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Title: Perceptions of Career Advancement Factors Held by Black Student Affairs Administrators: A Gender Comparison.
Creator: Belk, Adria, Schwartz, Robert A., Jones, Maxine D., Bower, Beverly L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This study examined the impact of gender, institutional characteristics, years of professional experience in higher education, and highest earned degree on perceptions of career advancement factors held by midlevel Black female and male student affairs administrators. Midlevel Black female student affairs administrators were more likely than their Black male counterparts to perceive disparities related to career advancement factors. They perceived elevated professional standards, gender...
Show moreThis study examined the impact of gender, institutional characteristics, years of professional experience in higher education, and highest earned degree on perceptions of career advancement factors held by midlevel Black female and male student affairs administrators. Midlevel Black female student affairs administrators were more likely than their Black male counterparts to perceive disparities related to career advancement factors. They perceived elevated professional standards, gender discrimination, underutilization of their skills, and negative societal attitudes regarding Black women. Although women were more likely to perceive disparities in career advancement factors, women at medium institutions were less likely than men at medium institutions to perceive that they are subjected to negative societal attitudes about Black people of their gender group. When gender was removed from the analysis, all administrators at medium institutions were more likely than their counterparts at small institutions to perceive that they are included in decision-making processes. Additional findings beyond the scope of the original research questions indicate that years of experience and highest earned degree also impact the career advancement perceptions held by all of the participants in this study. The sample population for this study were members of College Student Educators International (ACPA), the National Association of Student Affairs Professionals (NASAP), and the National Association of Student Personnel Administrators (NASPA). Data was collected using an electronic version of the "Perceptions of Career Advancement Survey" adapted from Coleman's (2002) "African American Student Affairs Administrator Survey".
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Date Issued: 2006
Identifier: FSU_migr_etd-1304
Format: Thesis

Title: From "Silence and Darkness": Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917.
Creator: Mikutel, Douglas W., MacDonald, Victoria-Maria, Beckham, Joseph, Shargel, Emanuel, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: From "Silence and Darkness:" Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917 is an early institutional history of the Florida School for the Deaf and Blind (FSDB) covering the first 34 years of the school's existence. The study examines three areas for discreet spans of time: 1) external forces influencing institutional creation and operation, 2) institutional administrative and academic structure, and 3) institutional student life and instruction. To uncover the...
Show moreFrom "Silence and Darkness:" Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917 is an early institutional history of the Florida School for the Deaf and Blind (FSDB) covering the first 34 years of the school's existence. The study examines three areas for discreet spans of time: 1) external forces influencing institutional creation and operation, 2) institutional administrative and academic structure, and 3) institutional student life and instruction. To uncover the history of the school, the study considers Florida educational records, newspaper archives, historical articles from professional journals from organizations of deaf education, materials printed by the school as well as secondary sources among the body of special education literature. This study illuminates areas of the history of education that have been largely ignored and adds to the body of the few institutional histories of deaf and blind institutions that exist. This study reveals that FSDB began under the protective governorship of William Bloxham as Thomas Hines Coleman sought his goal of founding a deaf and blind school, muddling through subsequent gubernatorial administrations, navigating its way through allegations of mismanagement and cruelty, learning to operate effectively in a political environment, and finally beginning to flourish under the leadership of school President Walker. Throughout the unfolding of the history, this work shows differences between the treatment of the races, genders, and disabilities. Some difference may be attributed to direct and intentional actions while others are coincidental.
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Date Issued: 2004
Identifier: FSU_migr_etd-2440
Format: Thesis

