scholarly journals Appendix C: Student Interview Protocol

Author(s):  
Nancy Bou Ayash
2021 ◽  
pp. 001100002098530
Author(s):  
Halleh Hashtpari ◽  
Karen W. Tao ◽  
Kritzia Merced ◽  
Joél Arvizo-Zavala ◽  
James Hernández

Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.


2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>


2018 ◽  
Vol 66 (4) ◽  
pp. 428-448
Author(s):  
Jason M. Silveira

The purpose of this study was to present a narrative account of one gender-variant music student and his experiences as a music education major at a small private college. The question guiding this study was as follows: In what ways can one transgender music education student’s lived experiences and identity development inform discourse in the music education community? A semistructured interview protocol was used, with approximately 14 weekly one-on-one meetings with the student. The student was allowed to share his perspectives as a transgender student throughout public school and leading to his decision to major in music education via the interview protocol. Data were coded based on recurring patterns that emerged from the interviews and participant-generated artifacts. Member checks and a peer examiner were used to ensure faithful interpretation of the data. The participant’s family interaction influenced his transgender identity development, his internalized transphobia gave way to self-acceptance, and he eventually took an active role in advocating for fellow transgender individuals. Implications for music teacher preparation programs and professional development are discussed, and future directions for research are recommended.


2018 ◽  
Vol 15 (1) ◽  
pp. 62-74
Author(s):  
Traci Rose Rider ◽  
Margaret Van Bakergem ◽  
Jinoh Park ◽  
Xi Wang ◽  
J. Aaron Hipp

As awareness of the built environment’s impact on individual and community health spreads through design and construction, different stakeholders are engaging in conversations of strategies and metrics. This paper explores the structure, methodology, and findings of research supported by the Robert Wood Johnson Foundation addressing how multifamily developers conceptualize, discuss and implement health strategies in their projects. Framed in a Critical Theory perspective, this research first explores the traditional multifamily development decision-making process, specifically targeting how early adopters in multifamily development are discussing health and wellness in their projects. By unpacking the discussions around health and wellbeing in design, real estate development, and public health, aligned concepts are identified to operationalize these concepts for further exploration. Using a comparative case study strategy addressing how and why (Yin 2017), five developers positioned as early adopters were engaged to better understand how they each conceptualize, implement and measure health strategies in their multifamily projects. Two-day in-depth interviews were held in two initial developers’ home offices, addressing their standard design and decision-making processes and evolving into specific consideration of various health strategies. Four additional developers were engaged either over the phone or in person. Interview protocol ensured that discussion topics were standardized at the outset, with the following topics addressed with each partner: (1) company mission, (2) organizational structure, (3) differentiation in the market, (4) company evaluation metrics, (5) assessment scales, (6) decision-making processes, (7) market trends, (8) use of evidence-based data, (9) internal health discussions, and (10) investor relationships. Cyclical data collection, transcription, and analysis allowed the interview protocol to be modified for emergent topics. Site visits, website analysis, and clicks through national online real estate databases also contributed to a holistic perspective of this complex problem. Findings indicate that multifamily developers are focusing on upfront, marketable strategies that are likely to foster mental and social health, but with little regard of applying any form of evaluative metrics. Rating systems addressing health are of little help. When asked directly about choices to influence the health of residents, participants heavily cited (1) location, emphasizing access to community amenities; (2) place making, for community building and social and mental wellbeing; and (3) physical fitness opportunities through fitness spaces. Even those developers viewed as early adopters are uncomfortable discussing health strategies using a public health lens. This research intends to highlight interdisciplinary conversations surrounding health in multifamily real estate, contributing to more rigorous adoption of health strategies in this challenging building type. These findings can be valuable to stakeholders in design, development, private investment, property management, public health, community design, and policy.   


2020 ◽  
Author(s):  
Cheryl Carrico ◽  
Matthew Boynton ◽  
Holly Matusovich ◽  
Marie Paretti

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