Browsing by Subject "Belonging"
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Item Caught up in red tape : bureaucratic hassles undermine sense of belonging in college among first generation students(2015-08) Reeves, Stephanie Lauren; Yeager, David S.; Murphy, Mary CResearch has shown that institutional cues can create experiences of social identity threat, or the concern that one might be devalued or excluded on the basis of their group membership - among underrepresented and stigmatized students (e.g. first-generation college students). However, previous work focuses on cues relevant to stereotypes or group membership, and that are aversive only to stigmatized students. We hypothesized that even cues that are aversive to all students - specifically bureaucratic difficulties -- might trigger identity threat. In study 1, students completed a university form online that was manipulated to be frustrating (or not). The frustrating web form reduced self-reported sense of belonging and perceived probability of success among first-generation college students. Study 2, a multi-session field study, conceptually replicated this finding with a different type of bureaucratic challenge -- a straightforward or confusing course selection task. A third correlation study (conducted as part of the larger field study reported in study 2), revealed that experiences of bureaucratic challenges in students' naturalistic settings predicted reduced sense of belonging Moreover, these perceived bureaucratic challenges influenced the retention rates of students who were more uncertain about their belonging at college. Discussion focuses on the implications of these findings for policies aimed at reducing social class disparities in higher education.Item The Kakataibo and Camano Indigenous Peoples : perspectives on identity of belonging between two Amazonian groups(2013-12) Tapia Arce, Angela Milagro; Menchaca, MarthaA very well-known concept indicates that the Kakataibo Indigenous Peoples are composed of seven communities, and the Camano who is the group of people that retain full control of their relationships with the outside world. In academia, the Camano and Indigenous Peoples who live in a similar situation to the Camano are labeled “Isolated Indigenous Peoples” or “Uncontacted Tribes,” among other names. The goal of this research is to challenge classical anthropology’s conception of the Kakataibo as a single unit, in order to bring another line of the existence of the Camano peoples. Based on my research, my argument is twofold. First, I argue that the conception that states the Kakataibo are a single unit did not exist among the Kakataibo in the past, and in the present moment this sense of belonging is not clear either. Second, I argue that the Camano that supposedly belong to the Kakataibo is a different group from the Kakataibo, based on the oral histories of Sinchi Roca’s past. The Sinchi Roca community is one of the seven current Kakataibo communities, that have “contact” with the outside. In other words, I argue that if the Kakataibo is composed of the seven communities plus the Camano, this and one of seven communities –the Sinchi Roca- rejects belong to the same group as the Camano means that the Kakataibo has a different composition from the coined by classical anthropologists. My argument is supported by a historical analysis of the following three aspects of the Kakataibo: language, territory, and their response to their encounters with the “white man.” The approach to these three issues allowed me to explore the complexity of the relationship between the Sinchi Roca Kakataibo community and its “isolated” counterpart. Despite the fact that this investigation does not indicate who the Camano are, it does reveal some aspects of the relationship that exists between the Kakataibo and the Camano. In effect, because we cannot meet with the Camano, I analyze the oral history of Copai, a Camano man captured by missionaries in the 1950’s – 1960’s. His accounts reveal aspects about the Camano. Copai was held in the Sinchi Roca community, and lived there until his death. In short, through this investigation I offer an alternative to understanding the Kakataibo and their relationship to the Camano.Item Occupying spaces of belonging : indigeneity in diasporic Guyana(2013-05) Cordis, Shanya Dennen; Sturm, Circe, 1967-This report focuses on the intersections between diaspora and indigeneity in the nation-state of Guyana. To illustrate this conflicting, yet overlapping relationship, I examine the nature of state indigenous governing policies by tracing the colonial genealogy of the current 2006 Amerindian Act. I draw on the analytics of settler-colonialism, specifically the “logic of elimination,” to analyze dominant representations of indigeneity in the legislation, which grants recognition of collective rights and ancestral lands while constructing a narrative of national unity and belonging. Ultimately, this report seeks to sheds new light on an indigenous identification as a rights-bearing