Title: The Historical Development of the Student Government Association as a Student Sub-Culture at the Florida State University: 1946-1976.
Creator: Crume, Allison Hawkins, Schwartz, Robert A., Conner, Valerie J., Gaston-Gayles, Joy L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies,...
Show moreCrume, Allison Hawkins, Schwartz, Robert A., Conner, Valerie J., Gaston-Gayles, Joy L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: The focus of this study examines the Student Government Association (SGA) at Florida State University (FSU) from 1946 – 1976. This time period is critical because it covers dramatic and important transitions both at the institutional and state and national levels of educational and social history. The primary research question to be answered in this study was: How has the student government at Florida State University developed as a student organization over the time period, 1946 – 1976? Sub...
Show moreThe focus of this study examines the Student Government Association (SGA) at Florida State University (FSU) from 1946 – 1976. This time period is critical because it covers dramatic and important transitions both at the institutional and state and national levels of educational and social history. The primary research question to be answered in this study was: How has the student government at Florida State University developed as a student organization over the time period, 1946 – 1976? Sub-questions addressed in the course of the study included: How and in what ways did external changes in society between 1946 – 1976 affect the student government as an organization and its members? How and in what ways did internal changes at Florida State University affect the student government as an organization and its members? Is there a discernable student sub-culture within student government at FSU? If so, what are some of the roles, behaviors, rites, rituals, and ceremonies that mark this subculture and how did they develop historically? The time period, 1946-1976 was broken into discrete periods, roughly one decade per period. Oral histories were gathered from individuals representing each time period, for a total of 17 oral histories covering the time period, 1932-2000. Content analysis was used to analyze the data. Historical documents, oral history transcripts, and fieldnotes were used to assist in identifying themes and categories. Some of the issues resonated with each group of participants. The time period of 1946 – 1976 provided a wealth of information to study the transformation of campus governance at FSU. Participants from more recent years proved less likely to be as open and forthright with their experiences whereas older alumni provided valuable insights into the SGA structure. Students involved in student government were part of a sub-culture on the FSU campus. They were the ambassadors of the institution and were responsible for representing FSU to the university community. Student government was more than just a microcosm of the state and national government. SGA provided a collegial environment for students to try new things and solve practical problems.
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Date Issued: 2004
Identifier: FSU_migr_etd-2977
Format: Thesis

Title: The Race to Educate: African American Resistance to Educational Segregation in Kentucky, 1865-1910.
Creator: Bradley, Tashia Levanga, Milligan, Jeffrey, MacDonald, Victoria-Maria, Gallard, Alejandro, Cohen-Vogel, Lora, Department of Educational Leadership and Policy Studies, Florida...
Show moreBradley, Tashia Levanga, Milligan, Jeffrey, MacDonald, Victoria-Maria, Gallard, Alejandro, Cohen-Vogel, Lora, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: The Race to Educate is an exploration of Black resistance to educational segregation in Kentucky, 1865-1910. Set in Kentucky, this dissertation examines the ways in which Blacks struggled to address and mitigate the impact of U.S. segregation, especially as it related to education. Through the experiences of Blacks who resisted efforts to undermine their freedom, this dissertation challenges presumptions that segregation was an effort that Blacks did not try to address in its earliest forms....
Show moreThe Race to Educate is an exploration of Black resistance to educational segregation in Kentucky, 1865-1910. Set in Kentucky, this dissertation examines the ways in which Blacks struggled to address and mitigate the impact of U.S. segregation, especially as it related to education. Through the experiences of Blacks who resisted efforts to undermine their freedom, this dissertation challenges presumptions that segregation was an effort that Blacks did not try to address in its earliest forms. Additionally, this dissertation identifies individuals who participated in these efforts and investigates the relationship between oppression and segregation. Finally, this dissertation identifies such results of resistance as Kentucky State University and Lincoln Institute. The Race to Educate challenges the reader to recognize Blacks as active, engaged, and significant participants in their educational journey and thus their quest for freedom.
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Date Issued: 2010
Identifier: FSU_migr_etd-3410
Format: Thesis

