Theorizing Home in the Academy: Chicana Doctoral Student Testimonios From the Borderlands

2021 ◽  
pp. 107780042110146
Author(s):  
Nydia C. Sánchez ◽  
Estee Hernández
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Mexico Border ◽  
Border Identities ◽  
Educational Journeys ◽  
The U.S

This article focuses on the educational journeys of two Chicana doctoral students born and raised along the U.S.–Mexico border. These scholars analyze how the intersection of their multiple identities, specifically border identities, has informed their socialization into the academy. Specifically, the authors use a combination of autohistoria, platica, and reflexión to theorize their doctoral experiences and examine how the concept of Home manifests in their research and praxis as graduate students.

Service-Learning Field Experiences to Build Intercultural Competence

2021 ◽  
pp. 1133-1156
Author(s):  
Judith Munter ◽  
Beverley Calvo ◽  
Laura Irene Dino Morales ◽  
Andres A. Oroz
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Service Learning ◽  
Global Change ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Master Teachers ◽  
Mexico Border ◽  
The U.S

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

Exploring Accounting Doctoral Program Decline: Variation and the Search for Antecedents

2012 ◽  
Vol 27 (2) ◽  
pp. 373-397 ◽  
Author(s):  
Timothy J. Fogarty ◽  
Anthony D. Holder
Keyword(s):  
Public Schools ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Supply And Demand ◽  
Doctoral Program ◽  
Specific Information ◽  
Downward Movement ◽  
Accounting Faculty ◽  
Faculty And Administrators ◽  
The U.S

ABSTRACT The inadequate supply of new terminally qualified accounting faculty poses a great concern for many accounting faculty and administrators. Although the general downward trajectory has been well observed, more specific information would offer potential insights about causes and continuation. This paper examines change in accounting doctoral student production in the U.S. since 1989 through the use of five-year moving averages. Aggregated on this basis, the downward movement predominates, notwithstanding the schools that began new programs or increased doctoral student production during this time. The results show that larger declines occurred for middle prestige schools, for larger universities, and for public schools. Schools that periodically successfully compete in M.B.A. program rankings also more likely have diminished the size of their accounting Ph.D. programs. Despite a recent increase in graduations, data on the population of current doctoral students suggest the continuation of the problems associated with the supply and demand imbalance that exists in this sector of the U.S. academy.

Service-Learning Field Experiences to Build Intercultural Competence

2018 ◽  
pp. 79-102
Author(s):  
Judith Munter ◽  
Beverley Calvo ◽  
Laura Irene Dino Morales ◽  
Andres A. Oroz
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Service Learning ◽  
Global Change ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Master Teachers ◽  
Mexico Border ◽  
The U.S

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Boll Weevil Control Strategies: Regional Benefits and Costs

1977 ◽  
Vol 9 (1) ◽  
pp. 129-135 ◽  
Author(s):  
C. Robert Taylor ◽  
Ronald D. Lacewell
Keyword(s):  
Insect Pests ◽  
Control Strategies ◽  
Boll Weevil ◽  
Early Season ◽  
Trap Crops ◽  
Southern States ◽  
Baited Traps ◽  
Mexico Border ◽  
Benefits And Costs ◽  
The U.S

Throughout the southern states and at the federal level, much attention is being focused on the appropriate strategy for controlling cotton insect pests, particularly the boll weevil. This paper presents estimated economic impacts to farmers, regions and consumers of implementing three alternative boll weevil control strategies. One strategy evaluated is a proposed boll weevil eradication program which involves integrating many controls including insecticides, reproduction-diapause control by early season stalk destruction, pheromone-baited traps, trap crops, early season control with insecticide, and massive releases of sterile boll weevils. The plan is to eradicate the boll weevil in the U.S., and then indefinitely maintain a barrier at the U.S.-Mexico border to prevent future weevil immigration to the U.S.

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