subject and ultimately rethinks indigenous/non-indigenous social and political relations.Item Post hoc discernment of developmental mathematics noncognitive factors and concept transfer(2016-12) Baker, Stephanie Nicole; Treisman, Uri; Riegle-Crumb, Catherine; Starbird, Michael; Saenz, VictorOne purpose of this study was to determine if students in a non-traditional developmental mathematics course improved on five developmental mathematics noncognitive factors—math equanimity, math mindset, math self-efficacy, math belongingness, and college belongingness—believed to be relevant to student success. I also examined if changes in these factors predicted course achievement. Another purpose was to explore whether or not Foundations students would transfer their knowledge to place value problems involving varied bases and contexts. A final purpose was to investigate the utility of then-surveys that retrospectively measure participants’ pre-intervention noncognitive factors. In response to policy pressures to increase completion rates, community colleges are experimenting with research-based strategies that create demand for learning, increase students’ competence valuation, and improve their productive persistence. The New Mathways Project’s Foundations of Mathematical Reasoning course is built around one such strategy. In this exploratory study (N = 597), I investigated the impact of using Foundations on the development of students’ noncognitive factors and on mathematical success. My student measures included: pre-post-then-surveys of noncognitive factors, math course grades, math final exam grades, percent attendance, a place value assessment of transfer, and one-on-one interviews. I used multilevel models to analyze my quantitative research questions and created evidence markers for qualitative analysis of the transfer assessment. I conducted interviews to provide additional insight. Students significantly improved their math equanimity, but had stable, mid-range scores on the other factors. Positive changes in math self-efficacy and low initial math equanimity were associated with higher grades. Pre-surveys of equanimity may be more accurate than then-surveys, but pre-surveys of math mindset, math self-efficacy, and math belongingness may be interchangeable with then-surveys. Contrary to popular findings, the then-surveys did not provide larger estimates of program effects than pre-surveys. Overall, students evidenced minimal transfer. Interviewees exhibited greater changes in noncognitive factors and evidenced more transfer than other students. This study provides valuable information for the potential users of the NMP materials. It contributes to, and points out complications with, transfer research. Lastly, it adds to research on retrospective measures, which are rarely used in mathematics education research.Item The Influence of Religion on Education through Jewish Experiences(2011-05) Boroda, Garrett H.; McMillan, Sally; Simpson, Douglas J.; Agnello, Mary F.The dissertation examined how religion influences education. This was done by reviewing the experiences of Jewish adults who came through the educational system while being minorities in their respective habitats. The theoretical framework of this paper was based on the principles informed by Martin Buber, John Dewey, and Parker Palmer that regard education as a combination of personal, place-based, hands-on experience and community inclusiveness. These ideologies were mediated against a backdrop of cultural educational experiences through the lenses of the author and peers. Following from the narrative inquiry stances and research of Jean Clandinin, Michael Connelly, Carolyn Ellis, and Laurel Richards, this study is an autoethnography that includes interactive interviews and narratives from the researcher. The results of the study showed participants' education to have been most influenced by their levels of belongingness in school.Item The Influence of Religion on Education through Jewish Experiences(2011-05) Boroda, Garrett H.; Agnello, Mary F.; McMillan, Sally; Simpson, Douglas J.The dissertation examined how religion influences education. This was done by reviewing the experiences of Jewish adults who came through the educational system while being minorities in their respective habitats. The theoretical framework of this paper was based on the principles informed by Martin Buber, John Dewey, and Parker Palmer that regard education as a combination of personal, place-based, hands-on experience and community inclusiveness. These ideologies were mediated against a backdrop of cultural educational experiences through the lenses of the author and peers. Following from the narrative inquiry stances and research of Jean Clandinin, Michael Connelly, Carolyn Ellis, and Laurel Richards, this study is an autoethnography that includes interactive interviews and narratives from the researcher. The results of the study showed participants' education to have been most influenced by their levels of belongingness in school.