Title: "I'm a Product of Everything I've Been Through": A Narrative Study of the Cultural Identity Construction of Bosnian Muslim Female Refugee Students.
Creator: Clark, Elizabeth Hoffman, Milligan, Jeffrey A., MacDonald, Victoria-Maria, Hasson, Deborah, Beach, King, Shargel, Emanuel, Department of Educational Leadership and Policy...
Show moreClark, Elizabeth Hoffman, Milligan, Jeffrey A., MacDonald, Victoria-Maria, Hasson, Deborah, Beach, King, Shargel, Emanuel, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Using Bourdieu's theory of social capital and cultural reproduction as a conceptual framework and narrative inquiry as a methodology, this study explores the role of schooling in the cultural identity development of adolescent females from Bosnian Muslim communities who entered the United States as refugees. The five participants live in a Southeastern city pseudonymously referred to as "Parksburg." Each woman arrived in the U.S. during elementary school years and was either in postsecondary...
Show moreUsing Bourdieu's theory of social capital and cultural reproduction as a conceptual framework and narrative inquiry as a methodology, this study explores the role of schooling in the cultural identity development of adolescent females from Bosnian Muslim communities who entered the United States as refugees. The five participants live in a Southeastern city pseudonymously referred to as "Parksburg." Each woman arrived in the U.S. during elementary school years and was either in postsecondary study or nearing high school graduation at the time of the study. The women's personal narratives reveal a common desire to develop bicultural competence in social as well as academic settings. The self-reported degree of success varied, as women who had chosen to socialize primarily within a peer group of other Bosnian refugee youth felt a stronger connection to their Bosnian language and identity as young adults; this cultural self-identification as Bosnian corresponded with a desire to follow Bosnian cultural practices, marry a Bosnian man and make frequent return visits to Bosnia as well as follow Muslim religious observances. Students whose social and academic realms at school included few other Bosnians were much more likely to have constructed cultural identities in which being American or international was primary and a Bosnian cultural heritage was secondary or one of several equal cultural influences. Race played an important role in cultural identity development, as all the students were aware of the pervasiveness of White privilege and the degree to which their adjustment was easier than that of other refugee and immigrant peers because of their "White" appearance. Most of the students felt relief from their ability to blend into mainstream White U.S. culture and placed a high value on being able to "pass" as non-immigrant White. This desire to blend in led to a conscious choice to downplay Bosnian language and Muslim religious heritage in school and social settings. The two students who had attended schools with a majority of African-American students constructed their racial identities in light of their social context in high school; they insisted to their classmates that they were Bosnian and therefore differentiated themselves from the White American students. This public self-identification as "European" rather than "White" extended to linguistic identity development, as one student adopted African-American Vernacular English as the exclusive form of English she used. Racial identity issues reflect many of Bourdieu's concepts including cultural reproduction, symbolic violence, and the social capital associated with race in contemporary U.S. culture. Narrative data also reveals the challenges of the multiple "uprootings" faced by many refugees who are forced to leave their home country for another country where they may live for several years only to be uprooted and resettled yet again in a third permanent country of residence. The concept of a refugee identity and other elements of cultural identity common to many refugees, such as ethnic conflict and the experience of war trauma, are also discussed. Analysis and interpretation also address a number of aspects of cultural identity development revealed as significant in the narrative data. These include the importance of self-selected cultural identity labels as well as the role of the homeland in the development of cultural identity. Ethnic, religious, and linguistic facets of identity are also addressed as portions of participant narrative illustrate the complexity of cultural identity development among these young women who differ in many ways yet share common struggles of developing bicultural or multiple cultural identities in the United States.
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Date Issued: 2007
Identifier: FSU_migr_etd-3595
Format: Thesis

