2007 - College of Education - Florida International University
2007 - College of Education - Florida International University
2007 - College of Education - Florida International University
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A Synopsis <strong>of</strong> the Risk Factors Predisposing Athletes in the Southeastern<br />
United States to Lightning Deaths and Injuries and the Most Reliable Ways to<br />
Protect Them<br />
Sonya S. Abadeer, Leopoldo A. Catala, Michelle L. Odai, Michelle A Cleary;<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, <strong>Florida</strong><br />
Context: Due to a unique combination <strong>of</strong> factors, outdoor athletes in the Southeastern<br />
United States are at high risk <strong>of</strong> lightning deaths and injuries. Lightning detection<br />
methods are available to minimize lightning strike victims. Objective: Becoming aware<br />
<strong>of</strong> the risk factors that predispose athletes to lightning strikes and determining the most<br />
reliable detection method against hazardous weather will enable Certified Athletic<br />
Trainers to develop protocols that protect athletes from injury. Data Sources: A<br />
comprehensive literature review <strong>of</strong> Medline and Pubmed using key words: lightning,<br />
lightning risk factors, lightning safety, lightning detection, and athletic trainers and<br />
lightning was completed. Data Synthesis: Factors predisposing athletes to lighting death<br />
or injury include: time <strong>of</strong> year, time <strong>of</strong> day, the athlete’s age, geographical location,<br />
physical location, sex, perspiration level, and lack <strong>of</strong> education and preparedness by<br />
athletes and staff. Although handheld lightning detectors have become widely accessible<br />
to detect lightning strikes, their performance has not been independently or objectively<br />
confirmed. There is evidence that these detectors inaccurately detect strike locations by<br />
recording false strikes and not recording actual strikes. Conclusions: Lightning education<br />
and preparation are two factors that can be controlled. Measures need to be taken by<br />
Certified Athletic Trainers to ensure the safety <strong>of</strong> athletes during outdoor athletics. It is<br />
critical for athletic trainers and supervising staff members to become fully aware <strong>of</strong> the<br />
risks <strong>of</strong> lightning strikes in order to most effectively protect everyone under their<br />
supervision. Even though lightning detectors have been manufactured in an attempt to<br />
minimize death and injuries due to lightning strikes, none <strong>of</strong> the detectors have been<br />
proven to be 100% effective. Educating coaches, athletes, and parents on the risks <strong>of</strong><br />
lightning and the detection methods available, while implementing an emergency action<br />
plan for lightning safety, is crucial to ensure the well being <strong>of</strong> the student-athlete<br />
population. Key words: Certified Athletic Trainer, lightning detectors
Band Queer: Lesbian and Gay Marching and Symphonic Bands and<br />
Transformative and Emancipatory Learning Experiences for Adults<br />
S<strong>of</strong>ia Bitela<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Lesbian and gay marching and symphonic bands hold rich<br />
opportunities for adults to engage in transformative and emancipatory learning<br />
experiences.<br />
Transformative learning involves the transformation <strong>of</strong> an individual’s perspective after<br />
carefully considering the underlying beliefs and assumptions supporting the old perspective, a<br />
process known as critical reflection (Mezirow, 1998). Transformative learning encompasses a<br />
complex process whereby adults engage in active meaning-making and change how they see<br />
themselves and the world around them (Baumgartner, 2001). The process begins when a person<br />
experiences a disorienting dilemma, or a major event “a person experiences as a crisis” (Merriam<br />
& Caffarella, 1999, p. 321). Next, the stage <strong>of</strong> self-examination leads into thinking critically<br />
about the underlying beliefs, assumptions, and personal biases underlying a particular viewpoint.<br />
After wrestling with one’s thoughts and values, a person eventually reaches the stage in which<br />
perspective transformation takes place. Someone exploring his or her sexuality can come to<br />
terms with being gay, lesbian, bisexual, transgender, or queer (GLBTQ) through actively<br />
engaging in the transformative learning process (King, 2003). However, GLBTQ issues remain<br />
relatively invisible in the field <strong>of</strong> adult education (Grace & Hill, 2004; Hill, 2003, 2004; Rocco<br />
& Gallagher, in press).<br />
Emancipatory learning, sometimes considered a subset <strong>of</strong> transformative learning (Olson,<br />
2005), follows the same intellectual process as transformative learning. Emancipatory learning<br />
explicitly seeks social change to correct injustice as a primary goal (Imel, 1999). However, it<br />
moves beyond the scope <strong>of</strong> individual perspective transformation and seeks instead the<br />
transformation <strong>of</strong> a group <strong>of</strong> people and ultimately, society (Gordon, 1993; Welton, 1993).<br />
Emancipatory learning, or liberatory learning, seeks to release individuals, groups, and society<br />
from assumptions and perspectives that keep individuals marginalized and disenfranchised. As<br />
people become free <strong>of</strong> these assumptions and beliefs, a more just and equitable society will<br />
evolve. Like the African American civil rights movement <strong>of</strong> the 1960s, the gay rights movement<br />
currently attempts to make great strides in gaining equal civil rights and legal recognition for the<br />
GLBTQ community (Graff, 2002). Undoubtedly, the gay rights movement <strong>of</strong> recent years<br />
provides important considerations for the role <strong>of</strong> emancipatory learning for adults.<br />
Spirituality can engage the learner more actively in the transformative and emancipatory<br />
learning processes by immersing the learner in the emotional experience <strong>of</strong> the event (Dirkx,<br />
1997, 2006; Tisdell, 1999; Tisdell & Tolliver, 2001). Dirkx (1997) states “denial <strong>of</strong> soul within<br />
the learning environment is denial <strong>of</strong> a life force” (p. 85). The GLBTQ Christian community<br />
acknowledges the role <strong>of</strong> music in providing spiritually satisfying experiences whereby music<br />
gives hope to the oppressed and induces joy (Anderson, 2005; Chellew-Hodge, 2005), actively<br />
celebrating this life force. Music educators mostly consider the community-building aspect <strong>of</strong><br />
adult music groups (Foster, 2000; LeCroy, 1998), although Mark (1996) addresses the role <strong>of</strong><br />
Bitela, S. (<strong>2007</strong>). Band queer: Lesbian and gay marching and symphonic bands and transformative and<br />
emancipatory learning experiences for adults. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong><br />
the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section<br />
(pp. 1-6). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
informal learning in adult music groups. Adult educators view music as an aid in transformative<br />
and emancipatory learning (Allsup, 2001; Rowland, 1999; Taylor, 2006; Yorks & Kasl, 2006).<br />
Music, then, can be used as a tool for adult learners to enrich their transformative and<br />
emancipatory learning experiences. The purpose <strong>of</strong> this paper is to examine the role lesbian and<br />
gay marching and symphonic bands play in providing transformative and emancipatory learning<br />
experiences for adults. The paper will discuss a brief history <strong>of</strong> the Lesbian and Gay Band<br />
