DSpace Repository :: Browsing by Author "Burnham, Joy J."

Browsing by Author "Burnham, Joy J."

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Actual and perceived ideal practices of school psychologists: a regional and state-level comparison of role discrepancies to the national association of school psychologists practice model
(University of Alabama Libraries, 2021) Batt-Rawden, Ashley P.; Burnham, Joy J.; University of Alabama Tuscaloosa
Discrepancies between recommended and actual practices of school psychologists have plagued the field for decades. Previous studies have examined and identified differences in school psychology practices based upon geographical location within the United States as well as between community settings (e.g., rural, urban). The present study sought to fill a gap in the literature (Hosp & Reschly, 2002) by examining the actual and perceived needed practices of school psychologists in the East South Central (ESC) census division of the United States and compare those practices to the National Association of School Psychologists (NASP) Practice Model (NASP, 2020c). Sixty-five school psychologists from the ESC division completed an adapted and reproduced version of the NASP Membership Survey (Walcott & Hyson, 2018) measuring a number of demographic variables as well as their engagement in a variety of school psychologist activities and services using a 7-point Likert-scale. Participants rated their actual practice during the most recently completed school year and rated the level of engagement in those same practices they thought was needed to best serve students in their district during a typical school year. Results indicated that as a whole, school psychologists in the ESC division do not engage in a comprehensive service delivery model as recommended by NASP. Rather, their perceived need for services was more closely aligned to the NASP Practice Model (NASP, 2020c). State-level comparisons indicated that school psychologists in Alabama practice under a traditional gatekeeper of special education model (Merrell et al., 2006) compared to their counterparts in Kentucky and Tennessee. School psychologists in Kentucky reported more engagement in mental-health related services than participants from other states. Community-level comparisons indicated that school psychologists practicing in urban settings are more engaged in a comprehensive service delivery model than those practicing in rural or suburban areas. No specific practices were identified as more needed than others by school psychologists in rural settings. Implications for future research include analysis of organizational factors contributing to discrepancies with implications for practice related to advocacy efforts.
Adaptation of a Survey Regarding Dental Hygiene Behaviors Among College Students: Application of the Theory of Planned Behavior
(University of Alabama Libraries, 2022) Moore, John Blaine; Turner, Lori W.; University of Alabama Tuscaloosa
Background: In the United States (U.S.), 26% of adults have untreated tooth decay, and 46% of adults have gum disease. Neglecting dental hygiene behaviors results in physical and psychological stress, social anxiety, and a lower quality of life. College presents a transitional time, where behavioral development continues from adolescence to adulthood. However, reasons for dental neglect during this time are unclear. Purpose: This study aims to adapt and validate a theory-based instrument using the Theory of Planned Behavior (Ajzen, 1991) to examine the oral hygiene behaviors of college students. This study involves three stages: (1) a systematic review of questionnaires used to assess oral hygiene behaviors of college students using the Theory of Planned, (2) the adaptation of a TPB-based survey that examines dental hygiene behaviors, and (3) measuring the effectiveness of TPB in explaining dental hygiene behaviors. Method: An instrument was adapted for college using a previously validated survey found in the literature (Buunk-Werkhoven et al., 2011). Pilot testing of the adapted survey along with cognitive interviews with college students (n=4) assessed readability, comprehensibility, and time needed to complete all items. The final version of the instrument was administered electronically to all participants (n = 370). Statistical analyses were used to examine variables.Results: Findings indicate that 63% of participants met toothbrushing recommendations, 20% met interdental cleaning recommendations, and 48.6% met dental visit recommendations. The constructs of subjective norms and perceived behavioral control were the most common significant predictors of each dental hygiene behavior. Additional predictors did not display significance among the examined population.Discussion: There are differences in predictors of intentions and behavior for each dental hygiene behavior examined. College students display positive intentions to perform each examined dental hygiene behavior, although the percentage of respondents meeting the recommendation are low. Health education and promotion strategies can be implemented to reinforce these behaviors. Conclusion: Overall, dental hygiene behaviors among college students progressively declines as one goes through college. Universities should carefully consider improving availability of dental hygiene resources on-campus. Dental health education can be improved to promote the importance of dental hygiene throughout one's time in college.
