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BEYOND ACCESS: AN EVALUATION OF ATTITUDES AND LEARNING TOWARDS ACHIEVING EQUITABLE EDUCATIONAL OUTCOMES
IN HIGHER EDUCATION
by
Madeleine D. Bruning
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2006
Copyright 2006 Madeleine D. Bruning
Object Description
| Title | Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education |
| Author | Bruning, Madeleine D. |
| Author email | bruning@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2006-10-24 |
| Date submitted | 2006 |
| Restricted until | Unrestricted |
| Date published | 2006-11-15 |
| Advisor (committee chair) | Bensimon, Estela Mara |
| Abstract | This study is an evaluation of learning in individual institutional actors during their participation in a project that involved them 14 campus teams whose responsibility was to examine data on students' educational outcomes disaggregated by race and ethnicity. The purpose of the project was to assist campus teams in the construction of a diversity scorecard to continuously monitor the progress of minority students toward the attainment of equitable educational outcomes. The premise of this project, known as the 'Diversity Scorecard', was that, by becoming aware that inequities exist among historically underrepresented minority students, institutional actors would then be compelled to take responsibility for addressing them.; I evaluated what the members of one team learned by analyzing the field notes that document the work of the three member team of an independent college over a period of 18 months. Learning was defined using Mezirow's conceptual model of transformative learning, which includes the three stages of critical reflection: content, process, and premise reflection. The text comprising the field notes for 31 team meetings were coded using Mezirow's these three stages of critical reflection. Through an in depth analysis and coding of the text, I examined whether there was evidence of learning and subsequent change in the attitudes, values, and practices of institutional actors as a result of their participation in this project. A guiding principle of this study is that learning and change are socially constructed and facilitated by engagement of joint productivity. As a result of their participation on the committee, the team members learned new ways to look at the institutional data and practices, enabling them to define problems leading to inequities in the educational outcomes among Hispanic and African American students. |
| Keyword | equity outomes; higher education |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m153 |
| Rights | Bruning, Madeleine D. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Bruning-20061115 |
| Archival file | uscthesesreloadpub_Volume44/etd-Bruning-20061115.pdf |
Description
| Title | Page 1 |
| Full text | BEYOND ACCESS: AN EVALUATION OF ATTITUDES AND LEARNING TOWARDS ACHIEVING EQUITABLE EDUCATIONAL OUTCOMES IN HIGHER EDUCATION by Madeleine D. Bruning A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2006 Copyright 2006 Madeleine D. Bruning |
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