Association (LGBA), LGBA bands and their role in transformative learning and emancipatory<br />
learning.<br />
LGBA Bands<br />
The Lesbian and Gay Band Association currently lacks attention in music education,<br />
adult education, and GLBTQ research literature. Brett and Wood (2002) mention LGBA in only<br />
one sentence in a 31-page article about lesbian and gay music; a search for gay band or LGBA<br />
through GLBTQ research literature, among them including the Journal <strong>of</strong> Homosexuality and<br />
GLQ: A Journal <strong>of</strong> Lesbian and Gay Studies, yielded zero results.<br />
The Lesbian and Gay Band Association began as a direct consequence <strong>of</strong> the gay<br />
liberation movement in the United States. In 1969, the Stonewall riots in New York City<br />
occurred, marking a milestone as the GLBTQ community rebelled against constant police<br />
harassment. After that, annual marches held in the last weekend <strong>of</strong> June commemorated the<br />
event and united the community to continue fighting for equal social and civil recognition<br />
(Shepard, 2001). Eventually, gay and lesbian marching bands across the country formed to turn<br />
the marches into genuine, festive parades. In 1982, bands from New York City (Lesbian and Gay<br />
Big Apple Corps), Dallas (Oak Lawn Band), Chicago, Los Angeles (Freedom Band Foundation<br />
<strong>of</strong> Los Angeles), San Francisco (San Francisco Lesbian and Gay Freedom Band), Houston<br />
(Houston Pride Band), and Minneapolis-St. Paul (Minnesota Freedom Band) met in Chicago and<br />
formed Lesbian and Gay Bands <strong>of</strong> America as an <strong>of</strong>ficial organization. The nationwide network<br />
changed its name to Lesbian and Gay Band Association after two bands in Canada and two<br />
bands in Australia <strong>of</strong>ficially joined. Currently, LGBA bands exist in sixteen states in the U.S.,<br />
the District <strong>of</strong> Columbia, Canada, and Australia. The bands form in cities with large GLBTQ<br />
populations. The <strong>of</strong>ficial motto for LGBA states its goal as “bringing pride and understanding<br />
through music” (www.gaybands.org). In addition to providing a welcoming atmosphere for<br />
GLBTQ individuals, LGBA bands hold great potential for emancipatory learning since they have<br />
emancipatory roots and provide support for the GLBTQ community and its causes.<br />
LGBA Bands and Transformative Learning<br />
Through various practices, LGBA bands provide an atmosphere conducive to individual<br />
transformative learning.<br />
Disorienting Dilemma<br />
The disorienting dilemma consists <strong>of</strong> an event perceived to be a crisis; somehow it<br />
challenges the person’s established assumptions and beliefs about the world and how it functions<br />
(Merriam & Caffarella, 1999). The gay pride parade has been described as a transformative<br />
experience invigorating its participants and spectators with new political possibilities (Howe,<br />
2001). LGBA bands perform on an annual basis at these pride parades for their local<br />
communities, giving members the chance to think about their positionality within the mainstream<br />
heterosexual society. They must consider individual occupational or family circumstances that<br />
may hinder them from publicly appearing and performing at the parade. While playing music<br />
affirms GLBTQ identity and the community’s integration into mainstream society, such as “I<br />
Am What I Am” (Herman, 1983, track 8) from La Cage Aux Folles or “I’d Like to Teach the<br />
2
World to Sing (In Perfect Harmony)” (Salonga, 1971, track 6), the band actively engages the<br />
members and the audience in thinking carefully about their sexuality.<br />
Performing at mainstream events provides another opportunity for experiencing a<br />
disorienting dilemma. When asked to perform at a mainstream Fourth <strong>of</strong> July parade, DC’s<br />
Different Drummers willingly acquiesced because “the board felt it was good exposure and<br />
incorporated ourselves into the larger community” (P. Shepherd, personal communication,<br />
November 7, 2006). In August 2003, when the Minnesota Freedom Band hosted the LGBA<br />
conference, delegates from LGBA bands worldwide joined together and performed at the<br />
Minnesota State Fair for a “somewhat puzzled crowd” (www.gaybands.org). The disorienting<br />
dilemma <strong>of</strong> the band members could consist <strong>of</strong> starting to think <strong>of</strong> themselves as genuinely<br />
belonging to the larger, mainstream community; the heterosexuals in the audience could have<br />
most certainly experienced some slight discomfort at seeing a GLBTQ band perform at family<br />
events and begin to rethink prior assumptions about GLBTQ individuals and their community.<br />
Self-Examination and Critical Reflection <strong>of</strong> Assumptions<br />
At this stage, individuals begin to examine the underlying reasons for their beliefs and<br />
assumptions (Merriam & Caffarella, 1999). Often, people reconsider the underlying power<br />
structures holding the beliefs and assumptions in place, questioning if in fact they are somehow<br />
wrong. The band’s GLBTQ status “becomes a transformative tool for thinking about the<br />
construction <strong>of</strong> one’s sexual identities vis-à-vis the interrelationships among language, history,<br />
and society” (Sears, 1992, p. 152). Unlike other traditional community bands, LGBA bands must<br />
face the issues <strong>of</strong> homophobia and heterosexism in seemingly simple matters such as selecting a<br />
rehearsal space and concert venue. If the host is not gay-friendly, or at least perceived to be gayfriendly,<br />
then the church or auditorium or any other rehearsal space immediately ceases to be<br />
considered for use. Lesbian and gay bands typically do not allow individuals under age 18 to join<br />
without parental approval for fear <strong>of</strong> being accused <strong>of</strong> pedophilia and ‘recruiting’ youth into the<br />
GLBTQ lifestyle. Furthermore, each individual member must carefully consider who he or she<br />
will invite to an upcoming concert to avoid any accidental outings and possible subsequent<br />
negative repercussions. In each instance, the band and its members must think about what it<br />
means to be gay and how basic societal assumptions about the GLBTQ community affects their<br />
individual choices as well as the falsehood <strong>of</strong> these beliefs and assumptions.<br />
Reintegration with the New, Transformed Perspective<br />
At the final stage, after engaging in critical reflection, people incorporate a new,<br />
transformed perspective with their previously held cognitive framework (Merriam & Caffarella,<br />
1999). LGBA band members learn to accept their own individual GLBTQ status, or role as a<br />
heterosexual supporter, and celebrate their sexuality through performing works by GLBTQ<br />
composers such as Aaron Copland, Benjamin Britten, and Peter Tchaikovsky and a host <strong>of</strong><br />
Broadway medleys. The music encountered in LGBA band performances comprises a cultural<br />
artifact <strong>of</strong> GLBTQ life in America; performing such music helps solidify a unique identity and<br />
sense <strong>of</strong> community for GLBTQ individuals (Saliers & Saliers, 2005). More importantly,<br />
however, once the band members consciously accept not only their individual status as gay or<br />
lesbian but also the band’s status as gay or lesbian, it opens an avenue to begin working on<br />
behalf <strong>of</strong> the GLBTQ community. After realizing the marginalization they and the band must<br />
endure because <strong>of</strong> their sexual minority status, it helps transform their mindset from one <strong>of</strong><br />
passive acceptance to one <strong>of</strong> community activism and social action.<br />
3
LGBA Bands and Emancipatory Learning<br />
LGBA bands provide emancipatory learning through two primary mechanisms: “building<br />
cross-cultural empathy through music” and “promoting collective consciousness and “social<br />
action through music” (Olson, 2005, p. 57).<br />
Building Cross-Cultural Empathy Through Music<br />
All <strong>of</strong> the LGBA bands open membership to anyone who wishes to play, regardless <strong>of</strong><br />
sex, race, nationality, and HIV-status, among other considerations, and most importantly, sexual<br />
orientation. By creating an open and tolerant rehearsal and performance space for its members,<br />
LGBA bands provide a safe environment for GLBTQ individuals, both closeted and out, and<br />
straight allies to collaborate and learn together. Although said in context <strong>of</strong> teaching band<br />
members <strong>of</strong> different musical abilities, “given tolerance, members will teach each other<br />
effectively” (Ryon, 1992, p. 36). A potential straight ally with limited knowledge <strong>of</strong> the GLBTQ<br />
community and its advocates could easily learn through informal conversations and fellow band<br />
members. Also, performing at mainstream events, which can create a disorienting dilemma at the<br />
individual level, can help foster empathy between the GLBTQ and mainstream heterosexual<br />
society at the group level.<br />
Promoting Collective Consciousness and Social Action Through Music<br />
LGBA bands can perform at events benefiting the local community. The Oak Lawn<br />
Band, in conjunction with all <strong>of</strong> the other GLBTQ music groups in Dallas, performed at a Gulf<br />
Coast Relief Concert dedicated to assisting GLBTQ victims <strong>of</strong> Hurricanes Katrina and Rita.<br />
Other community activism events include performing at rallies and demonstrations against antigay<br />
legislation, as when the Oak Lawn Band performed at an anti-Federal Marriage Amendment<br />
rally that garnered local mainstream media attention. LGBA bands can even engage in social<br />
action at national events, as when they performed at the March on Washington, held in 1987,<br />
1993, and 2000; the March on Washington represented a political movement in favor <strong>of</strong> gay<br />
rights (Garnets & D’Augelli, 1994; Graff, 2002; Shepard, 2001). In each <strong>of</strong> these situations,<br />
LGBA bands thought <strong>of</strong> the larger GLBTQ community at the local and national levels and<br />
engaged in actions to benefit it. Although they performed music, their presence could help<br />
inspire individuals in the band take action on more concrete and visible levels once they leave<br />
the rehearsal or performance space.<br />
Implications for the Field<br />
Adult educators fail to recognize the role community groups play in transformative and<br />
emancipatory learning (Imel, 1997, 1999, 2001). The consideration <strong>of</strong> LGBA bands and their<br />
role in transformative and emancipatory learning not only addresses this issue but also the field’s<br />
tendency to neglect GLBTQ issues in general. As the gay rights movement continues forward,<br />
GLBTQ community groups, and especially LGBA, will play an increasing role in demonstrating<br />
visible emotional and political support. Using creative arts as a medium to explore one’s own<br />
sexual identity, as well as community identity, and seek support could hold promising prospects<br />
for the future (Grace & Wells, 2005). By placing an acute emphasis on building cross-cultural<br />
empathy between GLBTQ individuals and their allies and mainstream heterosexual society and<br />
promoting social action (Olson, 2005), LGBA bands provide much more than just a pleasant tune<br />
in the parade, at the park, or in the performance hall. They inspire GLBTQ adults to continue<br />
learning more about the issues affecting their community and find ways to redress societal<br />
injustices committed against them. As Don and Emily Saliers relate, “whenever music touches us<br />
deeply, the potential for transformation exists. What we think and what we perceive about the<br />
world and about ourselves can change” (p. 174).<br />
4
References<br />
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Anderson, R. L. (2005, March/April). Music and spirituality. Whosoever: An Online Magazine<br />
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Brett, P., & Wood, E. (2002). Lesbian and gay music. Electronic Musicological Review, 7, 1-31.<br />
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the mystery <strong>of</strong> music. Whosoever: An Online Magazine for GLBT Christians, 9(5).<br />
Retrieved October 15, 2006 from http://www.whosoever.org/v9i5/music.shtml.<br />
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<strong>Education</strong>, 74, 79-88.<br />
Dirkx, J. M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and<br />
transformative learning. New Directions for Adult and Continuing <strong>Education</strong>, 109, 15-26.<br />
Foster, R. (2000). Community bands thrive from coast to coast. The Instrumentalist, 54(8), 38-<br />
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Garnets, L. D., & D’Augelli, A. R. (1994). Empowering gay and lesbian communities: A call for<br />
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Conference, Lansing, MI.<br />
Grace, A. P., & Hill, R. J. (2004). Positioning queer in adult education: Intervening in politics<br />
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Grace, A. P., & Wells, K. (2005, June). Social learning for fugitive learners: The Out is In artsinformed<br />
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Broadway Musical (1983 Original Broadway Cast). [CD]. New York: RCA Broadway<br />
Victor.<br />
Hill, R. J. (2003, June). Working memory at AERC: A queer welcome and a retrospective.<br />
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Research Conference, San Francisco, CA.<br />
Hill, R. J. (2004). Activism as practice: Some queer considerations. New Directions for Adult<br />
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5
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6
The Mistranslation <strong>of</strong> the ABCs:<br />
An American AIDS <strong>Education</strong> Campaign in Botswana<br />
Liana Casbarro and Jemlys Jäger<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: The majority <strong>of</strong> Botswana citizens have access to national HIV/AIDS<br />
education, but the messages ignore native cultural practices. The purpose <strong>of</strong> this<br />
paper is to critique the influence <strong>of</strong> American humanism and individualism on the<br />
ABC model <strong>of</strong> HIV/AIDS prevention used to stem the AIDS epidemic in<br />
Botswana.<br />
In 2005, the Joint United Nations Programme on AIDS (UNAIDS) estimated that 36.3<br />
million adults and children in the world are living with HIV. Adults 15 to 49 living in Sub-<br />
Saharan Africa make up 67% <strong>of</strong> the world’s HIV positive population. In one Sub-Saharan<br />
country, Botswana, 270,000 adults are estimated to be living with HIV (UNAIDS, 2006).<br />
The Botswana AIDS Impact Survey conducted by the National AIDS Coordinating<br />
Agency, Botswana government agency, found that 92% <strong>of</strong> men and 94% <strong>of</strong> women in urban<br />
areas knew that AIDS can be avoided. Even in rural areas, 84% <strong>of</strong> men and 85% <strong>of</strong> women had<br />
knowledge <strong>of</strong> how to avoid AIDS (Mogomotsi, 2004). These surveys indicate that the majority<br />
<strong>of</strong> Batswana, or Botswana citizens, have access to national HIV/AIDS education. Unfortunately,<br />
national education messages have ignored native health and sex education as well as norms <strong>of</strong><br />
sexual behavior (Ntseane & Preece, 2005).<br />
Government sponsored AIDS education has relied predominantly on the ABC (Abstain,<br />
Be Faithful, Condomise) campaign, to stem the AIDS epidemic in Botswana. The ideals <strong>of</strong><br />
sexual behavior that the ABC campaign promotes have been borrowed heavily from American<br />
programs and endorse American values. The purpose <strong>of</strong> this paper is to critique the influence <strong>of</strong><br />
American individualism and humanism, which are contrary to the norms <strong>of</strong> Botswana’s<br />
collectivist society, on the ABC model <strong>of</strong> HIV/AIDS prevention used throughout Sub-Saharan<br />
Africa.<br />
The ABC Campaign<br />
The first AIDS case in Botswana was reported in 1985. By 1987, AIDS had spread to<br />
enough <strong>of</strong> the population that Botswana’s government acknowledged AIDS as a potential health<br />
crisis and set up the National AIDS Control Program (Heald, 2002). Throughout the late 80s and<br />
90s, the World Health Organization, USAID, and various INGOs worked with Botswana’s<br />
Ministry <strong>of</strong> Health in setting up programs for HIV/AIDS surveillance and control. “In 1988, the<br />
first national AIDS prevention campaign used radio messages, car bumper stickers, and T-shirts<br />
to convey behavior modification messages” (Allen & Heald, 2004, p. 1144).<br />
The vigor <strong>of</strong> the government’s initial response died quickly as the messages failed to<br />
change behavior. Lack <strong>of</strong> awareness <strong>of</strong> the severity <strong>of</strong> the AIDS epidemic was pervasive<br />
throughout the country, and AIDS was (is) shrouded in a strong social stigma. Part <strong>of</strong> the<br />
campaigns’ ineffectiveness may have been the promotional messages themselves, which were<br />
not responsive to the sensitivities <strong>of</strong> the target group (Allen & Heald, 2004). By the mid-90s all<br />
that was left in Gaborone, the country’s capital, “were white vans with Lover’s Plus condoms<br />
emblazoned on the side and a large billboard that proclaimed: ‘Avoiding AIDS is as easy as<br />
ABC – Abstain, Be Faithful, and Condomise’” (Allen & Heald, 2004, p. 1144). The number <strong>of</strong><br />
Casbarro, L., & Jäger, J. (<strong>2007</strong>). The mistranslation <strong>of</strong> the ABCs: An American AIDS education campaign in<br />
Botswana. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 7-11). Miami: <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
people infected with HIV in Botswana rose exponentially between 1992 and 1997 when the<br />
country became known as “the AIDS capital <strong>of</strong> the world” (Heald, 2002, p. 2).<br />
Today, the ABC message is ever-present in Botswana HIV/AIDS education programs<br />
(AVERT, 2006), which are funded by the United States President’s Emergency Plan for AIDS<br />
Relief. In 2005 alone, the United States donated $1,455,000 specifically for ABC materials and<br />
$24,884,871 for projects containing an abstinence, be faithful, and/or condom component (U.S.<br />
Department <strong>of</strong> State, 2006).<br />
Condom promotion as a central AIDS education component is prevalent in many African<br />
countries, including Botswana. However, “the condom message was initially developed for a<br />
community that practiced recreational and not procreational sex” (Heald, 2002, p. 6). The U.S.<br />
gay and lesbian community had been fighting the spread <strong>of</strong> HIV for three years when the first<br />
AIDS case was reported in Botswana. Their response to the emerging epidemic was to develop<br />
the “safe/safer sex model <strong>of</strong> prevention” (Heald, 2002, p. 2). Messages directed at gay men were<br />
distributed in the form <strong>of</strong> leaflets and brochures and “recommended three main types <strong>of</strong> behavior<br />
modification: reducing the number <strong>of</strong> different sexual partners; eliminating the exchange <strong>of</strong> body<br />
fluids during sex; and ‘knowing your partners’ by avoiding places characterized by sexual<br />
anonymity” (King, 1993, p. 47).<br />
No attempt was made to directly export the gay American safe/safer sex campaign to<br />
Botswana. However, in 1987 when American organizations began to sponsor Botswana AIDS<br />
education, AIDS in the U.S. was still considered a ‘gay disease’. No model <strong>of</strong> prevention for<br />
heterosexuals existed (King, 1993). The B and C in the ABC campaign have direct connections<br />
to the safe/safer sex model, and the A was likely an addition by the American mainstream<br />
(Christian heterosexuals). Despite the target population, both the safe/safer sex and ABC model<br />
<strong>of</strong> prevention encourage self-directed behavior modification based the on the humanist belief that<br />
people are free to act. Both models assume human behavior can (and probably should) be<br />
dictated by the individual, not his or her community.<br />
Humanism and Individualism<br />
The philosophy <strong>of</strong> humanism evolved from humanistic psychology, which was developed<br />
in the United States by Maslow and Rogers during the first half <strong>of</strong> the 1900s (Merriam &<br />
Brockett, 1997). The central themes <strong>of</strong> humanism are that behavior is not predestined by either<br />
environment or subconscious, and therefore, people are free to act <strong>of</strong> their own will. Humanism<br />
also asserts that “people are inherently good” and “possess unlimited potential for growth and<br />
development” (Merriam & Caffarella, 1999, p. 256). These beliefs mesh particularly well with<br />
the American values <strong>of</strong> independence, individualism, and self-fulfillment (Merriam & Brockett,<br />
1997), and may in fact be the product <strong>of</strong> such values.<br />
Dominant themes in individualist societies are “self-definition as an entity that is distinct<br />
and separate from group(s), emphasis on personal goals even if pursuit <strong>of</strong> such goals<br />
inconveniences the in-group, and less concern and emotional attachment to in-groups” (Triandis,<br />
Bontempo, & Villareal, 1988, p. 335). “Self-reliance for individualistic cultures implies freedom<br />
to do one’s own thing” (Triandis et al., 1988, p. 335), which is similar to the humanist belief that<br />
people are free to act (Merriam & Caffarella, 1999).<br />
Humanism may have grown out <strong>of</strong> the individualistic social norm <strong>of</strong> the West, but in the<br />
last half century it has emerged as an American cultural force in its own right. Together,<br />
individualism and humanism interact in Western thought to form an ideal human purpose:<br />
control <strong>of</strong> one’s future success regardless <strong>of</strong> the opposition.<br />
8
An Individualist Strategy in a Collectivist Society<br />
The African communal view <strong>of</strong> self contrasts sharply with the dominant view <strong>of</strong> self in<br />
Western thought. Social development in the African context is not an individual journey; it is a<br />
process whereby “a person realizes his or her place and responsibilities within a community <strong>of</strong><br />
other people” (Mkhize, 2006, p. 187). The Batswana philosophy states that “the individual is<br />
meaningful only as a part <strong>of</strong> the whole society, since to be is to participate” (Otunga, 2005, p. 50)<br />
illustrating a belief inherent in collectivist societies where the concept <strong>of</strong> self is interdependent<br />
(Gudykunst et al., 1996). Due to the collectivist nature <strong>of</strong> Botswana, “participatory methods <strong>of</strong><br />
planning and delivery <strong>of</strong> prevention activities” should be used (Ntseane, 2004, p. 20).<br />
In reference to the current state <strong>of</strong> HIV/AIDS education in Botswana, Preece and Ntseane<br />
(2004) found that “an education strategy that privileges the individual sits uneasily within a<br />
culture that responds more willingly to collective pressure to conform and take responsibility for<br />
others” (p. 18). The ABC message privileges the individual’s right to change his or her behavior<br />
from the established social norms without the permission or agreement <strong>of</strong> the community (Heald,<br />
2002). For example, for a man to decide to be faithful to one wife in a polygamist community, he<br />
would have to reject the norm <strong>of</strong> having multiple sexual partners.<br />
In collectivist societies such us those in Botswana, cultural norms are accepted and not<br />
challenged by community members (Triandis et al., 1988). It is against their nature to disregard<br />
the needs <strong>of</strong> the community or “do their own thing” (Triandis et al., 1988, p. 325). The cultural<br />
norms <strong>of</strong> the Batswana are such that individuals feel pressure to conform to behaviors that are<br />
strictly opposite those purposed by the ABC campaign. For instance, women are told to oblige<br />
partners to wear condoms when traditionally men have total control over sexual situations.<br />
In addition, the campaign makes no attempt to appeal to the Batswana’s shared sense <strong>of</strong><br />
responsibility by placing emphasis on changing behavior for the benefit <strong>of</strong> the group (Preece &<br />
Ntseane, 2004). While the rationale and delivery <strong>of</strong> the ABC campaign conflict with the cultural<br />
norms <strong>of</strong> Botswana’s collectivist society, each component <strong>of</strong> the campaign also conflicts with<br />
Batswana sex norms.<br />
Social and Sexual Norms <strong>of</strong> Behavior<br />
The production <strong>of</strong> children is expected, making abstinence a dissenting act, and marriage<br />
is primarily a union for producing children (Ntseane, 2004). If a husband believes he is impotent,<br />
he may “place his wife at the disposal <strong>of</strong> an intimate friend or relative to have a child” (Ntseane,<br />
2004, p. 11). “Similarly, if the problem lies with her, she may procure another woman from the<br />
family to bare him children, thus saving the marriage” (Ntseane, 2004, p. 11). In Botswana,<br />
although sex has many other purposes, such as for pleasure or exchange, procreation is a sexual<br />
priority (Ntseane, 2004). Condoms, which act not only as a barrier for sexually transmitted<br />
diseases, but also for procreation, have been “actively opposed by church groups, parents, and<br />
elders” for being seen as promoting immorality and promiscuity (Allen & Heald, 2004, p. 1144).<br />
The social norms governing sex acts with cousins, uncles, stepfathers, and boyfriends<br />
have a direct bearing on the be faithful to one partner component <strong>of</strong> the ABC campaign (Ntseane<br />
& Preece, 2005). For example, the polygamous ideal still prevails in many ethnic groups in<br />
Botswana as evidenced by sexual practices like Nkazana, which is sex between husband and the<br />
wife’s younger sister, and Seantlo, which is a marriage between a widow or widower and a<br />
sibling <strong>of</strong> the deceased husband or wife (Ntseane, 2004). The social functions <strong>of</strong> sex within these<br />
groups are likely to engage individuals in sex with multiple partners, thus negating the possibility<br />
<strong>of</strong> being faithful to one partner (Ntseane, 2004).<br />
9
Replace American Philosophies with African Ethnophilosophy<br />
Humanism and individualism make assumptions about human existence that do not<br />
accurately describe the realities <strong>of</strong> life for Batswana. These American philosophies should be<br />
replaced with African ethnophilosophy in order to change the foundation <strong>of</strong> inaccurate<br />
assumptions and culturally inapplicable values on which Botswana AIDS education is based.<br />
African ethnophilosophy, which “considers folktales, communal worldviews and traditions <strong>of</strong><br />
African communities as well as the philosophies <strong>of</strong> a group <strong>of</strong> people” (Otunga, 2005, p. 49),<br />
should be substituted for humanism and individualism when designing educational strategies for<br />
HIV/AIDS prevention in Botswana. “[African philosophy] centers on people in their social<br />
context” and “teachers working within this philosophy <strong>of</strong> education use a mixture <strong>of</strong> teaching<br />
methods with the emphasis on participatory approaches that encourage and enhance<br />
socialization” (Otunga, 2005, p. 49).<br />
National and international policies governing Botswana’s AIDS education should support<br />
culturally relevant programs, which emphasize behavioral changes that do not depend on the<br />
denial <strong>of</strong> cultural norms, such as polygamy. An educational strategy that appeals to Botswana<br />
communities’ desire for consensus should have much more success than the current strategies,<br />
which ask individuals to reject cultural norms <strong>of</strong> behavior. In addition, the United States and<br />
other nations should cease funding programs that intentionally or unintentionally favor the<br />
adoption <strong>of</strong> American values by Africans. This practice is disrespectful <strong>of</strong> Batswana culture and<br />
may even be counterproductive in preventing the spread <strong>of</strong> the AIDS virus.<br />
References<br />
Allen, T., & Heald, S. (2004). HIV/AIDS policy in Africa: What has worked in Uganda and what<br />
has failed in Botswana Journal <strong>of</strong> <strong>International</strong> Development, 16(8), 1141-1154.<br />
Retrieved October 2, 2006, from<br />
http://www3.interscience.wiley.com/cgi-bin/fulltext/109751930/PDFSTART<br />
AVERT. (2006). HIV and AIDS in Botswana. Horsham, UK: Authior. Retrieved October 10,<br />
2006, 2006, from http://www.avert.org/aidsbotswana.htm<br />
Gudykunst, W. B., Matsumoto, Y., Ting-Toomey, S., Nishida, T., Kim, K., & Heyman, S.<br />
(1996). The influence <strong>of</strong> cultural individualism-collectivism, self construals, and<br />
individual values on communication styles across cultures. Human Communication<br />
Research, 22(4), 510-413. Retrieved November 1, 2006, from http://www.blackwellsynergy.com/doi/abs/10.1111/j.1468-2958.1996.tb00377.x<br />
Heald, S. (2002). It's never easy as ABC: Understandings <strong>of</strong> AIDS in Botswana. African Journal<br />
<strong>of</strong> AIDS Research, 1(1), 1-10.<br />
King, E. (1993). Safety in numbers: Safer sex and gay men. London: Cassell.<br />
Merriam, S. B., & Brockett, R. G. (1997). The pr<strong>of</strong>ession and practice <strong>of</strong> adult education: An<br />
introduction. San Francisco: Jossey-Bass.<br />
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood (2 nd ed.). San Francisco:<br />
Josey-Bass.<br />
Mkhize, N. (2006). African traditions and the social, economic and moral dimensions <strong>of</strong><br />
fatherhood. In L. Richter & R. Morrell (Eds.), Baba men and fatherhood in South Africa<br />
(pp. 189-198). Cape Town, South Africa: HSRC Press. Retrieved November 13, 2006,<br />
from http://www.hsrcpress.ac.za/freedownload.aspid=2113<br />
Mogomotsi, B. W. (2004). Efforts towards HIV/AIDS prevention – the case <strong>of</strong> Botswana.<br />
Unpublished manuscript. Retrieved November 6, 2006, from<br />
http://www.unesco.org/education/uie/pdf/Mogomotsi.pdf<br />
10
Ntseane, P. G. (2004). Cultural dimensions <strong>of</strong> sexuality: Empowerment challenge for HIV/AIDS<br />
prevention in Botswana. Unpublished manuscript.<br />
Ntseane, P., & Preece, J. (2005). Why HIV/AIDS prevention strategies fail in Botswana:<br />
Considering discourses <strong>of</strong> sexuality. Development Southern Africa, 22(3), 347-363.<br />
Otunga, R. (2005). Foundations <strong>of</strong> adult education in Africa. Cape Town: Pearson <strong>Education</strong><br />