Autonomic arousal and its relationship to child behavior: the moderating role of parenting practices
(University of Alabama Libraries, 2018) Romero, Devon Elizabeth; Lochman, John E.; Burnham, Joy J.; University of Alabama Tuscaloosa
Moderated multiple regression analyses were conducted in order to examine parental involvement, poor monitoring and supervision, and inconsistent discipline as moderators in the relationship between autonomic arousal (i.e., baseline skin conductance level, baseline respiratory sinus arrhythmia, skin conductance reactivity, respiratory sinus arrhythmia reactivity) and externalizing behavior. Data was collected from a sample of 360 fourth grade students identified by their teachers and parents as at-risk for moderate to high levels of aggression. The results did not support the research hypotheses posed in the current study. Despite the lack of significant results for the planned hypotheses, exploratory analyses produced useful findings about the complex relationships among these behavioral, physiological, and contextual constructs. Five predictor variables (i.e., parental involvement, poor monitoring and supervision, inconsistent discipline, gender, and RSA reactivity) predicted parent rated externalizing behavior, while gender was the single predictor of teacher rated externalizing behavior. This provided a unique look into how the predictor variables manifest themselves in different environments. Further, this study highlighted the main effects of sympathetic and parasympathetic functioning, which suggest that at-risk preadolescents are maladaptively regulated. For example, higher RSA reactivity indicated that at-risk youth have inflexible parasympathetic responding, which negates sympathetic activation. This main effect of RSA reactivity demonstrates that parasympathetic functioning predicts child behavior over sympathetic functioning in an at risk sample of children. Additionally, physiological response patterns in at-risk children appear to be more convoluted than originally suggested. The current study found higher levels of baseline RSA to be associated with higher ratings of teacher rated hyperactivity in the presence of high inconsistent discipline. This suggests that externalizing behaviors may not be entirely characterized by a single pattern of autonomic arousal (e.g. low baseline). Overall, these results confirm the influence of bioecological interactions on externalizing behavior in an at-risk sample of children and point to a nuanced and complicated picture of the maintenance of externalizing behaviors. This study highlighted relationships among the study variables that will serve to contribute to future research, treatment, and prevention of externalizing behavior in at-risk children.
Black beauty, white standards: a phenomenological study of black american women's perception of body image at a PWI
(University of Alabama Libraries, 2018) Hicks, Adora; Burnham, Joy J.; University of Alabama Tuscaloosa
This qualitative study examined the daily lives and experiences of ten Black American women, looking specifically at perceptions of their body image. The ten women were enrolled undergraduate students at a predominately White institution (PWI) in the southeastern region of the United States. The primary data collection method was in-depth individual interviews and focus groups. Coupled with Patricia Hill Collins’ Black Feminist Thought (2000) and the use of a phenomenological approach, the data were coded and analyzed according to three research questions, which guided this study. Five major themes emerged from this study, shedding light on the perceptions that Black American women have about their bodies when they are enrolled at a PWI. The five themes identified included: (1) experiences prior to college and the current campus culture; (2) Black Capstone Life versus Greek Life; (3) challenges of being Black at a PWI; (4) the concept of unapologetically Black; and, (5) Black girl magic. The ten Black women provided insight about their experiences, including their unique cultural features of beauty and appearance and their dual identity as a Black and female student attending a PWI. This study provided a valued space for Black American women to define and process who they are as Black women at a PWI, indicating the need for such a space and support at other PWIs.
