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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.


The number of community college honors programs has significantly increased since the 1980s. This study analyzes qualitative data collected from employee, student, and faculty participants associated with a community college honors program in the western United States during the months of April 2011 and January-March 2012. Using a theoretical framework derived from literature on Institutional Isomorphism and Academic Capitalism, this work explores the motivations behind the creation of a community college honors program, the implementation of the program, and the program's effects on the micro-level experiences of those affiliated. The data analysis reveals that the motivations for the incorporation and …

Contributors
Huntsinger, Marie, Jurik, Nancy C., Adams, Jimi, et al.
Created Date
2012

This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten participants were conducted over the course of eight months. Analytical frameworks drawn from the digital divide and explorations of the role of hidden curricula in higher education contexts were used to analyze computing experiences in earlier k-12, informal, workplace, and post-secondary educational contexts to understand how barriers to computing emerge …

Contributors
Ratnabalasuriar, Sheruni D., Romero, Mary, Margolis, Eric, et al.
Created Date
2012