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Saint Peter's University
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Education
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- Description:
- Trans students face several challenges that limit their pursuit of higher education. These challenges include inadequate support, lack of inclusion and understanding, unfair treatment, and disparities linked to social stigma, discrimination, and the denial of civil rights. These challenges affect their college experience and put them at an elevated risk of suicide, psychiatric care and hospitalization, poor academic performance, truancy, school dropouts, drug and substance abuse, and sexually risky behaviors, among other risky behaviors or acts. The lack of enrollment, inclusion, or acceptance of trans students in some colleges is attributed to numerous factors, including negative perceptions of transgender people. This study investigated the perceptions of trans students in higher education concerning their inclusion and acceptance in college. The study assumed that the respondents were not biased about their identity and responses and that the instrument used to collect the responses produced reliable answers. The setting of the study was in a public institution located in Northern New Jersey. Enrollment in higher education and identification as a trans student were the inclusion criteria for this study. The study was composed of seven participants. All seven students identified themselves as trans students. Before the study, the researcher sought approval from the IRB. The participants were also asked to sign an informed consent before the study. The participants received a $25.00 Visa gift card for participating in the study. Semi-structured interviews were used to collect data from the participants. The responses obtained were then analyzed using a thematic approach. These steps the researcher used NVivo12, a qualitative analysis software, to conduct the analysis. Most of the participants reported that they had experienced positive experience in college or university. The majority of the participants reported that they were grateful to have access to the PRIDE club. Three of the seven stated that the PRIDE club helped them make friends. Six of the seven participants predominantly emphasized the importance of pronouns and faculty members using the appropriate ones. Four participants agreed that there was a lack of gender-neutral bathrooms on campus. Regarding the normalization of students on campus, three of the seven participants explained that they would feel much more comfortable if being trans would have equal consideration as cisgender people or that they would not be singled out and marginalized. Five of the seven participants reported that their fellow students accepted them, and this contributed to them feeling included. Only one of the seven participants felt discomfort due to exclusion by other students (this did not include an in-depth look at the effects of micro-aggressions). The findings of the study indicate that majority of trans students feel accepted by their colleges and fellow students. The results of the study also showed that clubs such as the PRIDE club play a crucial role in providing a supportive environment for trans students. However, this study had some limitations. One of the limitations of this study is that the sample used was exceedingly small, and thus it does not accurately represent the entire population. Therefore, future research should use a large sample when investigating the perceptions of transgender students in higher education. Secondly, the tool used to collect responses were not efficient in detecting biases in the responses. Additional limitations were that not all trans students in the college are members of the Pride Club. A final limitation included the ability to gain trust with the participants.
- Keyword:
- Inclusion and acceptance, trans student, stigma, discrimination, discrimination in higher education, perceptions of trans students, IRB, gender-neutral spaces, informed consent, Semi-structured interviews, and PRIDE club
- Subject:
- Education, Sexuality, and Educational Sociology
- Creator:
- Rodriguez, Josephine
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/05/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- The purpose of this research study is to understand whether the peer mentoring experience benefits the peer mentors as it does those who are being mentored. The research seeks to understand whether traits in the peer mentoring program align with the traits employers are looking for in recent graduates. The study also seeks to understand what motivates students to become peer mentors. Finally, the research identifies which experiences peer mentors believe will be necessary for their future careers. The analysis uses a Phenomenological approach to explore the peer mentoring experience from the peer mentors’ perspective.
- Keyword:
- Peer Mentor, Future Job Search, and Future Careers
- Subject:
- Educational Leadership , Education, and Higher Education
- Creator:
- Lam, Christine J.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context of student learning outcomes. A complete STEM protocol design is presented, and an inferential statistical study is made regarding student progress, factors influencing learning, performance, cognitive development, applications-oriented skills, and long-term acquisition of knowledge and performance. A survey was done on an incoming introductory physics course that measured Pre-test and post skills. Inferential statistics were performed, and an analysis of the data was done to measure cognitive and deductive and analytical skills. An ANOVA statistical study was done on Pre-tests and concomitant post-tests, and a comparison of the results was conducted to determine the need for gradual development and influential factors that determine positive results. A t-test was also done to determine the actual differences in the means between pre- and post-tests. In addition, a qualitative survey was conducted to measure the influences and factors determining STEM learning. Then the data sources were compared against each other for themes that were supported across all the data. A critical analysis is made of the STEM methodological protocols along with inferential variables of influence enumerated. It was found that an actively engaged student population can have a direct and positive influence on developing STEM cognitive skills.