Burning Brightly: a Grounded Theory Study on Professional Counselors and Overcoming Burnout
(University of Alabama Libraries, 2024) Whitten, Andrea Denice Gregg; Lu, Junfei
Burnout is a prevalent issue in the counseling profession that inhibits counselor well-being, work satisfaction, job turnover, and clinical efficacy. Despite this phenomenon's pervasiveness and negative impact, relatively little is known about how counselors recover from burnout while remaining in the counseling profession. This study aimed to employ a grounded theory approach to explain the process of burnout recovery in practicing counselors. The study explored the lived experiences of six participants who had experienced burnout and recovered during their counseling careers. Data collection consisted of semi-structured interviews that were primarily concerned with participants' experiences of burnout and recovery. The data were analyzed using a three-step coding process. The following themes were constructed from the data: exhaustion, psychological symptoms, systemic factors, clinical disengagement, reduced clinical efficacy, recognition, advocacy, preparation for change, active recovery, and maintenance. Based on these findings, the theory, Boiling Over: A Grounded Theory on Counselors and Overcoming Burnout, was constructed. This theory explains the process of burnout recovery in practicing counselors. The two processes are illustrated in Figures 1 and 2. Figure 1 illustrates how the impact of systemic factors on counselors leads to the development of psychological symptoms, exhaustion, clinical disengagement, and reduced clinical efficacy experienced by participants during burnout. Figure 2 illustrates the process of burnout recovery in counselors, outlined in the grounded theory as a set of stages. Counselors enter burnout recovery in stage one, Recognition, but counselors may not move sequentially through the stages. Depending on the circumstances, counselors may repeat stages or engage in aspects of multiple stages at once. Following Recognition, counselors move through the remaining stages of burnout recovery: Advocacy, Preparation for change, Active recovery, and Maintenance. After discussing these results, recommendations, and implications for counselor educators and supervisors, practicing counselors, the mental health system, and researchers are presented.
Codependency among nurses: a comparison by substance use disorder and other selected variables
(University of Alabama Libraries, 2010) Self, Jo Simmons; Satcher, Jamie; University of Alabama Tuscaloosa
Previous studies have shown that the profession of nursing has inherent risk factors that may contribute to Substance Use Disorder among nurses. One of those risk factors may be codependency. This study explored the relationship between codependency and self-reported history of treatment for SUD among nurses. It also compared nurses' codependency scores by gender, race, birth order, having experienced or witnessed physical violence in the family of origin, having a parent or primary caregiver with SUD, and having a parent or primary caregiver with a history of mental illness. One thousand nurses with active licensure in a southeastern state were mailed survey packets which included the Spann-Fischer Codependency Scale and a demographic questionnaire. Two hundred and two surveys were returned. The results indicated that the nurses' codependency scores differed significantly when compared by history of treatment for SUD. Nurses who reported treatment for SUD had higher codependency scores than nurses who reported no treatment for SUD. The nurses also differed significantly in their codependency scores when compared by their having witnessed or experienced physical violence in their family of origin. Those who reported a history of witnessing or experiencing physical violence in their family of origin had higher codependency scores than those who did not. The third significant finding was that nurses who reported having a parent or primary caregiver with a history of mental illness had higher codependency scores than those who did not.
Comparing the use of cinematherapy and bibliotherapy to teach character education: a quasi-experimental study
(University of Alabama Libraries, 2019) Davis, Amy Pike; Burnham, Joy J.; University of Alabama Tuscaloosa
Character education, an educational construct which emphasizes educational strategies and targets the specific moral development needs of children (Berkowitz & Bier, 2007), is often taught in the school setting through direct instruction by the school counselor using simple tools such as books and movies. However, there is absence of literature comparing the effectiveness of these tools for providing character education. The purpose of this quasi-experimental study was to compare the effectiveness of bibliotherapy (using books in counseling) and cinematherapy (using movies in counseling) on third grade students’ understanding of character education. Third grade students at four schools were randomly assigned by classroom to one of three groups: intervention with books, intervention with movies, or the control. School counselors at four elementary schools presented six classroom guidance lessons focusing on the six character traits of Character Counts! (2017): caring, citizenship, fairness, kindness, respect, and responsibility. The students’ understanding of these character traits was assessed with a pre- and post-intervention test using a researcher developed instrument, Understanding Character Traits Survey (UCTS; Davis, 2017). The psychometric properties of the instrument were investigated using the Rasch model. Rasch model indices of item difficulty, person locations, along with item and person fit statistics were investigated. The researcher-developed instrument exhibited acceptable psychometric properties in the sample examined in this study. Results of the data collected from students’ pre- and post-intervention tests indicate that all groups improved their understanding of character traits over time regardless of intervention group. Therefore, classroom guidance lessons using bibliotherapy and cinematherapy were not supported as mediators in the students’ understanding of character education traits based on pre- and post-test results. There was a statistically significant change in scores between the pre-test and post-test indicating that time was a factor in students’ understanding of character. This study highlighted the value of time on students’ understanding of character and will serve to contribute to future research on character education, bibliotherapy, and cinematherapy and their roles in classroom guidance lessons.
