Browsing by Subject "grounded theory"
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Item Advancing Equity through Culturally Responsive Undergraduate Science Education: A Grounded Theory and Postcolonial Perspective of Culturally Responsive Science Teaching(2019-05) Barron, HillaryScience as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid (Johnson, 2011). The National Science Foundation (2018) reports that women, minorities, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances create a gatekeeping culture of inequity and inaccessibility, particularly for traditionally underrepresented students (Cheryan, Master, & Meltzoff, 2015). Science classrooms, especially at the undergraduate level, strive to mimic the broader practices of the scientific community and therefore have tremendous potential to perpetuate the exclusion of certain groups of people. They also have, however, the potential to be a catalyst for equitable participation in science. Utilizing pedagogies of empowerment (Hayden et al, 2011) such as culturally responsive science teaching (Ladson-Billings, 1994; Gay, 2010) in undergraduate classrooms can mitigate the gatekeeping phenomenon seen in science. Teaching assistants engage in more one-on-one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them (Tanner & Allen, 2006). Therefore, training for improved pedagogical knowledge is important for TAs, but training for culturally responsive science teaching is critical as TAs have broad and potentially lasting impact on students. This study explores the ways in which undergraduate biology teaching assistants enact culturally responsive science teaching as well as the factors they share that influence their decisions whether or not to enact culturally responsive science teaching (CRST). Using constructivist grounded theory methods (Charmaz, 2014) and a secondary critique from a postcolonial perspective (Bang, et al., 2012; Carter, 2006; Smith, 1999), this study examined teaching assistants’ reflections, observation field notes, semi-structured interviews, and focus groups to develop themes surrounding their enactment of culturally responsive science teaching as well as their reasons for enacting CRST. Findings from this study showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety. Additionally, findings supported the following as themes related to what factors influence TAs as they enact CRST: Affordances, Constraints, TA Beliefs, and TA Identity. Lastly, a postcolonial critique of the findings revealed that addressing issues of Settled assumptions and Bounded knowledge in science could lead to a decolonized approach to undergraduate science education and, specifically, CRST in undergraduate science spaces. These findings provide new insights into the ways undergraduate science education might be reimagined to create equitable science learning opportunities for all students.Item Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators(2020-05) West, RebeccaBased on Freire’s book Pedagogy of the Oppressed (1968) and related writings, critical pedagogy applies theoretical constructs from critical theory through emancipation of the oppressed and oppressor. Liberation is achieved through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialogue, and (c) action to overcome those systems. These tenets are explored through learning and teaching contexts, where both the teacher and student are equal participants as intellectuals. Music therapists primarily work with individuals with an identified area of need, change, or growth and may belong to groups or communities that are historically and socially oppressed or marginalized. Therefore, application of critical pedagogy is particularly relevant to the field of music therapy. Music therapists are aware of the need to increase diversity within the field, as the field is predominantly white, female, and under 30 years of age. Moreover, the need to demonstrate cultural humility when working with service users is a growing area of research in music therapy. However, scant research exists exploring the role of critical pedagogy within music therapy curriculum. Specifically, how music therapy educators provide spaces for their students to identify and name systemic oppression, inequality, and barriers; how those impact service users; acknowledging our own lenses, biases, values, and lived experiences; and facilitating opportunities for students to enact change. The purpose of this interpretivist study was to explore why music therapy educators in the United States believe critical pedagogy is important and how they apply critical pedagogy in their undergraduate curricula and classroom environments. Constructivist grounded theory, theoretical sampling, constant comparative method, and both inductive and deductive methods were used to elucidate the data and analysis process. Eight music therapy educators completed semi-structured interviews and shared their experiences implementing critical pedagogy in their curricula. Analysis of the data resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy. The analysis also resulted in a model for critical music therapy curriculum. Music therapy educators discussed critical pedagogy benefits everyone and the need for critical pedagogy embedded throughout the curriculum.Item Gender Allyship: Considering the Role of Men in Addressing the Gender-Leadership Gap in Sport Organizations(2018-08) Heffernan, CarolineWomen’s underrepresentation in positions of leadership in sport organizations has been a persistent problem for sport organizations (Acosta & Carpenter, 2014; Lapchick, 2015, 2016, 2017a, 2017b). The gender-leadership gap has been