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Article 1 related to social justice in my topic of research

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Article 1 related to social justice in my topic of research

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Article 2 related to social justice in my topic of research

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Article 2 related to social justice in my topic of research

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Amanda Wager Research Proposal Summary-3

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https://voicethread.com/share/10218663/

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This is my Voice Thread of my Qualifying Paper

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This article is a study on how educators and researchers can diversify the scientific community by focusing on structural issues within science itself to increase the number of first-generation college students interested in pursuing STEM careers.

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I was quite intrigued by Best's (2003) experience with the two interviews that clearly reflected how a researcher can discover the intensity of her "outsider-ness" just through the verbal and non-verbal behavior of her interviewees. The first interview was a positive example that demonstrated how her relationship evolved from the initially being reminded that she was not one of "them", to Best accepting her position as an outsider and gaining benefit out of it by gradually responding to them with her nods, laughters and short comments indicating she understood them or rather, their language. One could sense a level of comfort between the interviewer and interviewees. However the second experience was a very important example that reminds us of how wrong a researcher can be if she blindly followed what Merriam et al. (2001) stated: “The more one is like the participants in terms of culture, gender, race, socio-economic class and so on, the more it is assumed that access will be granted, meanings shared and validity of findings will be ensured” (p. 406).
I felt that Best's second experience was a demonstration of the limitations of a study that focused on just one dimension. Best acknowledges that the complexity of social relations in the construction of whiteness is very important and at the same time she states that she kept race separate "to allow greater clarity" (Best, 2003, p. 899). Results proved otherwise. Many other factors obviously played a role in how the White saleswoman reacted once Best began to talk about race. It is difficult to pinpoint those factors. There are many possible explanations. No doubt this was an excellent article for reminding all of us to remain alert about our assumptions.
What could Best have done differently? Several possibilities could have been discussed if there was some more information about Best's methodology such as how exactly did she approach her interviewees. She talked to the non-White interviewees on the phone when coordinating but did she clearly state her objectives to all of them? Was the focus of her study (race, identity etc) shared with them on paper? Were consent forms signed? I wonder if the White saleswoman would have agreed to talk to her had she known Best's intentions as she seemed to think this was a taboo subject when she began to whisper. The interview with her was also conducted more so as a field experience as opposed to an audio-recorded session that was taken after a formal appointment. Was this White saleswoman selected at random? These are some questions that could help one understand why these issues arose.

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So far I have written the background topics but have not yet addressed the theoretical framework or the crux of the LitR.

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A—I was surprised at the brevity, two pages, associated with your research review. My expectation was approximately five to ten pages. I assure you, that two pages or an executive summary is fine and more practical.  Also, I have read one of the texts you noted, Paulo Freire’s Pedagogy of the Oppressed (1970/2007) and found it very dense and abstract. Your ability to comprehend and apply the material is admirable. Finally, the written text is not significantly different from your voicethread, which helped me conceptualize how you want the course material presented.In order to avoid being redundant, I have addressed issues of defining terms, e.g., multiple modes of learning as well as housing conditions, are addressed in your voice thread. I also note that your written record here does contain more depth and specificity than presented in your voicethread. You specifically noted theoretical terms that were not included in your voicethread. For instance, you wrote more on your supporting theories and noted: I am also informed by contemporary feminist theories that explore embodiment, performativity, and resistance” In summary, I can now conceptualize how to write up my own summarized proposed study on Caretakers and then focus on the slide summary as an additional descriptive resource. Finally, much of your work makes me recall the importance of youth theater that informed and propelled me forward from a violent world during my own teen years. 

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A—I was surprised at the brevity, two pages, associated with your research review. My expectation was approximately five to ten pages. I assure you, that two pages or an executive summary is fine and more practical.  Also, I have read one of the texts you noted, Paulo Freire’s Pedagogy of the Oppressed (1970/2007) and found it very dense and abstract. Your ability to comprehend and apply the material is admirable. Finally, the written text is not significantly different from your voicethread, which helped me conceptualize how you want the course material presented.In order to avoid being redundant, I have addressed issues of defining terms, e.g., multiple modes of learning as well as housing conditions, are addressed in your voice thread. I also note that your written record here does contain more depth and specificity than presented in your voicethread. You specifically noted theoretical terms that were not included in your voicethread. For instance, you wrote more on your supporting theories and noted: I am also informed by contemporary feminist theories that explore embodiment, performativity, and resistance” In summary, I can now conceptualize how to write up my own summarized proposed study on Caretakers and then focus on the slide summary as an additional descriptive resource. Finally, much of your work makes me recall the importance of youth theater that informed and propelled me forward from a violent world during my own teen years. 