- Keyword:
- Pedagogy , Higher education , Educational evaluation, Physics, Pedagogical Protocol, STEM , and ANOVA
- Subject:
- Education
- Creator:
- Cordero, Julius John.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/04/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Keyword:
- Mixed Method, Investigation, Relationship , Teacher Leadership, Educational Leadership , Preparation , School Context, Northeast Metropolitan Region, SASS, and NCES
- Subject:
- Education, Educational leadership, College administration, and Educational administration
- Creator:
- Evtimovski, Jovan
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Keyword:
- Professional Learning Communities, Administrator Efficacy, Teacher Efficacy, Urban Elementary School , Northern New Jersey, Learning Community Culture Indicator (LCCI), Bandura’s core construct of efficacy , roles of the teacher, and roles of the administrator
- Subject:
- Educational leadership, Education, Teacher education, Educational sociology, and Elementary education
- Creator:
- Kenyon, Margaret A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2015
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- American high school educators have developed and adopted various disciplinary practices to discourage misconduct among students. Amongst the popular practices are zero-tolerance policies and restorative procedures. Zero-tolerance policies are those whereby student punishment occurs when they violate the code of conduct. Usually, it results in their suspension. Thus, they miss school for a period, which may negatively impact their academic performance. Restorative practices involve using strategies that seek to improve and repair relationships between students or students and staff. They avoid punitive measures that may include suspension, allowing the student not to miss school time. However, studies conducted by education researchers have shown a disparity in the instilling of discipline in schools; African-American students’ punishment is more intense than that of their peers. Examination of the genders of both races separately shows that disparity is even more significant. The punishment of African-American male students, when compared to their peers, is more intense for similar misconduct. These disparities affect academic achievement, the likelihood of graduation, and performance on standardized tests that measure readiness for college and career. Therefore, this study sought to find the impact of restorative practices and zero-tolerance policies on absenteeism, suspensions, and academic performance on African-American male students in a predominantly black high school. The predominantly black high schools in New Jersey have high racial disciplinary gaps compared to other states in the country. Hence, the study analyzed absenteeism, number of suspensions, and academic performance in a high school that had implemented traditional zero-tolerance policies and compared it to a high school that had implemented restorative practices as a disciplinary measure. The schools’ records for the 2018-19 year were the source of data; it included information on students’ standardized test scores, suspensions, absences, and the school’s makeup by gender and race. To keep up with research ethics, the researcher redacted the students’ personal information and obtained permission from the school administration before using the data for the study. The study is quantitative and involved the statistical analysis of the quantifiable data. The researcher also used positivism philosophy in this study to calculate the impact of disciplinary actions. Overall, the data examined was of 456 African-American male students. The school that implemented restorative practices saw marginal signs of improvement in the number of chronically absent students. The restorative practice school also had a higher percentage of students with no suspensions and fewer students with one or more suspensions. Students at the school with traditional zero-tolerance policies had marginal gains with a higher rate of students meeting or exceeding expectations in English Language Arts and Math standardized tests. The study adds to the research on disciplinary actions in American high schools, but researchers can further study the topic to determine if the findings are similar in other states. Researchers can also examine other disciplinary actions such as PBIS to determine if their implementation leads to better academic performance, reduced suspensions, and lower absenteeism rates among African-American male students when compared to peers.
