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Fostering Creative Compassion in Honors Students Through Culturally Sustaining Pedagogy and Mindfulness


Abstract This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space. Drawing from these perspectives, the 9-week Creative Compassion course utilized poetry and rap as a way to enact culturally sustaining pedagogy and also as a vehicle for students to practice mindfulness. Findings from quantitative data from pre- and post- surveys of a treatme... (more)
Created Date 2019
Contributor Billbe, Sasha (Author) / McArthur Harris, Lauren (Advisor) / Golden, Amy (Committee member) / Watrous, Lisa (Committee member) / Arizona State University (Publisher)
Subject Education / Higher education / Gifted education / compassion / creativity / honors / mindfulness / pedagogy
Type Doctoral Dissertation
Extent 147 pages
Language English
Copyright
Note Doctoral Dissertation Leadership and Innovation 2019
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis