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Students at Conferences
The Quest for Citizenship: Barbara A. Sizemore Educating to Uplift the Race
(Marsha Horsley, MA Student)
This paper presents a re-conceptualization of racial and gender identity politics in western discourse during the twentieth century. Particular attention is placed on education as a mode of self-empowerment and vehicle for African-American women to achieve full citizenship in the post-civil rights era. A central concern of African-American women from the time of slavery to the post-civil rights era has been utilizing education as a tool to “uplift the race." Locating the black female body within the quest of Black citizenship in the post-civil rights era exemplifies how African-American women as cultural workers shaped, and were shaped by the intersectional ties of race and gender in American culture to unmask power relations. The appointment of Dr. Barbara A. Sizemore to the school superintendent of Washington D.C. school district as the first African-American woman to lead a major school district illustrates the emergence of a post-civil rights era identity for African-American women in the United States and further creates a direct dialogue with the quest for Black citizenship in America.
Swimming Upstream: Islamophobia, "Faith-Blind Bigotry," and Pity
(Jameelah Xochitl Medina, PhD Student, SES)
Within a socio-cultural capital framework, this phenomenological study explores Muslim women's experiences, specifically those wearing the headscarf (hijab), in higher education and in dealing with anti-Muslim sentiments and Islamophobia. The study's findings highlight the religious worldview and diversity among the participants. The author aims to increase higher education faculty and administrators' understanding of Muslim women students and how their lives may have changed after 9/11. The equal treatment, social acceptability, and professional opportunities have already proven to be both minor challenges and major obstacles for some of the participants wearing the hijab.
Education and the Perils of Over Quantification
(Faculty Chair - SES Dean, Margaret Grogan)
- High Stakes Testing Resulting in the Suffering of Science Education
(John Isaac, PhD Student, SES)
- Does Course Level Influence Expectations and Teacher Behavior in the Classroom?
(Christine Calderon, BA Student, Pomona College)
Education and the World: International and Multicultural Perspectives
The symposium provides both international and multicultural perspectives on teachers, schools, homes, and communities in China, Finland, France, Mexico, and the U.S. The presentations are based on literature reviews on various global contexts and cultures. Understanding parents, teachers and schooling in different countries may provide insight in practice and policy regarding education in the U.S and the world.
(Faculty Chair - Susan Paik, Faculty Discussant - Mary Poplin)
- Education, Opportunity, and Social Inequality in France
(Nayla Chaoui, PhD Student, SES)
- Understanding Mexican Students and Their Academic Experiences
(Gail Cleveland, PhD Student, SES)
- Teacher Effectiveness in Finland and the United States
(Jimi Gillespie, PhD Student, SES)
- Reaching for the Brass Ring: Mexican American Students Persisting and Graduating from College
(Yvonne Gutierrez, MA Student, SES)
- Understanding Chinese Studies in America in the First Half of the Twentieth Century
(Shumo Wu, Visiting Scholar in SES, Beijing Normal University, China)
Education Matters: Excellence & Effectiveness in Teaching & Learning
With the growing concern over excellence and effectiveness throughout K-16 education, a number of reforms have been aimed at boosting academic standards and accountability. Given these demands for increased excellence, issues like parent and teacher practices, effective classroom management strategies for culturally diverse learners and lesson study have all been viewed as reform efforts that would improve the quality of teaching and learning in elementary and secondary schools. In higher and post-secondary education, community college honors programs were founded in the late 1970’s and became prominent in the 1990’s, as a means to redress the lack of comprehensive educational services and differentiated curricular options available to academically able students. While each of these reform efforts may be different with regards to their size, scope and implementation, all were designed with the intention to bring new perspectives, innovations, and ideas to a besieged K-16 educational system that is constantly trying identifying new ways of solving contemporary problems.
(Faculty Chair - Susan Paik, Faculty Discussant - Linda Perkins)
- The Reasons Why Students Choose To Matriculate in Community College Honors Program: A Quantitative Analysis
(Kevin Collins, PhD Student, SES)
- The Prospects of Lesson Study as a Vehicle of Reform: Investigating Teacher Attitudes toward Collaboration, Critique, and Accountability
(Greg P. Gero, PhD Student, SES)
- Parent Involvement Opportunities in Low Socio-Economic, Spanish Speaking Communities—Understanding the Context and Outcomes of the Opportunities
(Lorena Martinez-Vargas, PhD Student, SES)
- Effective Classroom Management Strategies in Culturally Diverse Middle School Language Arts Classrooms
(Katheryne L. McGregor, PhD Student, SES)
First Generation College: Access and Experience
- The Role of Independent (Not-for Profit), Colleges and Universities in Expanding and Equalizing College Access in the State of California: A Study of the Intersectionality of Race-Ethnicity and Socioeconomic Status
(Tabatha Jones, PhD Student, SES)
Forging Partnerships that Help College Students Critically Engage Issues of Diversity (Tabatha Jones, PhD Student, SES)
Vocational Development for Students and for Faculty Members: High Impact Programs (Tabatha Jones, PhD Student, SES)
Domestic Foreigners: Muslim Women Students, Islamophobia, and "Faith-Blind Bigotry"
(Jameelah Xochitl Medina, PhD Student, SES)
In seminal studies and current discussions on the forms of cultural capital of different ethnic, racial, and socioeconomic groups and on diversity issues, religious groups, Muslims in general and Muslim women in particular, have been ignored. This qualitative study explores the relationship between Muslim women's religious, cultural, familial, and individual habitus; their views on higher education and the role of women; and the challenges they have encountered while wearing the Islamic headscarf, specifically after 9/11. Rooted in theories of embodied, objectified, and institutionalized forms of cultural capital, the author presents the framework for understanding the multiple habitus of Muslim women in higher education, what motivates them to achieve academically, and how they manage to persevere when faced with Islamophobia on campus and in public. The results of this empirical study highlight the Islamic religious worldview and diversity among the women, while underscoring the influence of each habitus, particularly the individual habitus, in shaping the women's views on higher education and the role of women. The author offers her findings to increase higher education faculty and administrators' understanding of Muslim women students and their motivations, as well as to bring a new perspective to the existing dialogue on cultural capital theory.
Representing CGU and the United States - Jameelah Xochitl Medina, PhD Student, SES
Tuesday, April 14
- 8:15am - 10:15am - Adolescent Reading Engagement: A Secondary Analysis of 2005 Eighth-Grade NAEP Results
(Laura P. Straus, PhD Student, SES)
- 2:15pm - 2:55pm - The Impact of Preparation and Training on School Principals’ Perception and Implementation of Instructional Leadership
(Viginia Elizabeth Kelsen, PhD Student, SES)
Wednesday, April 15
- 8:15am - 8:55am - Walls of Silence: The Need for Cultural Relevancy in Adult-Correctional Education
(Michael L. Washington, PhD Student, SES)
- 8:15am - 8:55am - Examining Adult Education for and From the Perspective of Special Populations
(Hugo Garcia, PhD Student, SES)
- 8:15am - 9:45am - For the Mentoring Satisfaction of Medical Students at the David Geffen School of Medicine, University of California, Los Angeles
(Sarah Elizabeth Steinberg, PhD Student, SES)
- 10:35am - 12:05pm - Significance of Ethnic Identity in the Social and Academic Adjustment of Latino Students to College
(Veronica Ortiz and Hugo Garcia, PhD Students, SES)
- 12:25pm - 1:55pm - “Do I Matter?” Perceptions of Diverse American and International College Students on Mattering to Instructors and Counselors
(Esau Tovar, PhD Student, SES)
- 2:15pm - 3:45pm - The Promise and Peril of Lesson Study: Challenges to Its Effective Application in the United States
(Greg P. Cero, PhD Student, SES)
Thursday, April 16
- 12:25pm - 1:55pm - The Impact of Academic and Social Integration on Latino College Students’ Perceptions of Mattering at a Hispanic-Serving Institution
(Esau Tovar, PhD Student, SES)
- 4:05pm - 5:35pm - Union Del Barrio on the Question of Social Justice in Education and Enacting a Pedagogy of Liberation
(Guillermo Gomez, PhD Student, CGU/SDSU Joint Doc Program)
Friday, April 17
- 8:15am - 9:45am - Analyzing the Ongoing Culture, Identity, and Academic Self-Concept Shifts of Newcomer Students Within the Standards and Accountability Movement
(Amanda Matas, PhD Student, CGU/SDSU Joint Doc Program)
Holistic accountability: Creative arts and story-making in nurturing success-oriented identities (Shamini Dias, PhD Student, SES)
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