- Keyword:
- Educational evaluation , African American studies, Educational psychology, Educational administration, American, high school educators, Zero-tolerance policies, Restorative practices, discipline, African-American male students, high school, New Jersey, absenteeism, suspensions, academic performance, and test scores
- Subject:
- Education
- Creator:
- Amaya, Eliud
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 04/04/2024
- Date Created:
- Nov-2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Many scholars have suggested over the past several decades have pointed to a persisting achievement gap between white and black students. A lack of parental support and advocacy, peer influences, student health issues, poor nutrition, and low socioeconomic status are among the factors contributing to this gap (Chubb & Loveless, 2004). This study analyzed the standardized test results of students in all New Jersey schools belonging to socioeconomic District Factor Groups. The goal was to determine whether race and economic advantage impact academic achievement. Two subgroups, one comprising black students and one consisting of white students, were examined over a designated time period. Findings demonstrated that two factors—race and socioeconomic status—strongly contributed to student performance on standardized testing. It is more important than ever to advocate for the closing of this gap in educational achievement.
- Keyword:
- Race , Socio-Economic Status, Grade 8 , NJASK Scores for Language Arts, Impact, Educational tests & measurements , Middle School education , Educational sociology, Reading instruction, Educational leadership, and Ethnic studies
- Subject:
- Education
- Creator:
- Bugge, Allison
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/27/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- An urban public school district in the northeastern United States implemented the AVID Program, an evidence-based social-emotional learning program, into schools in 2013. This case study investigated the impact of the AVID Program on school connectedness at two middle schools within that system, both serving Grades 5–8. For the purposes of this study, school connectedness refers to a student’s connection to school through student attendance, and academic achievement—as reflected in attendance and performance—suggests that the better students feel and perform, the more likely they are to attend, and the more welcomed the students feel, the better they perform. The study sought to determine if there were statistically significant changes in student attendance and academic achievement at the schools within a cohort of students who entered the AVID Program in 2018–19 by performing a paired-samples t-test. This study also sought to determine faculty perceptions of school connectedness at the subject schools by performing a descriptive analysis of survey data to support the hypothesis. The quantitative data and descriptive analysis of the survey data merged to provide a comprehensive explanation of the relationship between the AVID Program and school connectedness.
- Keyword:
- Cooperation , Socioeconomic factors , Curricula , Mental disorders, Educational psychology, Mental health care , Anxieties, Emotions, Middle school education, and AVID Program
- Subject:
- Education
- Creator:
- Ott, Chris W.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/05/2024
- Date Created:
- Jul-2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- Students might lose skills and knowledge accomplished in the school year throughout the summer break. The aim of the examination is to survey the effect of an all-year school plan on school and career preparedness, as determined by the SAT (Scholastic Aptitude Test) marks of twelfth-grade students. SAT outcomes will be examined for urban high school students with a yearly calendar and pupils with a conventional school calendar. Through quantitative examination, the checking will use various independent t-tests for two free examples, which offered the effect of the school calendar. In view of the investigation of total scores of SATs, it was evident that the relationship between the all-year school calendar and the conventional one indicated a degree of measurable criticality. It was clear that the all-year school calendar is more viable; thus, the recommendation that the policymakers ought to recognize further reception and usage of the calendar model to easily prepare urban high school seniors for colleges and professions. The research further recommends that the stakeholders in education ought to organize student’s dependent on various demographic arrangements like age and sex to enhance the rightness of assessment dependent on SATs through which the students are set up for their next levels. With this, the research paper recommends extra research regarding the most adequate usage systems for a policy that controls the selection of the all-year calendar to approve the findings of the current research. Key words: examination, Scholastic Aptitude Test, school calendar.
- Keyword:
- Educational tests & measurements , Secondary education, SAT (Scholastic Aptitude Test), and School calendar
- Subject:
- Education
- Creator:
- Grant, Christopher D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
- Description:
- This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors that were examined in the study included gender, length of years teaching, and the amount of special education courses taken in college. Elementary general education teachers from two schools in an urban school district in New Jersey were given the ATTM-m survey to determine their attitude towards special needs students. The results of this study indicated that general education teachers regardless of gender, length of years teaching, and the amount of special education courses take, were not willing to accept the inclusion of special needs students into the general education classroom. It is recommended that future research is needed to further investigate these findings.
- Keyword:
- Inclusion, learning disabilities, General education, teacher's attitude, research study , gender, college, Elementary, urban school district , New Jersey , ATTM-m survey, and special needs
- Subject:
- Education
- Creator:
- Phillips, Rodney R.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 03/05/2024
- Date Created:
- 2016
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation