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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Contributor
Date Range
2010 2019


A preliminary critical ethnographic study was conducted to garner Punjabi Sikh U.S. young adults’ understandings and experiences with their cultural, religious, gender, and sexual identity development. Nine participants from King County, Washington were interviewed and engaged in a weeklong self-reflective journal writing activity. This data was then analyzed alongside existing scholarship. This study indicates that participants experience challenges in navigating their bicultural identity, grappling with the historical and present trauma their communities endure. Additionally, to navigate such challenges, Punjabi Sikh U.S. young adults invoke various methods to negotiate their various cultures, identities, and desires, and remain resilient. Dissertation/Thesis

Contributors
Sahota, Komalpreet Kaur, Nakagawa, Kathryn, Shabazz, Rashad, et al.
Created Date
2019

Belonging to a tribe or American Indian Indigenous group in the United States, even if one has already been enrolled or accepted into the community, is a lifelong endeavor. Belonging may be achieved by meeting specific criteria during one life stage yet one must continue to behave and act in ways that align with community expectations to maintain a sense of belonging throughout all life stages. This descriptive qualitative case study presents the findings of in-depth interviews, with five individual tribal members, two male and three female participants, ranging in age from 25 to 55, who are college graduates and …

Contributors
Molina, Mario, Brayboy, Bryan, Moore, Elsie, et al.
Created Date
2018

The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx …

Contributors
Mulligan, Anne, Nakagawa, Kathryn, Swadener, Elizabeth Blue, et al.
Created Date
2018

This phenomenological study explores the question: What are the lived experiences of Arizonans who identify their gender identities as ‘non-binary’? (‘non-binary’ defined here as anyone who identifies their gender as something other than ‘always and exclusively male or always and exclusively female’). The study explores the lived realities of four non-binary identified transgender people living in Arizona. Each participant took a short survey and conducted a 45-minute in-person interview, conducted through phenomenological questioning to evoke deep descriptions of experience. After analyzing the results through feminist hermeneutic phenomenology, this study suggests that the experience of non-binary gender identity presents an essential …

Contributors
Skinner, Ashton, Sandlin, Jennifer, Nakagawa, Kathryn, et al.
Created Date
2017

Since the early 1980s spoken word has been on the rise as a highly influential performance art form. Concurrently, there has been an increase in literature on spoken word, which tends to focus on the critical performative and transformative potential of spoken word. These on-going discussions surrounding youth spoken word often fail to take into account the dynamic, relational, and transitional nature of power that constructs space and subjectivity in spoken word. This ethnographic study of one youth spoken word organization – Poetic Shift – in a southwestern urban area makes a conscious attempt to provide a nuanced, contradictory and …

Contributors
Kesselring, Jenna, Nakagawa, Kathryn, Cheng, Wendy, et al.
Created Date
2016

This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. …

Contributors
Nichols, Laura Cary, Nakagawa, Kathryn, Enz, Billie, et al.
Created Date
2016

The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect …

Contributors
Im, Haesung, Nakagawa, Kathryn, Thompson, Marilyn, et al.
Created Date
2015

Definitions of quality child care are subjective, depending on who is defining quality, and constructions of quality remain a contested issue in the early childhood field. There are multiple ways of defining quality child care, most of which are from the perspectives of researchers, policymakers, and professionals. Few studies of child care quality take into consideration parents’ perspectives of what quality child care means to them and what they deem as important for the wellbeing of their children (Ceglowski & Davis, 2004, Duncan et al., 2004, Harrist et al., 2007, & Liu et al., 2004). This study compared parent perspectives …

Contributors
Charania, Sharmeen, Swadener, Beth B, Nakagawa, Kathryn, et al.
Created Date
2015

This dissertation examines how young children engage with digital games at home and how parents think and talk about their children's digital gaming. This is an ethnographic case study of the digital game playing of six three-year-old children in six families. This study combines ethnographic methods and critical perspectives to construct analyses that have the potential to rethink young children's digital game play. The focus of this study is on understanding how digital gaming functions in children's everyday lives. This study shows that young children's digital game play takes place in the interstices of their everyday family life. Digital games …

Contributors
Huh, Youn Jung, Tobin, Joseph, Nakagawa, Kathryn, et al.
Created Date
2015

This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity …

Contributors
Beard, Rachelle Claire, Miller, Paul A, Caterino, Linda C, et al.
Created Date
2014

The immigration process changes personal narratives and professional trajectories and challenges identities and individual beliefs. Yet there is currently limited research on European women immigrants' transitions in the United States. This study examines personal and professional trajectories, in the United States, of Eastern European immigrant (EEI) women with prior educational attainment in their country of origin. This study examines the following issues: personal/social learning, developmental and professional experiences prior to and post migration, and social lives after the women's arrival in the United States. The study discusses the results of in-depth interviews with eight EEI women living in Arizona and …

Contributors
Ellis, Kateryna Alexandrovna, Arzubiaga, Angela, Nakagawa, Kathryn, et al.
Created Date
2014

The primary objective of this study was to develop the Perceived Control of the Attribution Process Scale (PCAPS), a measure of metacognitive beliefs of causality, or a perceived control of the attribution process. The PCAPS included two subscales: perceived control of attributions (PCA), and awareness of the motivational consequences of attributions (AMC). Study 1 (a pilot study) generated scale items, explored suitable measurement formats, and provided initial evidence for the validity of an event-specific version of the scale. Study 2 achieved several outcomes; Study 2a provided strong evidence for the validity and reliability of the PCA and AMC subscales, and …

Contributors
Fishman, Evan, Nakagawa, Kathryn, Husman, Jenefer, et al.
Created Date
2014

Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS …

Contributors
Adkins, Jill, Caterino, Linda C., Atkinson, Robert, et al.
Created Date
2013

The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American …

Contributors
Manning, Linda Marie, Nakagawa, Kathryn, Moore, Elsie, et al.
Created Date
2013

ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice …

Contributors
Lerner, David Frederick, Green, Samuel B, Caterino, Linda, et al.
Created Date
2013

This study explored several training variables that may contribute to counseling trainees' multicultural counseling self-efficacy and multicultural case conceptualization ability. Specifically, this study aimed to examine the cognitive processes that contribute to multicultural counseling competence (MCC) outcome variables. Clinical experience, multicultural knowledge, and multicultural awareness are assumed to provide the foundation for the development of these outcome variables. The role of how a counselor trainee utilizes this knowledge and awareness in working with diverse populations has not been explored. Diversity cognitive complexity (DCC) quantifies the process by which a counselor thinks about different elements of diversity in a multidimensional manner. …

Contributors
Rigali-Oiler, Marybeth, Robinson Kurpius, Sharon E, Arciniega, Guillermo M, et al.
Created Date
2013

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as …

Contributors
Randall, Megan Lee, Caterino, Linda C, Nakagawa, Kathryn, et al.
Created Date
2013

This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity …

Contributors
Lam, Rachel, Nakagawa, Kathryn, Green, Samuel, et al.
Created Date
2013

When my attention was brought to the overwhelming lack of family policy support in the United States, my curiosity led me to look into what other industrialized nations are doing to support growing families and find out what policies and programs have been put in place to better facilitate the work-home balance. I first provide a brief background context of family policy in the United States, leading up to the development and implementation of our nation's parental leave legislation, the Family and Medical Leave Act (FMLA). I present the crucial concerns of this provision, as well as the effects that …

Contributors
Martin, Amanda Jean, Swadener, Elizabeth, Nakagawa, Kathryn, et al.
Created Date
2012

The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's …

Contributors
Peters, Lacey Elizabeth, Swadener, Beth Blue, Tobin, Joseph, et al.
Created Date
2012