extensively researched and has used a variety of frameworks (e.g., leadership/gender trait interaction, organizational culture) (e.g., Burton, Barr, Fink, & Bruening, 2009; Sartore & Cunningham, 2007; Shaw, 2006) to understand why women’s underrepresentation persists and have guided interventions to increase women’s representations (e.g., gender ratios, diversity strategies) (e.g., Claringbould & Knoppers, 2008, 2012). The current research has yet to inform a substantial change in women’s representation across the sport industry. Anecdotal evidence of men acting as allies to women in the sport industry challenges the existing literature, which does not include constructive roles for men in increasing women’s representation in leadership positions in the sport industry (e.g., Burton et al., 2009; Shaw & Penney, 2003). Allyship, a framework from the education and social justice literature, is a social change framework that includes members of dominant social groups as critical members in the pursuit of meaningful change (e.g., Bishop, 2002). The purpose of this study was to explore the existence of gender allyship within the sport industry, and if present, develop a substantive theory for how the process of gender allyship occurs. Given the limited perspectives of how men champion women’s leadership and how they work with women to achieve this goal, this was an exploratory study. This study was guided by a combined methodology of grounded theory and critical discourse analysis (CDA). Semi-structured interviews with 17 men and women in working in different types of sport organizations served as the primary source of data. An interview guide was used to capture allies’ insights into hiring processes and how organizational cultures that value gender equity are realized. Data analysis began with open and axial coding to define concepts and develop properties and dimensions (Corbin & Strauss, 2015). Throughout data analysis, constant comparison and memos were utilized to ensure that the integrity of the study (Corbin & Strauss, 2015). Finally, theoretical coding was performed to integrate categories into a substantive theory of gender allyship (Corbin & Strauss, 2015). Findings indicated the existence of gender allyship in the sport industry, where male and female allies actively consider how to increase women’s representation in the sport industry. Three main categories were found that guide the process of gender allyship: awareness, capacity, and ally strategies. The process of gender allyship began with awareness, which is the core category. Awareness is defined as men’s and women’s understanding women’s low representation in leadership positions and their power to influence the hiring of women. Capacity is defined as how gender allies assess individual situations and determine their ability to act as a gender ally. Ally strategies are the intentional strategies that gender allies use to increase women’s representations in the sport industry. This study contributed to the allyship literature by demonstrating allyship’s application to gender and in professional environments. Additionally, this study contributes to the sport and gender leadership literature by demonstrating men’s contributions to the goal of increasing women’s representation in positions of power.Item Grounding a Program Theory to Enable Authentic Inquiry Through Citizen Science(University of Minnesota Extension, 2013-10) Meyer, Nathan; Nippolt, Pamela; Strauss, Andrea; Oberhauser, Karen; Blair, RobertExtension programs are well-suited to provide youth and adults with exposure to science. However, designing programs to fully engage participants in deeper experience with science practice is a complicated challenge. Grounded theory is one research approach that Extension staff can use to explicate these program models. The Driven to Discover: Enabling Student Inquiry through Citizen Science project (D2D), funded by the National Science Foundation, demonstrates potential for using grounded theory to identify factors that provoke authentic inquiry by youth-adult research teams using citizen science experiences. Through a deductive coding approach, researchers are analyzing data from project participants to build understanding of elements that worked well and challenged the citizen science research teams. Preliminary analysis has identified 14 themes that describe important design elements across categories of the setting and situation for the program, program design and structure, and team characteristics. Relationships among these themes also highlight interconnections among setting, program, and participants.Item Research Literacy: Core Element in a Physician's Development?(2021-11) Jacobs, Virginia (Ginny)The educational journey of a physician involves a long and intensive path beginning with a basic science curriculum and then building in clinical experiences. The ultimate goal is to develop research-literate physicians who can skillfully navigate the incredible amount of medical information that exists to make well-informed clinical decisions in the best interest of their patients. In this grounded theory study, five (5) Chief Residents (or recently graduated residents) were interviewed regarding their residency training experience and seventeen (17) medical professionals who were identified as Residency Program Directors and/or Planners were interviewed to gather their insights related to the development of research-related skills during a physician’s training. While not all physicians conduct research, all physicians are required to be skilled consumers of research and for that reason, specific attention was paid in this study to the development of overall research literacy skills. This study highlighted the fact that, as is true for any educational endeavor, there are important structural elements that provide a framework for a learner’s journey (e.g., curriculum, regulatory and/or accreditation program requirements, etc.). In addition, there are critical motivational factors, such as self-directed learning and commitment to lifelong learning, which drive the direction and depth to which a learner explores that curriculum. The study identified the following three inter-connected themes (structural elements, curricular directions or guides, and motivational factors) regarding physicians’ development of research literacy skills: Theme 1: The regulatory/accreditation systems establish the base level expectations for each of the competencies required of learners across the medical education continuum, however, there is wide variability in how those requirements are interpreted and incorporated into each medical school’s curriculum. Furthermore, the metrics used do not always align with the skills required to successfully perform Evidence-based Practice (EBP). (For example, the base level expectations related to research and scholarly activities do not necessarily assess the research and literacy knowledge and skills necessary for physicians.) Theme 2: The influx of medical information has heightened the need for physicians and patients to be discerning consumers of research and medical information. There is wide variability in the level of proficiency a physician achieves during their training with respect to research literacy (driven, in part, by personal interest, pursuit of available opportunities and resources, and the demands of the physician’s life, role, and institution), although now, more than ever, all physicians must develop and maintain those basic skills to be able to make well-informed clinical decisions. Theme 3: The ability of a physician to meet the demands of the public to deliver EBP which leads to quality patient care (i.e., provide safe, effective, patient-centered, timely, efficient, and equitable care) is highly-dependent upon their commitment to self-directed, lifelong learning which facilitates the acquisition and maintenance of research literacy skills and enables them to be a discerning consumer of medical information. In this dissertation, I will discuss the following themes which were revealed in my studies related to: organizational structures (accreditation and regulatory oversight); curricular guidance; and the importance of individual learners’ commitment to self-directed lifelong learning. Each theme will be examined to determine the role it plays in developing a research-literate physician. I will offer some perspective on steps that could be taken to address concerns, and offer recommendations for making progress as we move forward. The implications for practice include: accelerating the adoption of updated accreditation requirements that relate to research and scholarship; identifying opportunities for collaboration across the continuum; developing meaningful metrics to track progress; highlighting the value of health sciences library services as it relates to research literacy; training HCPs to be more aware of the power and/or limitations of the evidence; stressing the importance of personal commitment to lifelong learning and acknowledging the role of the learning environment in guiding the learners’ development journey. After describing the implications and the impact each has on the practice of medicine, I will then recommend one coherent theory which incorporates all of those factors. The dissertation concludes with limitations of the study and opportunities for further research which promote more direct links to patient outcomes. Keywords: physician development, research skill development, research-literacy, self-directed learning, lifelong learning, grounded theoryItem Rooted in Community: Toward A Grounded Theory of Empathy Development in Nature Preschools(2023-05) Underwood, Claire CEmpathy is core to what makes us human and early childhood is considered an important period for nurturing empathy. A recent quantitative study has found nature preschools to be effective in the context of fostering empathy in young children (Ernst et al., 2022). While these results are promising, more research is needed, particularly to understand how nature preschools foster the development of empathy in the children they serve, hence the study at hand. The purpose of this study was to explore nature preschool teachers’ experiences of empathy development in young children in the context of nature preschools and to develop a grounded theory-based conceptual model to explain the findings. Following data analysis using the grounded theory coding paradigm, a core phenomenon emerged: the school culture of nature preschools that is nature-based, childled, and rooted in community, which is embedded within the context of the natural setting of the preschool that offers opportunities to foster empathy. The causal condition identified was the role of the teacher who uses the strategy of an ongoing approach to empathy development, which resulted in the consequence of children’s unique expressions of empathy. This model contributes to our understanding of how empathy is developed in early childhood in the context of nature preschools, from the perspective of nature preschool teachers, and offers insight to improve professional practice. Implications are discussed in light of the study’s limitations.Item Saving Chi: Exploring Key Factors Affecting Korean Immigrants’ Parental School Involvement(2016-09) Ham, Young-HoonThe goals of this study were (a) to explore Korean immigrant parents’ perceptions of school involvement and school support and (b) to investigate key factors that affect Korean immigrant parents’ school involvement. A qualitative research design based on grounded theory was employed. The final grounded theory of “Key Factors Affecting Korean Immigrants’ Parental School Involvement” was developed from interview data with eight Korean immigrant parents. The most important core theme was saving the child’s chi (“기 살리기,” Gi Saligi in Korean). The four other secondary themes were (a) personal factors; (b) interpersonal factors; (c) situational factors; and (d) environmental factors. The personal factors were derived from self-determination motivations, parenting styles, the parent’s gender, English proficiency, and acculturation. The situational factors included parents’ time pressure and expected and unexpected changes in family life. The interpersonal factors included parents’ relationships with school teachers, other parents, and people they met through online communities such as MissyUSA. Finally, the environmental factors were identified from school and Korean community support. Theoretical and practical implications are discussed along with limitations and conclusions.Item Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views(2019-05) Schlarb, Mary H.This is a study of intercultural learning and teaching through study abroad programs at one four-year public higher education institution in the United States. The purpose of this study is to determine stakeholder views of factors influencing student learning in faculty-led study abroad programs. Using a constructivist grounded theory methodology and qualitative methods, the researcher explored with faculty study abroad leaders and returned study abroad students their experiences with intercultural learning, and from the collected data, constructed themes related the two research questions. The first question was: 1) In what ways do student and faculty stakeholders describe the student learning outcomes achieved through participation in faculty-led study abroad programs? Themes related to student learning outcomes include applied learning of course content, professional development, comparative understanding of cultures, personal growth, and understanding of identity-related issues. The second question was: 2) What do faculty and students view as factors influencing student learning outcomes in faculty-led study abroad programs? Key factors suggested by students and faculty related to student-centered teaching and learning, instructor expertise, student behaviors, and institutional support of faculty. Several implications for pedagogy and professional practice in the field of study abroad also emerged from this study. These related to faculty and student mutual definition of student learning outcomes; incorporation of authentic student-centered pedagogical practices, and related faculty professional development. Study findings also illustrate the need for institutional support for faculty engagement in study abroad programs.Item Theorizing Karen Women’S Experiences Of ‘Power’ To Engage In Self-Help In Resettlement(2018-04) Horn, TonyaThis study describes the experiences of 10 first-generation Karen women to resettle to St. Paul, Minnesota. Since 2005, Karen people from Burma have been one of the largest refugee groups being resettled to Western resettlement countries. Existing literature suggests that refugee-background communities may have a wealth of knowledge and experiences in developing and adapting self-help structures and processes, and that they play a critical role in their own resettlement. However, little attention has been paid to how, why, and for what purpose new communities are able to (re‑)form historical self-help structures in resettlement or the supports or barriers that impact a community’s ability to utilize these structures to promote self-help. The purpose of this study was to examine Karen women’s experiences of power to engage in self-help in resettlement. Semistructured, face-to-face interviews were conducted with 10 Karen women who had experience with Karen women’s organizations in Burma, Thailand and/or the United States. Interviews were analyzed using constructivist grounded theory methodology. Guided by principles of qualitative research, grounded theory, and ethnographic methods, what emerged was a preliminary theory of “power,” defined by participants as agency and capacity to help each other in resettlement, and factors that impacted their power to engage in self-help. Four categories emerged that explained women’s experiences of power to help each other in resettlement: (re‑)establishing a self-help structure; personal and premigration relationships or Knowing Each Other; having resources, which included knowledge, time, transportation, and financial resources; and having authority. Findings add knowledge that is situated in cultural context in relation to the experiences of Karen women. This dissertation study addresses several critical gaps in existing literature by revealing the processes through which a first-generation Karen community (re‑)established historical structures of self-help to meet the needs of their community in resettlement, the conditions that affected their agency and capacity to help one another, and by capturing the perspectives and experiences of Karen women. Findings can be used to inform development of interventions and resettlement policies that recognize and support the strengths, strategies, and resources that new refugee-background communities bring with them to resettlement settings.