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I am interested in your topic as a first-generation learner and as an educator. I see that much of your supportive research indicates a heightened interest in your topic on the college level. I, however, have not historically seen it at all on the university level here at NYU.  You wrote: “ … faculty are encouraged to consider the academic challenges of the first-generation college students in their classrooms.” The closest subject that addresses your topic in my academic history is to label the learner as needing remedial assistance. I am wondering if your topic is not taken as seriously in the University level, where I know I have had first generation learners. You are opening my eyes to look at new questions regarding teaching an learning. I found your note: between  “1970 and 1999 and then between 2000 and 2018 showed an increase of 1,362 percent” enlightening. I tend to prefer the actual counts, since percent’s can easily mislead the reader. That’s just my preference in reading data. You note the acronym TRIO, but I am a bit lost in reading your text to exactly know what it means. Perhaps a bracket with the definitions following the term TRIO would help simple readers like me. You note: “Among those attending full-time and who begin at four-year schools, first-generation students were less likely than continuing education college students to persist in school” I am not sure where the first generation full time student will correlated with all the other full-time students. You seem to directly go into the correlation between first generation learners and continuing education students. I have seen what you note: “One of the biggest challenges is family situations, lack of support, and the resulting internal conflicts.” The lack of role models, mental models and language of opportunity and career development is all but absent in many families. I have obtained a greater insight into how my own family viewed my educational process, and I am grateful for your insights. Your research supports first generation learners as workers and as students. Yet, I find the NYU first generation learner and work often depends on the socioeconomic stability of the parents. Many first generation learners do not work, and exist on loans and live at home. Some of your assertions may differ based on the parental support with housing and family financial security. The final suggestion, not seen in your report, is related to classroom seating and learning groups. I read a research report indicating that minority undergraduate learners adapt better when paired with other minority students in learning groups and in problem solving exercises. I have experimented with this and found it true. That the classroom is a way to form bonds that can often be missed when always forming diverse and collective classroom actions. Homogeneity may even benefit first generation learners. Your research has indicators of individual differences, which trigger my own work. I think that much has been written in my investigation that address the negative side of caretakers. Yet, I never read about the positive side of the caretaking literature. Yet, I see much of it in my day to day life when mothers attend their mentally ill child. I need to consider what is missing in my own work, too. 

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I am interested in your topic as a first-generation learner and as an educator. I see that much of your supportive research indicates a heightened interest in your topic on the college level. I, however, have not historically seen it at all on the university level here at NYU.  You wrote: “ … faculty are encouraged to consider the academic challenges of the first-generation college students in their classrooms.” The closest subject that addresses your topic in my academic history is to label the learner as needing remedial assistance. I am wondering if your topic is not taken as seriously in the University level, where I know I have had first generation learners. You are opening my eyes to look at new questions regarding teaching an learning. I found your note: between  “1970 and 1999 and then between 2000 and 2018 showed an increase of 1,362 percent” enlightening. I tend to prefer the actual counts, since percent’s can easily mislead the reader. That’s just my preference in reading data. You note the acronym TRIO, but I am a bit lost in reading your text to exactly know what it means. Perhaps a bracket with the definitions following the term TRIO would help simple readers like me. You note: “Among those attending full-time and who begin at four-year schools, first-generation students were less likely than continuing education college students to persist in school” I am not sure where the first generation full time student will correlated with all the other full-time students. You seem to directly go into the correlation between first generation learners and continuing education students. I have seen what you note: “One of the biggest challenges is family situations, lack of support, and the resulting internal conflicts.” The lack of role models, mental models and language of opportunity and career development is all but absent in many families. I have obtained a greater insight into how my own family viewed my educational process, and I am grateful for your insights. Your research supports first generation learners as workers and as students. Yet, I find the NYU first generation learner and work often depends on the socioeconomic stability of the parents. Many first generation learners do not work, and exist on loans and live at home. Some of your assertions may differ based on the parental support with housing and family financial security. The final suggestion, not seen in your report, is related to classroom seating and learning groups. I read a research report indicating that minority undergraduate learners adapt better when paired with other minority students in learning groups and in problem solving exercises. I have experimented with this and found it true. That the classroom is a way to form bonds that can often be missed when always forming diverse and collective classroom actions. Homogeneity may even benefit first generation learners. Your research has indicators of individual differences, which trigger my own work. I think that much has been written in my investigation that address the negative side of caretakers. Yet, I never read about the positive side of the caretaking literature. Yet, I see much of it in my day to day life when mothers attend their mentally ill child. I need to consider what is missing in my own work, too. 