Cyberbullying intervention: a case study analysis of stakeholder perceptions regarding the authority of school administrators in addressing cyberbullying issues
(University of Alabama Libraries, 2012) Hester, Wesley Paul; Wright, Vivian H.; University of Alabama Tuscaloosa
Cyberbullying is a growing phenomenon affecting victims, perpetrators, and bystanders. Schools and school officials are also affected by cyberbullying, faced with the responsibility of addressing issues that manifest from cyberbullying. Previous literature has identified strategies for school use in addressing cyberbullying, including forming stakeholder partnerships, implementing cyberbullying education and awareness programs, and applying disciplinary action. Opponents question school administrators' authority in addressing cyberbullying with disciplinary action, raising concern about the potential violation of student rights. Therefore, the purpose of this study is to better understand how cyberbullying affects school system stakeholders and gather ideas about how school officials should properly address it. The researcher in this case study collected and analyzed stakeholder perceptions regarding cyberbullying effects upon their school system and how schools should address it. This school system is located in southeastern U.S. The researcher used focus group interviews to collect data from four stakeholder groups: school administrators, school counselors, parents, and external authorities. The researcher used content analysis to identify significant data; and organized, reported, and discussed the results in two distinct ways: 1) grouping results based on their connection to the study's research questions, and 2) grouping results into five themes through the use of thematic coding. The discussion of results, implications for stakeholders, and recommendations for future research are based on data connections with the research questions and the development of the five themes. The results, stakeholder implications, and recommendations for future research include ideas regarding stakeholder partnerships, education and awareness programs, school disciplinary action, parental supervision and control, and other ideas concerning stakeholder relationships and trust.
Development and validation of a self-efficacy theory-based instrument to measure breastfeeding self-efficacy and breastfeeding intention among pregnant women
(University of Alabama Libraries, 2017) McKinley, Erin Marie; Knol, Linda L.; Turner, Lori W.; University of Alabama Tuscaloosa
Breastfeeding is the feeding of a child with breast milk, either directly from the breast or by expression. Breastfeeding offers tremendous benefits to both the infant and mother. Individuals choose tasks they feel are within the boundaries of ability. The choice to engage in breastfeeding may be related to the level of self-efficacy a woman has to complete the task. Theoretical constructs have been operationalized to measure perceived self-efficacy for breastfeeding in pregnant populations; however, a guideline based, self-efficacy theory driven, valid, and reliable instrument is lacking. The purposes of this study were to create, test, and validate a new scale to measure prenatal breastfeeding self-efficacy, test the reliability of the scale, determine the correlation between prenatal breastfeeding self-efficacy and breastfeeding intention, and assess the differences in prenatal breastfeeding self-efficacy by the sociodemographic factors. One-hundred and twenty-four pregnant women, 18 years or older, participated in this cross-sectional study. All participants completed the survey and any interested participant took a second retest reliability survey home to complete and mail back to the researcher. Confirmatory factor analysis did not confirm the proposed model; therefore, an exploratory factor analysis was conducted to examine the construct validity using maximum likelihood factor analysis with varimax rotation. This revealed a valid (α=.980) and reliable (r=0.920) four factor questionnaire for total prenatal breastfeeding self-efficacy – The Prenatal Rating of Efficacy in Preparation to Breastfeed (PREP to BF) Scale. Total PREP to BF score was significantly correlated to breastfeeding intention (r=.615; P<.001). Women who had at least some college education (P=.003), were currently married (P=.027), had breastfed previously (P=.035), and planned to deliver vaginally (P=.043) had significantly greater PREP to BF scores than their counterparts. Measuring the level of breastfeeding self-efficacy at the prenatal stage could alert prenatal women and health professionals to particular individual skill sets needed to successfully initiate breastfeeding after birth. A strong understanding of which pregnant women may or may not be at risk for non-initiation of breastfeeding may help healthcare professionals create and provide the most appropriate support to their patients.
