Browsing by Author "Marc Grimmett, Committee Member"

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Difficult dialogues: How white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism
(2010-04-12) Olson, Barry Alan; Audrey Jaeger, Committee Chair; Marc Grimmett, Committee Member; Kathy Lohr, Committee Member; Michael Schwalbe, Committee Member; Joy Gaston-Gayles, Committee Member
OLSON, BARRY ALAN. Difficult Dialogues: How white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism. (Under the direction of Audrey Jaeger). The purpose of this narrative case study was to understand how white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism. Through the use of the participantâ€™s own words, the results showed that these nine participants from the Southeast had a limited understanding of whiteness as it related to any racial conception, often limited to the negative components of their racial makeup, or even an obliviousness to whiteness in general. White privilege was understood more clearly, however the participants often were in positions where they could choose to act in favor of a person of color, and instead chose not to act. Finally, the participants gained a significant amount of value from personal connections through their own informal experiences and formal activities, but the most growth seemed to occur within a classroom setting focusing on multiculturalism and diversity. The findings indicate that white male graduate students in student affairs preparation programs could benefit from required coursework in the areas of diversity and multiculturalism, where exposure to race, culture, and difference would broaden their limited experience base. Within this study, a model for the social transformation of racial identity was proposed as a way to bridge the gap between theory and practice. Using the concepts of white privilege, multicultural competency, and emancipation, the proposed model helps to explain the components within developing those difficult dialogues among white males, but also across racial boundaries.
Growing Up African-American and Female: The Relationship Between Racial Socialization and Self-Esteem of African-AmericanFemale Adolescents.
(2008-10-20) Davis, Carmen R; Marc Grimmett, Committee Member; Sylvia Nassar-McMillan, Committee Member; Stanley Baker, Committee Chair; Edwin Gerler, Committee Member
DAVIS, CARMEN PYLES. Growing up African-American and Female: The Relationship Between Racial Socialization and Self-esteem of African-American Female Adolescents. (Under the direction of Dr. Stanley B. Baker.) Dominant discourse in American society has posed a problem for minority populations because social and identity constructs, such as race, gender, and class, have created a society that has not been fair for less dominant groups. Growing up in the United States as an African-American female adolescent poses particular challenges because these girls contend with typical pre-adolescent and adolescent developmental tasks along with how to negotiate their multiple identities (i.e., being Black and female). For these reasons, developmental issues for African-American adolescent girls are best understood using a multiple-lens paradigm inclusive of gender, race, ethnicity, and social class. Across disciplines, most empirical studies of African-American adolescent girls have emphasized at-risk themes, frequently neglecting normative developmental concerns. The present study explored African-American female adolescents across three socioeconomic (SES) groups to learn how girls from different backgrounds respond to racial socialization as it relates to self-esteem. Ninety-five African-American girls completed questionnaires related to SES, racial socialization experiences, and self-esteem. Correlational (Pearson product-moment) and comparison (ANOVA) statistics indicated no significant relationships between racial socialization and self-esteem, racial socialization and SES, or self-esteem and SES. A significant difference was found in racial socialization frequency scores for the middle SES group compared to the high SES group. Significant differences were also found in racial socialization agreement where the high SES group had lower scores than the low and middle SES group. The finding that more than 85% of the participants in all three SES groups had higher than average self-esteem scores supports those of prior studies that African-American girls do not experience the same declines in self-esteem during adolescence as do girls from other racial/cultural groups. This research adds to existing literature about this population and may assist counseling professionals and others in understanding the normative development of African-American female adolescents and how race, gender, and socioeconomics play a part in this development.
Implementing Self-Advocacy Training within a Brief Psychoeducational Group to Improve the Academic Motivation of Black Adolescents
(2010-06-23) Dowden, Angel; Stanely Baker, Committee Member; Edwin Gerler, Committee Chair; Marc Grimmett, Committee Member; Paul Bitting, Committee Member
The purpose of this dissertation is to make inference about the effectiveness of self-advocacy training in increasing the academic motivation and academic self-concept of Black adolescents. Action research and phenomenological approaches are utilized concurrently throughout the N=1/ ABA single subject experimental design that will be repeated six times. Black adolescents are confronted with ongoing social barriers that affect their academic motivation. School counselors can improve the educational landscape for Black adolescents by employing advocacy competencies in their schools. The dissertation describes the research study results of a brief psychoeducational group that was employed to teach self-advocacy skills to Black adolescents, with the ultimate goal of improving their academic self-concept and academic motivation.
The Relationship Between The Academic Self-Efficacy and Culture Shock Among Caribbean Overseas College Students Attending Universities In The United States
(2008-09-09) Edwards-Joseph, Arline R.A.C.; Andy Overstreet, Committee Member; Marc Grimmett, Committee Member; Richard Tyler, Committee Member; Stanley Baker, Committee Chair; Sylvia Nassar-McMillian, Committee Member