Specifically, results suggest that managers' experiences with mentoring may have some influence on their perceptions of mentoring more generally, and that their perceptions of gender may be linked to their beliefs about mentoring for women in the workplace.Item Life as a Gyroscope: Creating a Grounded Theory Model for Full-Time Working Mothers in Higher Education Administration Developing and Maintaining a Fulfilling, Balanced Life(2007-05-29) Supple, Brooke Lecky; Komives, Susan R; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Women in today's society have multiple roles, multiple identities, and multiple challenges - as married women or life partners, as daughters, as sisters, as mothers, as members of communities, and as women in the workforce, among others. In particular, the dual roles of mother and worker can conflict and present challenges for women who want to have both a career and a family. Women working in higher education administration are no exception. The purpose of this study was to understand the development of a dual-focused outlook by women with children working in the upper levels of higher education administration. By studying the work/life issues and experiences of a small sample of women who are identified as dual-focused, I expected to learn how these higher education administrators managed two significant roles - that of worker and mother - and how these women were able to achieve and maintain a dual-focused orientation. However, what I found was that these women are dual-focused in that they value both motherhood and work, but also that they have extremely strong and well-developed self-concepts. This study utilized grounded theory methods to understand the development and maintenance of a dual-focused outlook in 12 mid- to upper-level mothers in higher education administration at a large research I institution. By conducting three individual interviews with each participant and one group interview session, I was able to develop a grounded theory and model for full-time working mothers in higher education administration developing and maintaining a fulfilling, balanced life. Using grounded theory methods, one core category and five key categories emerged. The core category was developing and maintaining a fulfilling, balanced life. The key categories were: valuing self, valuing work, valuing motherhood, negotiating a balanced life, and setting the context. The five key categories overlapped to form the core category. In order to have successful work and family lives, the women in this study were found to place a high value on self, a high value on work, a high value on motherhood, and to rely on support and tools to negotiate a balanced life.Item Care in the Lives of Women Teachers(2006-08-03) James, Jennifer Hauver; Price, Jeremy; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Dissertation: CARE IN THE LIVES OF WOMEN TEACHERS Jennifer Lynn Hauver James, Doctor of Philosophy, 2006 Dissertation directed by: Professor Jeremy Price Department of Curriculum and Instruction This is a study of care in the lives of six women elementary school teachers. It expands and challenges some of the dominant constructs of care found in the literature that often underplay the dynamic of context, gendered identity and power in the making of caring pedagogies. I chose narrative inquiry as a means to study because I was particularly interested in exploring how these women understand and experience care in their lives as teachers. This approach looks to the three-dimensional space of experience as a source of knowledge and understanding. The pedagogies of care held by these six women reflect their needs to care in particular ways: They see themselves as self-sacrificing, they see care as an isolated act, and they believe they need to look to the authority of others to validate their knowledge and experience. I assert that these understandings of care are informed by dominant patriarchal discourses about womanhood and caring that contribute to their enactments of care as teachers. Through these enactments, I believe these women are unknowingly complicit in the devaluation of their voices and experiences. The culture of the school contributes to these understandings in complex ways. There seems to be a dynamic relationship between these teachers' ability to free themselves from the determination of others and their ability to care for students. I posit that if pedagogies of care are to meet the needs of students and at the same time empower women teachers to name themselves as gendered beings, they will need to be more authentic, critical, collective and inclusive than those explored here. This study complicates traditional constructs of care by drawing on the voice and experience of these women. The findings significantly contribute toward conversations at the intersection of pedagogy and gendered identities. As such, it raises critical questions about how contexts shape our life experience and the meanings we make of that experience as women and as teachers.