South Africa.<br />
Preece, J., & Ntseane, G. (2004). Using adult education principles for HIV/AIDS awareness<br />
intervention strategies in Botswana. <strong>International</strong> Journal <strong>of</strong> Lifelong <strong>Education</strong>, 23(1),<br />
5-22.<br />
Triandis, H. C., Bontempo, R., & Villareal, M. J. (1988). Individualism and collectivism: Crosscultural<br />
perspectives on self-in group relationships. Journal <strong>of</strong> Personality and Social<br />
Psychology, 54(2), 323-338.<br />
UNAIDS. (2006). 2006 report on the global AIDS epidemic. Geneva, Switzerland: Author.<br />
Retrieved November 6, 2006, from<br />
http://www.unaids.org/en/HIV_data/2006GlobalReport/default.asp<br />
U.S. Department <strong>of</strong> State. (n.d). FY 2005 Botswana partners. Washington DC: Author. Retrieved<br />
October 20, 2006, from http://www.state.gov/s/gac/partners/59818.htm<br />
11
The Acute Effects <strong>of</strong> Whole Body Vibration on Muscular Power and<br />
Agility<br />
Cara J. Cordrey, Brady L. Tripp, *Patrick Jacobs, Richard Lopez, Michelle L. Odai<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
*<strong>Florida</strong> Atlantic <strong>University</strong>, Boca Raton, FL<br />
Context: While research suggests whole body vibration (WBV) positively affects<br />
measures <strong>of</strong> neuromuscular performance in athletes, researchers have yet to<br />
address appropriate and effective vibration protocols. Objective: To identify the<br />
acute effects <strong>of</strong> continuous and intermittent WBV on muscular power and agility<br />
in recreationally active females. Design: We used a randomized 3-period crossover<br />
design to observe the effects <strong>of</strong> 3 vibration protocols on muscular power and<br />
agility. Setting: Sports Science and Medicine Research Laboratory at <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. Patients or Other Participants: Eleven recreationally<br />
active female volunteers (age=24.4±5.7y; ht=166.0±10.3cm; mass=59.7±14.3kg).<br />
Interventions: Each session, subjects stood on the Galileo WBV platform<br />
(Orthometrix, White Plains, NY) and received one <strong>of</strong> three randomly assigned<br />
vibration protocols. Our independent variable was vibration length (continuous,<br />
intermittent, or no vibration). Main Outcome Measures: An investigator<br />
blinded to the vibration protocol measured muscular power and agility. We<br />
measured muscular power with heights <strong>of</strong> squat and countermovement jumps.<br />
We measured agility with the Illinois Agility Test. Results: Continuous WBV<br />
significantly increased SJ height from 97.9±7.6cm to 98.5±7.5cm (P=0.019,<br />
β=0.71, η 2 =0.07) but not CMJ height [99.1±7.4cm pretest and 99.4±7.4cm<br />
posttest (P=0.167, β=0.27)] or agility [19.2±2.1s pretest and 19.0±2.1s posttest<br />
(P=0.232, β=0.21)]. Intermittent WBV significantly enhanced SJ height from<br />
97.6±7.7cm to 98.5±7.7cm (P=0.017, β=0.71, η 2 =0.11) and agility 19.4±2.2s to<br />
19.0±2.1s (P=0.001, β=0.98, η 2 =0.16), but did not effect CMJ height [98.7±7.7cm<br />
pretest and 99.3±7.3cm posttest (P=0.058, β=0.49)]. Conclusion: Continuous<br />
WBV increased squat jump height, while intermittent vibration enhanced agility<br />
and squat jump height. Future research should continue investigating the effect <strong>of</strong><br />
various vibration protocols on athletic performance. Key Words: neuromuscular<br />
enhancement, athletic performance, jump
Stress Urinary Incontinence in Female Athletes<br />
Kelly I. Daly, Jennifer Doherty-Restrepo<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Objective: The purpose <strong>of</strong> this study is to educate allied health pr<strong>of</strong>essionals and female<br />
athletes <strong>of</strong> the anatomy <strong>of</strong> the pelvic floor, and the pathology, etiology, and prevalence <strong>of</strong><br />
stress urinary incontinence in female athletes. Background: Urinary incontinence is not<br />
a life-threatening or dangerous condition, but it is socially embarrassing, may cause the<br />
individual to remove herself from social situations, and decrease quality <strong>of</strong> life. While<br />
typically associated with parous women who had vaginal delivery, research has shown<br />
prevalence <strong>of</strong> the condition in physically active women <strong>of</strong> all ages. Stress urinary<br />
incontinence has shown to lead to withdrawal from participation in high-impact activities<br />
such as gymnastics, aerobics, and running. It may be considered a barrier for life-long<br />
athletics participation in women. Description: An in-depth introduction to the cause and<br />
origin <strong>of</strong> stress urinary incontinence including review <strong>of</strong> the female pelvic floor anatomy<br />
and prevalence <strong>of</strong> stress urinary incontinence in the female athletic population. Clinical<br />
Advantages: Athletic trainers and other allied health pr<strong>of</strong>essionals will develop an<br />
understanding <strong>of</strong> the multiple mechanisms that cause stress urinary incontinence.<br />
Clinician competency <strong>of</strong> the dynamics and mechanism <strong>of</strong> urinary incontinence prepares<br />
the individual to learn diagnostics, prevention, pharmacological intervention, and<br />
treatment <strong>of</strong> this pathology. Key Words: pelvic floor dysfunction, pelvic floor muscles,<br />
exercise<br />
Urinary incontinence is defined by the <strong>International</strong> Continence Society (ICS) as "the<br />
complaint <strong>of</strong> any involuntary leakage <strong>of</strong> urine". 1 The condition <strong>of</strong> urinary incontinence is a<br />
social or hygienic problem and is objectively demonstrable. 1 There are three types <strong>of</strong> urinary<br />
incontinence: urge, stress, and mixed. Urge urinary incontinence is the complaint <strong>of</strong><br />
“involuntary leakage accompanied by or immediately proceeded by urgency.” 1 Stress urinary<br />
incontinence (SUI) is the complaint <strong>of</strong> “involuntary leakage on effort or exertion” 1 such as<br />
coughing, sneezing, laughing, and exercise. Genuine stress incontinence is urodynamically<br />
proved involuntary loss <strong>of</strong> urine when intravesical pressure exceeds that <strong>of</strong> the urethra without<br />
simultaneous detrusor contraction. 1 Mixed urinary incontinence is the complaint <strong>of</strong> “involuntary<br />
leakage associated with urgency and also with exercise, effort, sneezing, and coughing.” 1<br />
Prevalence<br />
Urinary incontinence is more common in women <strong>of</strong> all ages than in men. 2 “Modern<br />
living conditions coupled with the increased female work force and the desire to keep in shape<br />
through fitness programs result in urologic symptoms representing a high risk to the pelvic<br />
floor.” 3 SUI is the most prevalent type <strong>of</strong> urinary incontinence 2 with prevalence rates between<br />
10% and 55% in women between ages 15 and 64 years. 3,4 Often associated with the older<br />
multiparous women, SUI has been reported to occur in two-thirds <strong>of</strong> female gymnasts 5 and 28%<br />
<strong>of</strong> female collegiate athletes. 6 Data refutes the customary thinking that physically fit women do<br />
not suffer from urinary incontinence, and the participation in sports and fitness activities should<br />
<strong>of</strong>fer protection from this condition. 7<br />
Vaginal delivery is one <strong>of</strong> the highest risk factors 6 for developing urinary incontinence,<br />
but prevalence has been observed and measured in nulliparous physically active females. “It can<br />
occur during various physical activities, but is especially noted in exercise that involves chronic,
epetitive motion and involves high impact landings, jumping, and running.” 8 Female athletes<br />