Does self-reported bullying and victimization relate to social, emotional problems in adolescents with and without criminal history
(University of Alabama Libraries, 2013) Zach-Vanhorn, Sara Michelle; Burnham, Joy J.; Thoma, Stephen; University of Alabama Tuscaloosa
Abstract
The effects of a campus-wide student employment program on securing full-time employment, salary, and job satisfaction after graduation
(University of Alabama Libraries, 2018) Burnes, Michael; Laanan, Frankie Santos; University of Alabama Tuscaloosa
This study examined the effect of working in a comprehensive on-campus student employment program on three post-graduation outcomes: ability to secure employment, salary, and job satisfaction. Previous research has not examined the impact of an employment program in which almost all students participate and in which students are expected to achieve stated learning outcomes and advance to positions of increasing responsibility. Additionally, previous research has relied on self-reported estimates of students’ weekly work hours and not accurate institutional data. This study used official data from an institution which operates such a program. Bivariate tests and regression models were used to determine the effect of total work hours, work hours related to academic fields, and work hours in positions of high-level responsibility on the three outcomes. Regression was also used to determine the effect of high-level work hours on three subgroups of the sample: non-white graduates, graduates with estimated family contribution amounts less than half the study site’s net price, and graduates from the humanities and social sciences fields. Total work hours were not shown to have an effect on the outcomes. Related and high-level work hours were found to have a bivariate relationship only with the ability to secure employment, but neither variable was found to have a significant bivariate relationship with salary or job satisfaction, and neither variable was found to have a significant relationship with securing employment when tested with other variables in the regressions. In light of these results, study limitations are discussed and future research recommendations are provided.
Examining the Aftereffects of Hurricane Katrina in New Orleans: A Qualitative Study of Faculty and Staff Perceptions
(Hindawi, 2012) Burnham, Joy J.; Hooper, Lisa M.; University of Alabama Tuscaloosa
Researchers have reported how Hurricane Katrina has affected teachers who work with Kindergarten to Grade 12 (K-12), yet little is known about how the natural disaster has affected other important K-12 faculty and staff (e. g., coaches, librarians, school counselors, and cafeteria workers). Missing from the literature is the impact that this natural disaster has had on these formal (school counselors) and informal (coaches, librarians) helpers of K-12 students. Using a focus group methodology, the authors examined the aftereffects of Hurricane Katrina on 12 school employees in New Orleans, Louisiana, 18 months after the hurricane. Informed by qualitative content analysis, three emergent themes were identified: emotion-focused aftereffects, positive coping, and worry and fear. The implications for future research and promoting hope in mental health counseling are discussed.
Examining the relationship between religiosity, professional identity development and attitudes about sexual minority orientation
(University of Alabama Libraries, 2018) Johnson, Fatima; Burnham, Joy J.; University of Alabama Tuscaloosa
Despite improved attitudes regarding sexual minority orientation, lesbian, gay, bisexual, and transgender (LGBT) individuals continue to experience considerable stigma, discrimination, and victimization in American society. LGBT individuals exhibit increased rates of psychological symptoms because of stress associated with having a sexual minority orientation and have higher utilization rates of mental health services than heterosexuals. This study explored the impact of religiosity on counselor attitudes about sexual minority orientation. The relationship between professional identity development, religiosity, and attitudes about sexual minority orientation was examined. Specific objectives of this study were to (1) identify counselor characteristics that impact attitudes about sexual minority orientation; (2) explore the relationship between religiosity and attitudes towards gay and lesbian individuals; and, (3) explore the impact of professional identity development on attitudes about sexual minority orientation. Results from this study did not find significant differences in attitudes towards gay and lesbian individuals between counselors of difference races, gender, level of education, or years of experience. Religious counselors endorsed more positive attitudes towards gay and lesbian individuals as compared to nonreligious counselors. Professional identity development did not mediate the relationship between religiosity and attitudes towards gay and lesbian individuals.
Experiencing the Game: an Interpretive, Multi-Case Study of Video Game Spaces Using the Philosophies of John Dewey
(University of Alabama Libraries, 2021) Dasambiagio-Moore, James; Burnham, Joy J.; University of Alabama Tuscaloosa
Video games are widely regarded as sources of entertainment and research suggests theymay also possess an untapped educational potential (Gee, 2008; Squire, 2011). Though trending positively, the research on the educational efficacy of video games as been slow and primarily evaluates static game elements (de Freitas, 2018). Video games are created, and played, around the ability to enact experiences (Acks et al., 2020). Therefore, research into video games should inquire into the game experiences of its players (Salen, 2008). It is for this reason that John Dewey’s theories of experience, aesthetics, and education are proposed as a possible framework by which to study video game spaces. This study utilized an interpretive, multi-case study design that focused on the individual game experiences of Don, Mipha, and Urbosa as they played the Legend of Zelda: Breath of the Wild. Each participant took part in one introductory session and four gameplay sessions. Observations, recorded gameplay, think-aloud protocols, art creation, and interviews were used to better present the lived experiences of study participants. Inductive coding and cross-case analysis were then used to determine if participant game experiences met Dewey’s criteria for experience (1900, 1938, 1959), aesthetics (1959), and educational potential (1900, 1910, 1938, 1959). Evidence for all three areas were demonstrated within participants’ gameplay and led to the conclusion that Dewey’s theories can serve as a capable framework by which to evaluate the efficacy of players’ video game experiences.
