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AN EGALITARIAN HONORS PROGRAM: THE LIVED EXPERIENCES OF RURAL COMMUNITY COLLEGE STUDENTS
Title
AN EGALITARIAN HONORS PROGRAM: THE LIVED EXPERIENCES OF RURAL COMMUNITY COLLEGE STUDENTS.
Author
McMillan, Barbara Ferguson, Rogers, Mary F., Pilcher, Janet, Nichols, Joyce, University of West Florida
Abstract/Description
This qualitative research study examined the lived experiences of students at a community college that has implemented an open-enrollment honors program. I surveyed high achievers who opted not to participate as well as a variety of students who had enrolled so that I could explore issues of self-efficacy in students' enrollment decisions. In addition, to understand the meaning of the program to its participants I conducted two in-depth interviews with program participants, facilitated a...
Show moreThis qualitative research study examined the lived experiences of students at a community college that has implemented an open-enrollment honors program. I surveyed high achievers who opted not to participate as well as a variety of students who had enrolled so that I could explore issues of self-efficacy in students' enrollment decisions. In addition, to understand the meaning of the program to its participants I conducted two in-depth interviews with program participants, facilitated a focus group with honors graduates, and recorded direct observations of the program in its first two years of operation. The narratives and other data generated during this study suggest that students enjoy the program and believe it is beneficial to them, which may increase engagement. In addition, it seems that because many students have not defined themselves as capable of success in an honors program, they may lack the self-efficacy required for voluntary enrollment. Their comments imply that individual encouragement from an instructor who provides accurate information about the "no-risk aspects of the program increases the likelihood that a student will participate.
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Date Issued
2008
Identifier
WFE0000125, uwf:60792
Format
Document (PDF)
THE INFLUENCE OF RACE, GENDER, AND PERCEIVED BARRIERS OF LAW ENFORCEMENT OFFICERS ON SELF-EFFICACY OF CAREER DECISIONS
Title
THE INFLUENCE OF RACE, GENDER, AND PERCEIVED BARRIERS OF LAW ENFORCEMENT OFFICERS ON SELF-EFFICACY OF CAREER DECISIONS.
Author
Hough, Richard Macon, Sr., Pilcher, Janet, Platt, John, Swanson, Cheryl, Johnson, Kathrine, University of West Florida
Abstract/Description
The efficacy beliefs of individuals relative to their academic and vocational performance and choices have an impact on their careers. This assertion has been established in the literature of career theories, social cognitive theory, and, specifically, self-efficacy as a component of social cognitive theory. The assessment of self-efficacy and career self-efficacy has been measured in a number of samples using the Career Decision-Making Self-Efficacy Scale (CDMSES) and its short form (CDSE-SF...
Show moreThe efficacy beliefs of individuals relative to their academic and vocational performance and choices have an impact on their careers. This assertion has been established in the literature of career theories, social cognitive theory, and, specifically, self-efficacy as a component of social cognitive theory. The assessment of self-efficacy and career self-efficacy has been measured in a number of samples using the Career Decision-Making Self-Efficacy Scale (CDMSES) and its short form (CDSE-SF; Betz, Klein, & Taylor, 1996). The impact of ethnicity and gender in self-efficacy is examined in this study, and the ramifications for recruitment of officers into the field of criminal justice, law enforcement. Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) is examined to determine its utility in understanding the career decisions of officers. The purpose of this study was to determine the influence ethnicity, gender, and perceived barriers had on self-efficacy of making career decisions in the criminal justice profession. The following were the research questions of this study: 1. What impact does ethnicity, as measured by the Bi-Cultural Involvement Questionnaire, have on self-efficacy of career decisions? 2. What impact does gender have on self-efficacy of career decisions? 3. What impact does perceived barriers as measured by the Career Barriers Inventory-Revised (CBI-R; Swanson, Daniels, & Tokar, 1996), have on selfefficacy of career decisions? A hypothesized relationship between career decision self-efficacy and ethnicity was not supported. A hypothesized relationship between career decision self-efficacy and perceptions of career barriers was not supported. Major findings suggest there is utility in using Social Cognitive Career Theory to assist in understanding career choice behavior in officers and academy recruits. More perceived barriers were associated with lower career decision self-efficacy for Native Americans, Asians and Caucasians. This association was less true for Hispanics and African Americans. The findings support the use of the CDSE-SF in counseling preservice academy recruits and suggest possible use in understanding and mitigating the perception of barriers for in-service officers seeking career progression. Important in the latter is the differentiation of perceived barriers and actual hindrance.
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Date Issued
2009
Identifier
WFE0000167, uwf:60802
Format
Document (PDF)
ZERO TOLERANCE: THE RHETORIC IS THE REALITY
Title
ZERO TOLERANCE: THE RHETORIC IS THE REALITY.
Author
Glenn, April Denise, Pilcher, Janet, Rotunda, Robert, Nichols, Joyce, University of West Florida
Abstract/Description
In this study, the researcher explores the effects of zero tolerance policy expulsions with emphasis on first time offender students and their families. Using archival data, the researcher compares grade point average (GPA), pre/post math, reading, self-concept, and behavior assessments of 40 zero tolerance offenders and 40 students with chronic behavior problems participating in a voluntary drug and alcohol prevention program at an alternative middle school. Additional data are generated...
Show moreIn this study, the researcher explores the effects of zero tolerance policy expulsions with emphasis on first time offender students and their families. Using archival data, the researcher compares grade point average (GPA), pre/post math, reading, self-concept, and behavior assessments of 40 zero tolerance offenders and 40 students with chronic behavior problems participating in a voluntary drug and alcohol prevention program at an alternative middle school. Additional data are generated from clinical progress notes, parent and student blogs and e-mail correspondence with an adult expelled as a youth because of zero tolerance. There are no statistically significant differences in overall self-concept or number of behavioral issues between these two groups of students. Zero tolerance students demonstrate higher scores on math and reading assessments and higher GPA at first semester. Both groups have limited behavioral issues which are mild in severity and moderate levels of self-concept at pre and posttest. Parent and student reactions to zero tolerance expulsions suggest effects on school bonding, peer relationships, emotional stability, educational opportunities, and have some parallels to the grief process. The researcher provides suggestions for policy reform, further research and preventative strategies.
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Date Issued
2009
Identifier
WFE0000185, uwf:60868
Format
Document (PDF)