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Summary of Dalzell's Proposed Caretaker Research

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Summary of Dalzell's Proposed Caretaker Research

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Current version of qualifying paper.

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J--I appreciate your comments. Specifically, I think that forming sections in the report will help the reader and myself. This would avoid some redundancy and help focus the reading material. My intention here was to articulate a general framework for future written material. Next step will be to form sections. I am using form that helps me write to solidify my ideas first. I agree, report sections are the next step. Thanks for the note.

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You are correct, as usual, John. I appreciate the reminder on what the focus of this paper is about. I wrote this as a concept paper. I wanted to see how everything fits together from start to finish. I also find your suggestion, like Jackie's to create sections a helpful aid for readers. Now that the concept is put out there, I will begin to add sections for the literature review: history of psych ed with mental illness, delivery and success of psych ed with mental illness and so on. In addition, I can add specific sections addressing research, which Bar noted. Also, Bar has seen compassion fatigue as a similar theory in my work. Yes, I agree, and that probably should be noted in the literature review too. But my specific interest is in Shared Trauma, when you live with the a trauma, such as war, bombing, mental illness etc, and also have to take care of others in the same situation. The related population beyond therapists would be anyone working in mental health, medicine and pharmacy. These folks have their own experience and no one is looking at how trauma is going on at multiple levels beyond the patient. That's just my interest, and theoretically separate from compassion fatigue, burnout, etc. Thanks folks for the questions JD

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I want to thank everyone for reading the paper. I know everyone is academically and professionally burdened with little available time. I have heard your collective comments on "John, help the reader. Put in some structure to guide us through the multiple concepts presented here. " I will be following your collective advice. In addition, I want to note that this was a concept paper. I wanted to create a concept paper here. I needed a mental model to guide my writing process. So, I created this report to put all of my ideas in order. I think the suggestions to use my existing literature under headers will help. To answer the question: Where will the program originate that will be used in the research? There are lots of evidence-based, or research proven to work, programs. I used one that is in operation now at Columbia University Psych ward. It is an older one. Therefore, I will continue to research on more up-to-date programs. I am now, also, going to each of the major NYC psych and research hospitals to uncover what is used, practical and proven in practice. JD

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My draft includes the rationale for my study, definitions of key terms related to diversity and diversity management, and I'm just beginning to structure the sections based on the literature that I have reviewed thus far.

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Consulting for Diversity and Social Justice: Challenges and Rewards. I selected this article because of it's focus on the practice of diversity management, rather than the theory.

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My QP right now is just a general introduction, definitions, and an outline of the literature I have read and have yet to read and synthesize. Looking forward to your feedback! (I always create my titles last and format my reference list in a separate document)

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Recruiting and Preparing Diverse Urban Teachers 

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Recruiting and Preparing Diverse Urban Teachers 

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This is an article that relates back to one of the proposed major sections of my paper--the need to recruit and retain diverse teachers in schools for a more positive impact on student representation.

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Nykia, I thought your paper was well-written so far and very organized. As I found your format helpful in commenting directly on my paper I thought I would do the same for you! I had mostly some APA comments, which you check out, as that is one of the things we are being graded on and how to format your references to make your life easier!

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B—

I enjoyed reading your insightful qualifying paper. I wanted to say that your supportive bibliography, as noted within the report, represents a timely and varying representation of the current research domain. In addition, your aspiration of “teachers [being] able to efficiently meet the needs of all students” is admirable. I also found your supportive facts of an “estimated 1.5 million new teachers expected to be hired over the course of the next 10 years” alarmingly supportive of your proposed investigation.