Title: Katherine Montgomery: A Change of Heart on Women's Competitive Athletics in the Early 2Oth Century.
Creator: Castelow, Peter L., MacDonald, Victoria-Maria, Milligan, Jeffrey, Welch, Paula, Leib, Jonathan, Shargel, Emanuel, Department of Educational Leadership and Policy Studies,...
Show moreCastelow, Peter L., MacDonald, Victoria-Maria, Milligan, Jeffrey, Welch, Paula, Leib, Jonathan, Shargel, Emanuel, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Katherine Williams Montgomery (1894-1958) attended Florida State College for Women (FSCW) from 1914 until 1918. After graduating with a degree in English, she became an instructor at FSCW and would soon be asked to acquire training to become the head of a new Physical Education program. Montgomery would begin her new career just as a contentious argument over the right type of athletics for women was reaching an apex. As a student at FSCW, she had participated in athletic competition...
Show moreKatherine Williams Montgomery (1894-1958) attended Florida State College for Women (FSCW) from 1914 until 1918. After graduating with a degree in English, she became an instructor at FSCW and would soon be asked to acquire training to become the head of a new Physical Education program. Montgomery would begin her new career just as a contentious argument over the right type of athletics for women was reaching an apex. As a student at FSCW, she had participated in athletic competition wholeheartedly, and spoke in favor of intercollegiate athletics on behalf of her fellow students. She had encouraged students to try out for the Women's Olympic team and assisted one in training for the event. In 1923, Montgomery graduated from New Haven Normal School of Gymnastics with a certification in physiotherapy and physical education and returned to Tallahassee to assume the duties of the head of the Department of Physical Education. During her time in New Haven, critics began to act on their concern for the participation of women in public and strenuous competitive athletic events. In 1923 Lou Henry Hoover, wife of President Herbert Hoover, organized a meeting of leaders in women's education, athletics, recreation, and fitness. They concluded that women should be restricted from participating in certain competitive athletic events. This decision affected women's sports throughout the United States. Montgomery's change of heart on the direction of women's athletics and her impact on this trend can be observed in the modifications of her philosophy toward athletics and profound effect on women's athletics at FSCW and throughout the state of Florida and the South. As an educator, and leader in the field of physical education, Montgomery's life and career reflected the tumult in women's athletics in this country during the early 20th century. The study of her life not only brings to light the history of an extraordinary woman but also illuminates the tensions surrounding the evolution of women's athletics.
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Date Issued: 2005
Identifier: FSU_migr_etd-4060
Format: Thesis

Title: "True Spirit of Pioneer Traditions": An Historical Anaylsis of the University of Florida's First Dean of Women, Marna Brady.
Creator: Herron, Rita I., MacDonald, Victoria-Maria, Schwartz, Robert A., Shargel, Emanuel, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: The dissertation examines the position of Dean of Women at the University of Florida (UF) and the first woman appointed to the post, Dr. Marna Brady. The scope of the study is from the position's creation on UF's campus, in 1947, until Dean Brady's resignation in 1966. The study examines the shifts in Brady's responsibilities in light of her advocacy role, and the changes occurring on campus concerning female students. The historical backdrop of Brady's tenure included the entrance of ex-GIs...
Show moreThe dissertation examines the position of Dean of Women at the University of Florida (UF) and the first woman appointed to the post, Dr. Marna Brady. The scope of the study is from the position's creation on UF's campus, in 1947, until Dean Brady's resignation in 1966. The study examines the shifts in Brady's responsibilities in light of her advocacy role, and the changes occurring on campus concerning female students. The historical backdrop of Brady's tenure included the entrance of ex-GIs into higher education via the GI Bill, the judgment and implementation of Brown vs. the Board of Education, the McCarthy Era, the Civil Rights Movement, the passage of The Higher Education Act and the beginnings of the Student Movement. To uncover the history of Brady's tenure and the development of the position various primary documents were used: reports of the Dean of Women, other office correspondence and reports, newspaper articles, and published works of Dean Brady. Although there have been other works written related to Deans of Women, the amount is small compared to other topics in the realm of educational history. This dissertation is a departure from the other works concerning deans of women since it focuses upon an individual dean at a particular university and is not comparative in nature. The dissertation reveals that Brady was a significant force in forging the opportunities for female students at UF by constantly redefining her role and acting as a student advocate. She negotiated with faculty, administrators and male students' organizations on behalf of women, allowing all students the opportunity of a complete college experience including academic, social and extracurricular activities. This history considers the changes with the physical aspects of campus and the modifications of administration, staff and the students she served. Throughout her years of service, Brady held true to the idea that the Dean of Women was a professional position that lobbied for students and was not only concerned with morality issues.
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Date Issued: 2004
Identifier: FSU_migr_etd-4077
Format: Thesis

