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This qualitative study explores the mentoring relationship of women in senior student affairs off... more This qualitative study explores the mentoring relationship of women in senior student affairs officer (SSAO) positions. Five women in SSAO positions were interviewed, sharing their experiences in being mentored throughout their careers in the student affairs profession. The five participants are employed at public higher education institutions in the west and midwest regions of the United States. The literature review discusses women in higher education, the student affairs profession, and mentoring relationships. Kram (1983) detailed the four phases of mentoring relationships; which was utilized in this research to further explore mentoring relationships that women SSAO have experienced throughout their careers in student affairs.
Although discussion has long played a role in classroom learning, recent focus on moving discussi... more Although discussion has long played a role in classroom learning, recent focus on moving discussion away from the evaluative and toward the dialogic is key to understanding how discussion can be driven by multiple, shared understandings. Adopting a sociocultural perspective, this dissertation explores the ways in which identity performances shape one teacher and his students' participation in classroom discussions. The theoretical framework guiding this study draws on the relationship between discourse and identities construction, with further attention given to improvisations of identities, figured worlds, and the ways in which power shapes discourse. This dissertation argues that performed identities shape the ways in which discussion participants engaged in critical talk, particularly in how participants develop disagreement, engage in perspective taking, and foster power, agency, and voice in the classroom. Ultimately, this study suggests that it is imperative to consider the ways in which teachers navigate disagreement in the classroom, provide opportunities for students to participate in political discussion, and consider the ways in which participants' identities may shape discussion. vii
Rights Copyright © is held by the author. Digital access to this material is made possible by the... more Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 13-May-2016 10:24:09
This qualitative study explores the mentoring relationship of women in senior student affairs off... more This qualitative study explores the mentoring relationship of women in senior student affairs officer (SSAO) positions. Five women in SSAO positions were interviewed, sharing their experiences in being mentored throughout their careers in the student affairs profession. The five participants are employed at public higher education institutions in the west and midwest regions of the United States. The literature review discusses women in higher education, the student affairs profession, and mentoring relationships. Kram (1983) detailed the four phases of mentoring relationships; which was utilized in this research to further explore mentoring relationships that women SSAO have experienced throughout their careers in student affairs.
Although discussion has long played a role in classroom learning, recent focus on moving discussi... more Although discussion has long played a role in classroom learning, recent focus on moving discussion away from the evaluative and toward the dialogic is key to understanding how discussion can be driven by multiple, shared understandings. Adopting a sociocultural perspective, this dissertation explores the ways in which identity performances shape one teacher and his students' participation in classroom discussions. The theoretical framework guiding this study draws on the relationship between discourse and identities construction, with further attention given to improvisations of identities, figured worlds, and the ways in which power shapes discourse. This dissertation argues that performed identities shape the ways in which discussion participants engaged in critical talk, particularly in how participants develop disagreement, engage in perspective taking, and foster power, agency, and voice in the classroom. Ultimately, this study suggests that it is imperative to consider the ways in which teachers navigate disagreement in the classroom, provide opportunities for students to participate in political discussion, and consider the ways in which participants' identities may shape discussion. vii
Rights Copyright © is held by the author. Digital access to this material is made possible by the... more Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 13-May-2016 10:24:09