I was wondering when you wrote: “traditional methods of teacher preparation are being criticized by accreditation groups and policy makers who are calling for the reevaluation of teacher education programs and the students,” What specifically makes this time period different than past pressures to reform education? Much of the negative social, financial and other demands have a long history in American education. Is our time that different, are we calling the same old problems by new names, economic disparity, over worked and damaged family systems, poor government oversight? I am not certain when reading how teacher education is dramatically different now.

I also thought your focus on filed placement is fantastic. In my own experience, this is academically a no-man’s-land regarding quality and assessment of using practical and ethical standards. I congratulate you for taking this onto your shoulders.

Finally, I thought your definition section was very strong. I look forward to continuing to read more from you. JD

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Bethany, you are off to a strong start of your literature review. Your introduction advances my understanding of the types of teachers administrators are looking for. Furthermore, your introduction provides a comprehensive background of why teacher development is so important.You also do a splendid job of providing a view of your topic and the key issues surrounding it. Bethany, I also noted that you've started to build a solid foundation
in your discussion of what is already known about teacher development and some of the gaps in knowledge. Even though you have just started to write your literature review, the analysis of the data occurs in a coherent and logical manner that I would advise you to continue.

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Chose this to learn about another Muslim country's perspective on disability

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This is a proposal for my pilot study. Hence there is no literature review in this. The format given was followed.

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I chose this article due to its focus on gender comparison. Even though my current study is not focused on making such comparison, my underlying objective is to gain a broader understanding of disability, PTS and PTG. It will also help me compare what i discovered about disabled men with what I find (when I compare my findings of my current semester on disabled males and last semester's findings on disabled females).

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https://lesley.voicethread.com/myvoice/thread/10446337

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Professional Development for Parole  Officers

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Professional Development for Parole  Officers

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Hi Everyone,
Please focus your attention on the first 15 to 20 pages. The entire article is fascinating in that it gives a detailed account of the complexity of the parole officer's role. I will focus on the professional development for parole officer's in my research. As you all can see, the areas to address is seemingly endless.

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I am still playing with ideas for my qualifying paper. My focus is on professional development for parole officers. I will push through with my research idea. However, I am having a hard time trying to figure out theory and practice can intersect.

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While reading this article, you might consider:
How does the autoethnographic approach influence our connection to the researchers?

Was the conference successful in increasing racial inclusion and collaboration?

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A

You have chosen to attack a huge research topic. I admire your desire to foster change with such a socially, instructionally and politically charged topic. As you would know more than anyone, your questions concerning the creation of a curriculum for parole officers.

I am wondering about a few things that remain unclear to me after reading your report. For instance, are you planning a series of independent or interdependent courses? Is there any current adult education programs available to your population? And, of course, Is there some hierarchy of educational needs that have been previously established for this population based on type of imprisonment system, jail vs. prison vs penitentiary system?

Finally, my major interest after reading your text asked: Is there an established core skill need by parole officers? In other words, is there a generalizable level of cognitive, social, organizational, emotional skills need by all parole officers working in urban or rural areas? The idea of core skill investigation and the creating a class sequence seems to be one possible outcome due to your research. I am interested in watching it develop over time. Best JD

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All, this is some of my paper. I am in the middle of doing a complete revision. PLEASE do not spend your valuable time with grammar or APA. I welcome your thoughts on the concepts and content. Bar

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This article is very pertinent to the content of this course. It looks at understanding the purpose of occupational therapy research in relation to social justice

Question?:
How does this relate to your own research and your field of study?

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Hi Bethany. Your QP is coming along nicely. My comments are attached to the paper for your review.

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Here is my draft. It is a work in progress as I try to figure out what will be the end product of my QP. The intr is non conclusive as this will get edited once the paper is complete. I appreciate the feedback!

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Bar—

I am reading your first paragraph, where you note: “Identity formation does not happen in a straight line … .” I am wondering if you are going to address a specific step or time period in human development. I am aware you are using Erikson’s work. Therefore, are you considering the emotional as well as chronical age, which most likely will differ?  RE: Ones emotional age is often different than one’s biological age due to developmental gaps. This is an exciting topic for me, by the way. This can be viewed from so m any different perspectives, depending on your research. I also, think the findings will have generalizability into other scientific domains as well. This would include: social psychology, organizational development and learning, psychology, cultural communication and more.