involved with track and field (long jump, triple jump, high jump, hurdles), gymnastics (floor<br />
exercises, asymmetric bars, trampolining), basketball, volleyball, handball, combat sports<br />
(karate, judo), bodybuilding, and horseback riding are at highest risk, although frequency <strong>of</strong> SUI<br />
is noted in tennis players, skiers, skaters, and joggers. 9 Bø et al 10 demonstrated that 26% <strong>of</strong><br />
female physical education students had involuntary urinary leakage during various physical<br />
activities, a significantly higher prevalence as compared to sedentary students.<br />
The relationship between urinary incontinence and physical activity was assessed by<br />
Nygaard et al 9 , who surveyed 326 women, 290 <strong>of</strong> whom exercise regularly, with a mean age <strong>of</strong><br />
38.5 years. Forty-seven percent <strong>of</strong> participants noted some degree <strong>of</strong> incontinence, which<br />
correlated positively with the number <strong>of</strong> vaginal deliveries. Thirty percent noted incontinence<br />
during at least one type <strong>of</strong> exercise. Urinary incontinence exclusively during exercise was seen<br />
in only one woman. Exercises involving repetitive bouncing were associated with the highest<br />
incidence <strong>of</strong> incontinence. Twenty percent <strong>of</strong> incontinent exercisers discontinued an exercise<br />
because <strong>of</strong> incontinence, whereas 18% changed the way a specific exercise was performed and<br />
55% wore an absorbent pad during exercise. 9<br />
Boucier 11 researched female SUI in sports and fitness activities. Fifty-nine women with a<br />
mean age <strong>of</strong> 25 years were split into two groups: female athletes and women who practice sports<br />
on a regular basis. Degree <strong>of</strong> incontinence was classified as severe, moderate, or mild. Severe<br />
refers to dripping incontinence with exercising. Moderate is defined as urinary leakage with<br />
heavy lifting or running. Mild is leakage with jumping. The prevalence <strong>of</strong> SUI symptoms was<br />
7% severe, 24% moderate, and 33% mild in the athlete group.<br />
Approximately forty-two percent <strong>of</strong> the 291 elite female ballet dancers, gymnasts,<br />
badminton, volleyball, handball, and basketball players surveyed had experienced urine loss in<br />
daily life, while 43% experienced urine loss during their sport. Of those who leaked during sport<br />
participation, 95.2% experienced urine loss while training versus only 51.2% during competition.<br />
Sixty percent <strong>of</strong> individuals reporting SUI wore absorbent pads during activity. 6<br />
Risk factors for SUI in female athletes extend beyond the anatomy <strong>of</strong> the pelvic floor. It<br />
is hypothesized that hypothalamic amenorrhea attributed to rigorous exercise, eating disorders,<br />
or a combination <strong>of</strong> both. These factors may result in lower estrogen levels, contributing to<br />
urinary incontinence. 4 Bø and Borgen 2 found that the prevalence <strong>of</strong> SUI and urge incontinence<br />
in eating disordered athletes in comparison to healthy athletes was 38.8% and 15%, respectively.<br />
In contrast, a study conducted in 2001 demonstrated no difference in prevalence <strong>of</strong> either urinary<br />
incontinence between eating disordered non-athletes and healthy non-athletes. 2<br />
Urinary incontinence is not a life-threatening or dangerous condition, but it is socially<br />
embarrassing, may cause the individual to remove herself from social situations, decrease quality<br />
<strong>of</strong> life, and increase sedentary behavior. A sedentary lifestyle is one <strong>of</strong> the top ten leading causes<br />
<strong>of</strong> death and doubles the risk <strong>of</strong> cardiovascular disease, type II diabetes, and obesity. 12 Sedentary<br />
lifestyle also increases the risks <strong>of</strong> colon and breast cancer, high blood pressure, lipid disorders,<br />
osteoporosis, depression and anxiety. 13<br />
Anatomy: Pelvic Floor<br />
The anatomy <strong>of</strong> the pelvic floor includes structures responsible for active and passive<br />
support <strong>of</strong> the urethrovesical junction, vagina, and anorectum. “Intrinsic and extrinsic properties<br />
<strong>of</strong> the urethrovesical neck and anorectum allow maintenance <strong>of</strong> urinary and anal continence at<br />
rest and with activity.” 13 The continence mechanism refers to the many structures that may<br />
contribute to a woman’s continence: urethra, bladder, sphincter and pelvic floor muscles (PFM),
neurologic innervation, hormonal status, skeletal structure, resting abdominal pressure, and<br />
collagen makeup. 3,7<br />
Three bones form the human pelvis: the left and right innominate, the sacrum, and the<br />
coccyx. Each innominate bone is formed by fusion <strong>of</strong> the ilium, ischium, and pubis. The bones<br />
are attached anteriorly by the symphysis pubis and posteriorly to the sacrum by the sacroiliac<br />
joints. The pelvis accommodates the bladder, urethra and ureters, vagina, and rectum.<br />
The bladder wall is composed <strong>of</strong> bundles <strong>of</strong> smooth (detrusor) muscle. Its unique<br />
compliance allows it to function as a low-pressure, high compliance organ that adapts to<br />
increasing volume with minimal increase in internal pressure. As the bladder fills during the<br />
storage phase, the walls stretch and it assumes a spherical shape. The detrusor muscle has a<br />
oblique arrangement <strong>of</strong> muscle fibers that is ideally suited to empty the spherically shaped<br />
bladder. Two U-shaped bands <strong>of</strong> fibers, known as the detrusor loops, lie at the bladder neck<br />
(urethrovesical junction) and can function as a spincter favoring closure. 14<br />
The trigonal muscle is a specialized smooth muscle surrounding the urethra at the bladder<br />
neck. It is composed <strong>of</strong> three parts: the trigone, the trigonal ring, and the trigonal plate. It is<br />
believed that the trigone contributes to the continence mechanism through alpha-andrenergic<br />
innervation, keeping this region <strong>of</strong> the bladder neck closed. 14<br />
The urethra is a hollow muscular tube, embedded in the anterior vagina wall. The wall is<br />
composed <strong>of</strong> a hormonally sensitive mucosa, a submucosal vascular plexus, and three muscular<br />
layers. The musculature is composed <strong>of</strong> longitudinal and circular layers <strong>of</strong> smooth muscle, and<br />
the striated urogenital sphincter muscle. The striated urogenital sphincter and the vascular<br />
submucosa are each responsible for contributing to approximately one third <strong>of</strong> the total urethral<br />
closing pressure at rest. 15<br />
The urogenital sphincter is divided into two parts that function as a unit: the sphincter<br />
urethra (which lies adjacent to the proximal one centimeter <strong>of</strong> the urethral lumen) and the<br />
urethrovaginal sphincter (which extends below this level). Both are primarily composed <strong>of</strong> slow<br />
twitch fibers, which maintain constant tone but have the ability to generate additional force when<br />
recruited, as would occur during coughing. 7 The striated muscle <strong>of</strong> this sphincter is contracted<br />
voluntarily both to interrupt urine stream and when a sense <strong>of</strong> urge is felt but the social situation<br />
is inappropriate for voiding. It is contracted reflexively during increases in intra-abdominal<br />
pressure when urethral resistance needs to be augmented. 14<br />
An estrogen-dependant submucosal vascular plexus encircles the urethral mucosa.<br />
Together, the mucosa and submucosa form a cushion that contributes to urethral closing<br />
