Browsing by Author "Dr. Paul F. Bitting, Committee Member"

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Investigating Female Identity Formation: From Fairy Tales to Fabulous Lives
(2004-12-01) Atkins, Kristin Gayle; Dr. Bonnie Fusarelli, Committee Member; Dr. Anna Victoria Wilson, Committee Chair; Dr. Paul F. Bitting, Committee Member; Dr. Kenneth H. Brinson, Committee Member
Identity is not a universally fixed term (Butler, 1990, p. 7); rather, it is complex construction produced and reproduced along the axes of gender, race, class, sexuality, education, and cultural context (Gauntlett, 2002, p. 13). As such, identity hinges on a combination of acts, (Sedgwick, 1990), hierarchical social categories (Butler, 1999), culture (Kellner, 1995, 2003), history, difference, representation, social institutions, and stories that define and shape the self through recursive and self-reflexive processes. This research investigates the impact of media culture, body image, relationships, and fairy tales on the identity formation of four young women. Specifically, I concentrate on key cultural models provided through electronic media, visual media culture, and schooling to follow the ways in which these women construct and co-construct their identities over the course of several interviews. Using discourse analysis as the primary tool of inquiry, this study investigates specific details in speech to identify key patterns in language, to interrogate the socioculturally-situated identities produced, and to illuminate relevant cultural models and context in an effort to better understand the ways in which girling and the institution of school inform female identity formation.
Roles, Relationships, and Tasks: Socialization Among Entry Level School Administrators
(2005-04-01) Blumenreich, Todd Eric; Dr. Peter A. Hessling, Committee Co-Chair; Dr. Kenneth H. Brinson, Committee Co-Chair; Dr. Jean K. Davis, Committee Member; Dr. Paul F. Bitting, Committee Member
The purpose of the research is to study the socialization process of entry-level school administrators. A grounded theory approach is used to conduct the study as there has been limited research regarding assistant principals and public school administrator socialization. The study's philosophical perspective is rooted in social constructivism, with the assumption that an individual constructs reality through social interaction and that individuals choose to give meaning to their own experiences, Use of ethnomethodological processes for gathering information from participants is additionally a component of the study. Participants examined their interview transcriptions for accuracy; coding of interview information used grounded theory coding levels and processes. Emergent themes that participants discuss concern the roles related to the assistant principal's position, the relationships of assistant principals with others, and the tasks that assistant principals need to perform. Additional interview data includes information related to subcategories of 'Roles,' 'Relationships,' and 'Tasks.' The study concludes with tentative theory advanced for examining entry-level school administrator socialization.
Women Who Lead At A State Education Agency: Five Lives
(2003-10-20) Black, Belinda S; Dr. Kenneth H. Brinson, Committee Chair; Dr. Michael L. Vasu, Committee Member; Dr. Paul F. Bitting, Committee Member; Dr. Peter A. Hessling, Committee Member
This is an educational leadership study based on the lives of five women who held the post of director or higher in a State Education Agency. While much has been written about women in school and district administration, less is known of women who fill the top posts in administration at the state level. This study examines five such women leaders' lives and careers in detail. The study is conducted from a feminist point of view, using a life history approach. The women who participated in this study shared stories of their childhood and upbringing; they described their early schooling experiences, and they talked about the significant relationships in their lives. They spoke of obstacles and opportunities, and of pivotal events that shaped them. The research resonates with their voices and focuses on the role of gender, diversity and gender equity in educational leadership. Findings reveal the values, perspectives, goals, and behaviors of a group of women who range in age from 45 to 60. The study explores their early perceptions of gender, race and class, and how each influenced their lives and careers. Each woman provides her input in defining a feminine leadership style. The study concludes with a discussion of post-heroic leadership, feminization of an organization, and a leadership primer for girls and boys and their parents, based on the findings from the life history research.