Educational Leadership [Doctoral Dissertations]
http://hdl.handle.net/10211.3/141086
2024-03-29T12:17:25ZAB 288 dual enrollment : from policy to practice
http://hdl.handle.net/10211.3/214125
AB 288 dual enrollment : from policy to practice
Stevens, Mallory Jean
This study explores how the legislative goals of AB 288 dual enrollment are understood
and externalized by the policy adopters, administrators, and supporters interviewed and
what impact these differences in understanding have had on the implementation of CCAP
dual enrollment. Three cases were created based on twenty-two interviews with policy
adopters, administrators, and supporters, across three community college districts and
five high school districts. The findings reveal that implementors' understandings of the
intent of the legislation becomes apparent in how they approach three characteristics that
differentiate CCAP dual enrollment: dual enrollment access by under-represented student
populations, expansion of dual enrollment beyond high performing students, and the
creation of defined pathways to support students entering college. A key recommendation
is that the discussions about who is being served must be centralized. This study provides
context for critical conversations around dual enrollment partnerships, identifying key
decision points and influential factors throughout the initial years of a CCAP initiative.
2019-01-01T00:00:00ZThe effects of career-readiness programming on the employment outcomes of Sonoma State University alumni
http://hdl.handle.net/10211.3/214106
The effects of career-readiness programming on the employment outcomes of Sonoma State University alumni
Jones, Alexander R.
The purpose of this case study was to assess whether the Heuristic Model of Employability when
paired with career-related programming, services and work-based learning activities produced
equitable employment outcomes for Sonoma State University alumni. In addition, this case study
sought to determine whether alumni of color and women participated in career-related
programming and activities at the same rates as their counterparts. Quantitative data revealed that
alumni who utilized career fairs, career-read iness workshops and work-based learning activities
required less time to secure full-time positions after graduation. Data also showed that female
respondents participated in work-based learning activities at higher rates than male respondents,
male respondents utilized career-read iness workshops at higher rates than female respondents, and
there was no statistical significance indicating whether alumni of color utilized • career-related
services at lower rates than white respondents. The data from this case study reveal the
importance of career services' programming (i.e. one-on-one advising, career-readiness
workshops and career fairs) and work-based learning opportunities (i.e. internships) on the
employment outcomes of graduates. The lack of career readiness programming within
higher education institutions is an educational inequity. All students should have equitable
access to career-related co-curricular activities, only then will graduates possess the
requisite skills needed to navigate the workforce and find their “best fit” careers.
2019-01-01T00:00:00ZTestimonios of undocumented students in higher education : a critical Latina feminist phenomenology
http://hdl.handle.net/10211.3/214097
Testimonios of undocumented students in higher education : a critical Latina feminist phenomenology
Barrera, Ana Maria
This study of five undocumented Latina students focused on the lived experience of navigating higher educaTion in the context of the political climate in the United States. A Critical Latina Feminist Phenomenology lens gives voice to undocumented and describes the use of testimonio as a methodology to create a space for critical reflection, healing, and transformation. Two main trenzas (themes) collectively describe the phenomenon:
(a) identidades politicos (political identities) and (b) de comunidad (of the community) that when woven together create a nepantlera consciousness; a space where undocumented students use their voice for political agency to create change in their communities while navigating higher education.
2019-01-01T00:00:00ZEquity-oriented instructor perspectives on teaching developmental English in the community college
http://hdl.handle.net/10211.3/214089
Equity-oriented instructor perspectives on teaching developmental English in the community college
Cavales Doolan, Sheryl Anne
As a result of AB705 mandates, which reforms placement practices and reduces developmental pathways in Math and English in an effort to improve educational inequity, the majority of incoming students in California community colleges will now be placed directly into the college-level composition course. Understanding the perspective of developmental English instructors who intentionally attend to equity issues can be a vital resource for instructors of freshman composition. This study sought to understand how equity-oriented developmental English instructors conceptualize equity and describe their equity-oriented teaching practices. Data sources include two interviews, instructor-generated course materials (e.g. syllabi, essay prompts, and grading rubrics), as well as researcher field notes and data memos. The study followed an embedded case study research design, using a “ground-up,” constant comparative analytical methodology. Three major findings emerged from the data analysis: 1) participants conceptualized equity-oriented pedagogy in terms of student empowerment; 2) participants perceived equity-oriented pedagogy as being enmeshed with - and often in opposition to - departmental discussions of rigor; and 3) participants described the integration of equity- oriented pedagogy within the context of the department as being contentious. The findings of this study reveal that meaningfully promoting equity-oriented practices requires acknowledgment of how equity plays out both in classroom instruction and in departmental discourse.
2019-01-01T00:00:00Z