Title: Globalization and South Korean Educational Reform in the Mid-1990s.
Creator: Lee, Dongjin, Thomas, Hollie B., Kim, HeeMin, Bower, Beverly, MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: In the mid-1990s, South Korea's government provided its educational system with more support for educational reform than ever before. South Korean President, Kim Young-Sam, with a civilian background, proclaimed that he would show a resolute determination to become an "Education President." Moreover, President Kim created national policies and constructed an educational system to meet the demands of an increasingly global society. This became a key purpose of educational reform in the 1990s....
Show moreIn the mid-1990s, South Korea's government provided its educational system with more support for educational reform than ever before. South Korean President, Kim Young-Sam, with a civilian background, proclaimed that he would show a resolute determination to become an "Education President." Moreover, President Kim created national policies and constructed an educational system to meet the demands of an increasingly global society. This became a key purpose of educational reform in the 1990s. From 1995 to 1997, the Presidential Commission on Education Reform set up by President Kim's government announced four educational reform agendas, reflecting an emphasis on globalization: •May 31, 1995, 48 educational reforms; •February 9, 1996, 30 new educational reforms; •August 20, 1996, 24 reforms; and •June 2, 1997, 18 reforms. This study represents a historical case analysis to the initiation, development, and characteristics of the mid-1990s Korean educational reforms in terms of the government's desire to create an educational system prepared to meet the worldwide trend toward globalization. The research questions are (a) "What were the major factors leading to the initiation of the mid-1990s educational reforms?"; (b) "By what process was the educational reform blueprint of the mid-1990s developed?"; (c) "What were the goals and key components of the mid-1990s education reforms?"; (d) "How are the characteristics of the mid-1990s educational reforms compared with the globalization phenomenon of education and the previous educational policies or reforms of Korea?"; and (e) "What are the implications of the mid-1990s educational reforms on Korea's educational system?" President Kim, the Presidential Commission on Education Reform, and the political motives of President Kim and his followers to attract people's support by satisfying the needs of people were key factors in initiating and developing the mid-1990s educational reforms. The global trend of educational reforms and the mid-1990s educational reforms of Korea have similar characteristics in that both emphasized the decentralization of educational system and education for English and information technology, increased higher education opportunities including women, and enhanced the accountability of schools and the cooperation of education and industry. The global and Korean trends of educational reforms differed in that the global trend emphasized the efficiency and reduction of public educational funding, math and science education, and standardized testing while the mid-1990s trend of Korea emphasized an advanced democratic educational system, increased public educational funding, with little emphasis on math and science education and standardized testing.
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Date Issued: 2006
Identifier: FSU_migr_etd-3197
Format: Thesis

Education (6)	+ -
Communication (1)	+ -
Education, Bilingual (1)	+ -
Multicultural education (1)	+ -
Multilingual education (1)	+ -

Florida State University (8)	+ -
Shargel, Emanuel (4)	+ -
Schwartz, Robert A. (3)	+ -
Milligan, Jeffrey (2)	+ -
Milton, Sande (2)	+ -

Beach, King (1)	+ -
Beckham, Joseph (1)	+ -
Belk, Adria (1)	+ -
Bower, Beverly (1)	+ -
Bower, Beverly L. (1)	+ -
Bradley, Tashia Levanga (1)	+ -
Castelow, Peter L. (1)	+ -
Clark, Elizabeth Hoffman (1)	+ -
Cohen-Vogel, Lora (1)	+ -
Conner, Valerie J. (1)	+ -
Crume, Allison Hawkins (1)	+ -
Gallard, Alejandro (1)	+ -
Gaston-Gayles, Joy L. (1)	+ -
Hasson, Deborah (1)	+ -
Herron, Rita I. (1)	+ -
Jones, Maxine D. (1)	+ -
Kim, HeeMin (1)	+ -
Lee, Dongjin (1)	+ -
Leib, Jonathan (1)	+ -
Mikutel, Douglas W. (1)	+ -
Milligan, Jeffrey A. (1)	+ -
Thomas, Hollie B. (1)	+ -
Welch, Paula (1)	+ -

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