I just crossed the line in your paper: “Even more worrisome is that 50 years later, defensive adjustment remains relevant and the promotion of White identity continues to be the benchmark.” I am wondering if you mean the benchmark is the formation of the White identity or the internalization of shame due to the oppressive White identity?  One is an external and one is an internal focus. Perhaps you mean both: The internalization of oppression and externalization of White standards of personal identity?

B, you noted that Erikson originated identity formation. I think the concept began with Freud, approximately 1893.  Erikson, a student of Freud’s, was the originator who added a social constructionist perspective into human development. Also, as you note all the other mediating variables, such as culture, biology, etc. Whereas, Freud addressed universal stages of development based on internal factors.

I really like your observation: “…when one realizes that the person they imagine themselves to be is not those around them believe they are.” This brings in the ideas addressing boundaries, defenses and transformation. My question is: How does a person know when they are at a boundary? I find this helpful when working with people and investigating development issuers. My answer regarding knowing your boundaries happens when you have a moderate to intense emotional reaction to another. An emotional response happens at our boundaries. When discussing our emotions, we are also discussing our boundaries.  Let me know your thoughts

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M..I see how you have advanced and still are working on your qualifying paper. As you noted here and elsewhere, instructors lack of pedagogy is a critical issue for our profession and nation. I have taught at NYU's medial school. I was amazed at the lack of instructional skills and assessment insight. And having existed in our advanced education environments for over 20 years, pedagogy is not in the hearts and minds of many instructors. I find your topic of agency relevant and focused. Your inquiry method, as noted here, will offer the field an up-to-date perspective that gives me hope. JD

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You noted that the first publication of cultural competency was in 1989. I know people who have their PhD in Cultural Communication from the 1970s. I think that the topics are different. However, I am wondering what you mean by competency. Perhaps, this is too early in the paper to make this assertion, but I am wondering about it, now, that you have presented it up front.

Your review of nursing and a secondary cultural competency model. I find your investigation very informative and interesting. In my own work, for instance, the ideas of culture and psychology have complex and varying mediating variables that need to be considered. You seem to have covered the psychological, cultural, interpersonal and independent differences that address this complex subject. Not only that, you also have addressed those who are not directly involved in medical care, such as those health care workers in the allied health arena. The models seem to provide you with the needed insight to guide your study. I look forward to reading more. JD

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After reading your academic article, I now see how your field is interested in addressing “…health care disparities within the [occupational therapy] profession and interest in framing the occupational therapy’s role in addressing them” (p. 7).  Of specific interest in the report, the article addresses concerns with multiculturalism, diversity and cultural competency. This 2009 article asserts the need for your investigation, based on the editorial staff who write the report.

The article calls on new leadership to address these social, cultural, professional and educational concerns. The authors go on to stress the need for occupational therapy profession address this on an international level. Along with that, the writers ask for discussion and debate on how to best approach the topic in practice. Definitions related to such subjects as social justice, occupational justice and others are given to aid leaders in practice.

I would think that these and other terms added in this report and suggested texts in the article, will aid your own investigation. As the report notes and I observe after reading your paper, “these different definitions for health disparities, health inequities and so fourth eill aid in your review of the literature, assessing it’s strength associated with your intent to address policy, assessment and educational intervention models.

The report’s international perspective, using respected organizations such as the World Health Organization, added to the report’s strength. It was interesting tha note that have only focused on three primary issues in the last decade: health care, health status and quality of care. This totally elevated the issue of social justice, where the US is today when addressing medical care and access.

The overview for future occupational research also supported your current investigation I look forward to reading more on your important work. JD

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Nykia - look at "Article Review JD" in Bethany's column - I think it is for you actually.

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Nykia - look at "Article Review JD" in Bethany's column - I think it is for you actually.

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Hi All,

I tend to write in chunks, so my Draft QP is comprised of the introductory material and then a later section from the actual review of the literature.  I usually write the introductory piece last, but I have created a draft introduction to set the stage for my QP, so I am open to any ideas about better ways to launch the QP.  Here is the general proposed structure:

I.    Introduction (partial draft in following paper)

II.      Agency Research

III.      Identity: A Path to Agency

IV.      Strategic Leadership: An Expression of Agency (partial draft in following paper)

V.        New Directions & Challenges: A Threat to Agency

VI.         Conclusions