Exploring clinical supervision experiences of early career school counselors: an interpretative phenomenological analysis study
(University of Alabama Libraries, 2019) Bledsoe, Kenya Grace; Burnham, Joy J.; University of Alabama Tuscaloosa
Clinical supervision is representative of an exclusive relationship between a supervisor, supervisee, and the clients being served. Yet, there is absence of supervision for school counselors working in the PK-12 school setting. Upon graduation, early career school counselors must quickly acclimate to a new school environment while balancing student related concerns and the programmatic implication of a comprehensive school counseling program (CSCP). Whereas clinical supervision was readily during their graduate programs, there is limited access to clinical supervision post-graduation which can prove problematic for early career school counselor development. Unfortunately, very little is known about early career school counselors’ clinical supervision needs and experiences. The purpose of this study was to explore the clinical supervision experiences of early career school counselors. With a focus on clinical supervision experiences, adding this perspective will address the gap in the literature and highlight the meaning of supervision amongst early career school counselors. Through semi-structured interviews, nine early career counselors shared their lived experiences with post-master’s clinical supervision and provided insight on their supervision needs, experiences, and meaning of supervision and how it impacted their work as school counselors.
Exploring the Moderating Effects of Helicopter Parenting and Drinking Motives on Moral Judgment and Alcohol Use Experiences Among College Students
(University of Alabama Libraries, 2022) Young, Shanikia Nicole; Burnham, Joy J.; University of Alabama Tuscaloosa
Helicopter parenting (HP) is an emerging parenting style that has presented new challenges for higher education professionals in their efforts to guide college students in their development, such as moral development and growth. As a result, this dissertation study sought to investigate how such factors as maternal and paternal HP, moral judgment and reasoning (MJR), and drinking motives (DM) and how they relate to alcohol use experiences (AUE) among college students. Using a final sample of 260 college students, this study examined (1) the relationship among HP, MJR, and AUE and if maternal and/or paternal HP moderated the relationship between MJR and AUE; and (2) the relationship among the four DMs, MJR, and AUE and whether any of the four DMs moderated the relationship between MJR and AUE. To address these aims, hierarchical multiple regression (HMR) analyses were performed. Additionally, confirmatory factor analyses (CFA) were conducted to verify the factor structure of the HP measure used in this study. Results of the first set of HMR analyses revealed no significant relationship between either type of HP and MJR scores; similar results were found between MJR and AUE. However, these results did reveal a significant, albeit moderately weak, association between both types of HP and AUE. Similarly, the second set of HMR analyses showed that MJR was not significantly related to any of the drinking motives nor to AUE; however, all four drinking motives were significantly related to AUE. CFA analyses revealed that the indices of model fit for the one-factor structure tested generally met the acceptable levels for good model fit for the data. Implications, conclusions, and directions for future research are discussed.
