ISLE Theses and Dissertations

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    Beyond the letter grade: Examining levels of academic self-efficacy among first year in-state and out-of-state college students
    (Wichita State University, 2023-12) Dorion, Brandon; Herron, Jason P.
    The purpose of this quantitative study was to help inform a gap in literature regarding comparisons of Academic Self-Efficacy (ASE) among in-state and out-of-state First-Time-In-College (FTIC) students at Wichita State University (WSU). A quantitative analysis among 174 in-state (N = 137) and out-of-state (N = 37) FTIC students were used to compare overall reported levels of ASE between each group and which academic tasks resulted in the strongest and weakest levels of ASE. Findings suggested no statistically significant difference in levels of ASE between in-state and out-of-state students at WSU. Furthermore, results found in-state and out-of-state student groups reported similarly among academic tasks which elicited the strongest and weakest rated responses of ASE. The academic tasks eliciting the strongest ASE for both FTIC groups pertained to meeting deadlines for individual and group projects and assignments. The tasks eliciting the weakest ASE for both FTIC groups pertained to speaking up when they do not understand lectures or need help, and asking questions during lectures. The study’s findings support the importance and impact of ASE during the first year of college. Moreover, these findings may help guide instructor and institutional practices in the development and support of ASE in a student’s first year of college. Future implications are outlined and discussed.
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    Unwilling or unaware: Exploring black division II football athletes’ awareness and perceptions of mental health services available at a university
    (Wichita State University, 2023-12) Iwuagwu, Nnadozie A.; Sherwood, Kristin
    Competition in winter sports came to a screeching halt during the midst of the Covid-19 pandemic shutdown in 2020. Arenas that were once packed with cheering fans were replaced with empty seats and silence, as the battle between student athletes and mental health (MH) grew louder. During this period the number of athletes reporting MH concerns along with the expression of willingness to utilize MH services increased. The purpose of this basic qualitative inquiry was to explore Black, male, football athletes’ perceptions and awareness of MH services available at a less resourced university. As documented in the literature review, research has been conducted on related topics, particularly at the Division I level (Bird et al., 2020). Researchers have recognized an unmet need for analysis of various sub-populations represented within student athletes throughout all NCAA Divisions (e.g.., Division I, II, III) (Wilkerson et al., 2020). Literature surrounding MH and student athletes lacks subjective investigation of the barriers between Black, male, football athletes and MH services utilization in less resourced regions, divisions, and intuitions. Why Black, male, football athletes are included in the student populations underutilizing MH services at the Division II level remains without a clear understanding. Fulfilling this gap in knowledge would draw the literature closer to understanding the best ways to implement MH resources to serve marginalized student athletes effectively.
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    There is wealth in the village: Exploring early literacy and the cultural wealth capital of black parents with children entering kindergarten
    (Wichita State University, 2023-12) Barnes, Prisca Nicole; Patterson, Jean A.
    For over 30 years, national task forces, commissions, and initiatives have emphasized the importance of children's early years to ensure they are ready for kindergarten. To address this problem, Goal 1 of the Educate America Act of 1993 stated that "by the year 2000, all children in America will start school ready to learn" (Early Childhood Education). Black children are a group not achieving the "ready to learn" goal at a disproportionate rate and enter school on average nearly seven months behind in reading by the time they enter kindergarten compared to their White peers (Friedman-Krauss and Barnett, 2020). Much is to be discovered about how and why Black parents prepare their children to enter kindergarten and the impact their preparation has on later literacy achievement. This study, grounded in Dr. Tara J. Yosso's (2005) Cultural Wealth Model, represents a framework to understand how students of color access and experience the school environment from a strengths-based perspective. In this study, the narrative inquiry approach is employed to elicit the stories that depict the perceptions of Black parents who have children entering kindergarten. Data collection included individual conversational interviews with Black mothers with children 4-5 years old. This study provides a deeper understanding and awareness of how Black parents, including mothers, perceive their value in their child’s readiness and what role reading plays in the home of their emerging kindergartener. The research goes beyond the deficit view to illuminate strategies and solutions to move Black children from failure to success.
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    Effects of "Read to the Mountain" intervention on secondary students’ phonics skills and reading confidence
    (Wichita State University, 2023-12) Steinmeyer, Christine M.; Cornell, Heidi R.
    Secondary students face seemingly insurmountable odds when endeavoring to learn to read, especially if the students have learning disabilities that impact reading. This study examines the effect on phonological-orthographic retention over the first two units, single letter consonants and vowels, of the Read to the Mountain phonics intervention program over eighteen sessions. Participants include nine secondary-grade students, five boys and four girls. The intervention program embeds synthetic phonics, historical linguistics, incremental rehearsal, phonics games, evidence-based, high-leverage practices, and common special education accommodations. The study utilized descriptive quantitative analysis with pre-post testing via the Quick Phonics Screener, full flashcard deck, and the reading confidence survey. Daily progress monitoring is through incremental rehearsal. The net effect for phonics retention for the participants using the Read to the Mountain phonics intervention is statistically significant increases across the data matrix among all four methods of phonemic awareness probes.
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    Parent perceptions of school-based parent involvement and the operational transmission of culture
    (Wichita State University, 2023-07) Simon, Patrick; Sherif, Victoria
    Over the past fifty years of school reform, American education now includes parental involvement as an important factor contributing to children’s academic success. Furthermore, government funding is now tied to parent involvement, in an effort to increase the role of parents in school buildings. The purpose of this study was to examine the perceptions and experiences of parents participating in school-based parent involvement initiatives. Particularly, the study focused on investigating how parent involvement supported the exchange of cultural capital where parents could embody capital and relay said capital to their children. The study allowed for the voices of the parents that are engaged to be heard. The theoretical framework was in the was Bourdieu’s theory of cultural capital. The theory is based on the notion that what one knows or invests time to learn or understand, and has value within the institutional setting becomes something that the person can use to navigate through said institutions. This is a bounded case study that explored parent involvement and their perceptions of their experiences in parent involvement activities in the private school setting. The research site was a private K-8 building in a metropolitan area of the United States. The participants were parents of diverse age groups and backgrounds. The overall findings of the study point to one particular type of parent involvement activity as being significant and the most visible in terms of its operational effect. Parent involvement classes were the location where the exchange of cultural capital was most visible – where parents were viewed as equals. Additionally, parental voice – where trust had been established and meaningful relationships had been forged, was most dynamic within the school’s parenting classes, and the vehicle by which culture was exchanged.
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