Get in Where You Fit In: a Qualitative Study on the Experiences of Black Doctoral Counselor Education Students Attending Historically White Institutions
(University of Alabama Libraries, 2022) Carter, Shanice Nichole; Mugoya, George; Burnham, Joy J.; University of Alabama Tuscaloosa
The primary purpose of this qualitative study was to explore the lived experiences Black doctoral counselor education (CE) students at Historically White Institutions (HWIs). This study was guided by the following research questions: How do past or present black counselor education (CE) doctoral students describe their experiences at historically white institutions (HWI's)? and how were past or present black counselor education (CE) doctoral experiences shaped by faculty and advisor support? This study utilized phenomenological interviewing as its method and Critical Race Theory (CRT) as its theoretical lens. A review of literature on Black CE students' challenges and perceptions assisted me in developing interview questions that were used to identity themes of participants experiences. Eight participants from HWIs participated in the Zoom interview and seven themes were found: (a) For me it was convivence, familiarity, or default, (b) faculty and peer support are important because, (c) we know that all skinfolk "ain't" kinfolk, (d) faculty support and connectedness, (e) white faculty lack cultural sensitivity and competence, (f) I'm always getting in where I fit in, and (g) you just gotta keep going. After careful review of the literature and data from this research, it was clear that doctoral CE programs at HWIs must do a better job and hiring diverse faculty, supporting Black students, and conceptualizing their experiences
HBCU students' perceptions of their readiness for college
(University of Alabama Libraries, 2011) Taylor, Felicia Latrenda; Scherff, Lisa; University of Alabama Tuscaloosa
The research study examines the perceptions that HBCU students have about their readiness for freshman composition. It explores how the different academic tracks influence the learning of students. The research study focuses on the differences between students' perceptions of their ability to do well in freshman composition and their actual performance in a frehman composition class.
High school counselors' attitudes toward the sexuality of students with intellectual disabilities
(University of Alabama Libraries, 2012) Parker, Latofia Nate'; Satcher, Jamie; University of Alabama Tuscaloosa
The purpose of this study was to examine high school counselors' attitudes toward the sexuality of students with intellectual disabilities. One hundred and twenty-two high school counselors in Alabama were the participants for this study. Participants completed the Attitudes towards Sexuality and Students with Intellectual Disability Scale (ASSIDS) and a demographic questionnaire, both developed for this research. This study examined the relationship between counselors' attitudes and variables hypothesized to predict their attitudes. The predictor variables for this study were: (a) frequency serving students with intellectual disabilities, (b) comfort discussing sexuality with students with intellectual disabilities, (c) number of academic courses taken addressing intellectual disabilities, (d) number of academic courses taken addressing sexuality, (e) number of workshops or conference presentations attended (within last three years) addressing intellectual disabilities, (f) number of workshops or conference presentations attended (within last three years) addressing sexuality, (g) counselors' age, and (h) counselors' gender. Data were analyzed using stepwise regression. The results revealed that comfort discussing sexuality with students with intellectual disabilities and the number of workshop or presentations counselors attended that addressed sexuality were predictive of counselors' attitudes. Comfort discussing sexuality with students with intellectual disabilities was positively correlated with high school counselors' attitudes and number of workshops or conference presentations attended that addressed sexuality was negatively correlated with high school counselors' attitudes. The results of this study have implications for high school counselors and counselor educators and supervisors. Future direction for research and limitations of the study are discussed.
Impact of targeted training on middle school teachers' knowledge, frequency of use, and confidence in identification, prevention, and intervention of relational aggression among students
(University of Alabama Libraries, 2017) Farquhar, Jamie Renae; Harrison, Patti L.; University of Alabama Tuscaloosa
The present study examined teachers’ knowledge, frequency of use, and confidence in identifying, preventing, and intervening in relational aggression in their classrooms and schools. A teacher training was implemented and evaluated using followup surveys in a pre-test/post-test design. Participants were middle school teachers from 11 city and county schools in the Southeast region of the United States. Knowledge and frequency of use were assessed through an adapted form of the Teacher Inventory of Skills and Knowledge (Newman, Horne, & Bartolomucci, 2000). Teacher confidence was assessed using measures developed by Goryl, Neilsen-Hewett, and Sweller (2013). This design included two survey points. Teachers received the first survey on self-perceived knowledge, frequency of use, and confidence related to relational aggression as a way to collect baseline data. Three-months after the teacher training, a second survey was evaluated long-term effects. Teachers initially reported high levels of total knowledge and total frequency of use, but generally lacked confidence. Another important distinction was gender. Results indicate males’ self-perceptions of their knowledge, frequency of use, and confidence related to relational aggression is higher than female counterparts. This is consistent with other literature on self-perceived confidence and gender (Colbeck, Cabrera, and Terenzini, 2000). Both confidence and knowledge increased for teachers who participated in the targeted in-service training while there was no effect on confidence for the control group. This supports past research (Bowllan, 2011; Olweus et al., 2002).

Browsing by Author "Burnham, Joy J."

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