pressure. The submucosa is a highly organized arteriovenous complex capable <strong>of</strong> filling and<br />
emptying. Therefore, it is thought to contribute to the continence mechanism mainly at rest, by<br />
filling the urethral wall and mucosa with blood and forming a hermetic seal. 15<br />
Interconnections <strong>of</strong> the three structures support the vesicle neck and proximal urethyra:<br />
the arcus tendineus fasciae pelvis, the endopelvic fascia (Figure 1), and the levator ani muscles.<br />
The arcus tendineus fasciae pelvis is a fibrous band <strong>of</strong> fascia that is attached ventrally to the<br />
pubic bone and dorsally to the ischial spine and provides a lateral attachment for the pelvic floor<br />
muscles and ligaments. The endopelvic fascia is the first layer <strong>of</strong> the pelvic floor. It consists <strong>of</strong><br />
the pubourethra ligaments, the urethropelvic ligaments, and the uterosacral ligaments and<br />
attaches the uterus and vagina to the pelvic wall. The pelvis is bordered caudally and dorsally by<br />
the PFM that provide support for the pelvic organs to relieve constant strain on the pelvic<br />
ligaments. 7
The pelvic floor consists <strong>of</strong> three separate components <strong>of</strong> the levator ani muscles:<br />
pubococcygeus arises from the back <strong>of</strong> the pubis and is directed posteriorly along the side <strong>of</strong> the<br />
anal canal toward the coccyx and sacrum, the ileococcygeus comes from the ischial spine and is<br />
attached to the coccyx, the coccygeus arises from the spine <strong>of</strong> the ischium and inserts into the<br />
3, 15<br />
margin <strong>of</strong> the coccyx and into the side <strong>of</strong> the inferior sacrum (Figure 2). These three muscles<br />
comprise two functional groups: the pubococcygeus acts like a sling, effectively closing the<br />
urogenital hiatus tightly against the pubic bone; the other two muscles act synergistically in<br />
providing a “levator plate” 7 on which the pelvic organs rest when tension is placed on their<br />
ligamentous structures. The opening within the levator ani muscle, through which the urethra<br />
and vagina pass, is called the urogenital hiatus. 3<br />
The levator ani muscles are primarily slow twitch fibers 7 , providing tone to the pelvic<br />
floor to support the viscera during normal activity. The remaining fast twitch fibers are<br />
reflexively contracted during Valsalva maneuvers, during sudden increases in pressure, or during<br />
voluntary contraction. 15 Contraction <strong>of</strong> the fast twitch fibers elevates the pelvic viscera and<br />
closes the vaginal introitus. 7,15<br />
The neuronal control <strong>of</strong> urination involves a series <strong>of</strong> complex pathways that connect the<br />
cerebral cortex to the midbrain, spinal cord, bladder, urethra, and pelvic floor. These pathways<br />
allow for reflex subconscious control and voluntary cortical control <strong>of</strong> the lower urinary tract.<br />
Autonomic and somatic peripheral activity within the lower urinary tract are under the control <strong>of</strong><br />
the central nervous system. 15<br />
The combination <strong>of</strong> suspension <strong>of</strong> the genital tract by the ligaments and fascia and<br />
contraction <strong>of</strong> the pelvic floor by the levator ani is responsible for normal urinary continence.<br />
The levator ani receives sensory and motor innervation from the pudendal nerve branches and<br />
directly from the sacral nerve plexus. At rest, the urinary sphincters are closed due to active<br />
firing <strong>of</strong> the sympathetic fibers to smooth muscle and <strong>of</strong> the somatic pudendal neurons to the<br />
striated muscle <strong>of</strong> the urethra and the urinary sphincters. Further, the detrusor motor neurons are<br />
inhibited via supranuclear control. As urine accumulates, the bladder wall distends. With small<br />
urinary volumes there is an adjustment <strong>of</strong> tone via stretch receptors in the bladder wall so that<br />
intravesical (urinary bladder) tension does not, at first, increase. This is accomplished primarily<br />
through physical changes in the detrusor. Storage phase activity is modulated by both the<br />
sympathetic and parasympathetic systems. The voiding phase, however, is primarily mediated<br />
by parasympathetic activity. The micturition reflex begins with a sudden and complete<br />
relaxation <strong>of</strong> the striated muscles <strong>of</strong> the pelvic floor and a decrease in urethral pressure. Seconds<br />
later, intravascular pressure increases due to a contraction <strong>of</strong> the detrusor muscle. 15 Decent and<br />
funneling <strong>of</strong> the bladder neck occur and flow begins. During micturition, the PFM relax<br />
allowing the bladder neck to rotate downward. Decent is limited by fascial attachments to the<br />
arcus tendineus fascia. Once voiding has been completed, the levator muscles resume normal<br />
resting tone, bringing the bladder neck back up to its original position. 7<br />
“During a voluntary contraction, the PFM lift inwardly. The urethra closes and the PFM<br />
resist downward movement, thereby stabilizing the urethra.” 3 During sudden stress, such as<br />
coughing, a fast-acting contraction <strong>of</strong> the distal urethra contributes reflexively to the compressive<br />
forces <strong>of</strong> the proximal urethra, preventing urine leakage. When the pressure <strong>of</strong> a cough is<br />
generated by contraction <strong>of</strong> the thoracoabdominal muscles, the PFM also contract in<br />
coordination with the respiratory diaphragm, as well as intercostal and abdominal wall muscles,<br />
to maintain continence. 7 Additionally, the levator ani muscles contract and the pubococcygeus<br />
portion is pulled anteriorly towards the pubic symphysis to compress the urethra. 15
Urinary Incontinence<br />
Etiology<br />
SUI is diagnosed based on urine leakage concurrent with an increase in abdominal<br />
pressure, with or without pelvic floor prolapse or urethral hypermobility and in the absence <strong>of</strong><br />
bladder detrusor activity. It is generally believed that SUI results from damage to one or more <strong>of</strong><br />
the support mechanisms that stabilize the vesicle neck and proximal urethra.<br />
Known risk factors for SUI include weak connective tissue and PFM, pregnancy, vaginal<br />
delivery with injury to the peripheral nerves, fascia, ligaments, and PFM, obesity, strenuous<br />
work including physical activity, and old age. 2 A National Institute <strong>of</strong> Health consensus panel<br />
developed a list <strong>of</strong> 6 risk factors associated directly with exercise-induced stress urinary<br />
incontinence including “increasing age, female gender, increased parity, heavy physical activity,<br />
high-impact sports, hypoestrogenic amenorrhea, and obesity.” 10 Other factors are less clear,<br />
including strenuous work, exercise, constipation with straining on stool, coughing or other<br />
conditions that can increase abdominal pressure chronically. 3<br />
Activities most commonly associated with a sudden increase in intra-abdominal pressure<br />
are jumping, landings, and dismounts. “The PFM must be able to contract very forcefully and<br />
rapidly to withstand the constant, repetitive deceleration <strong>of</strong> the abdominal viscera on the pelvic<br />
floor caused by repetitive running or jumping.” 8 It is speculated that athletes are more<br />
incontinent during sports that require running into a jump, which adds momentum to the<br />
dynamic impact <strong>of</strong> the abdominal viscera on the pelvic floor. “Force-plate studies have<br />
illustrated a wide range <strong>of</strong> maximum vertical ground-reaction forces for different activities. For<br />
example, long jumpers, who land on their heels, can generate a maximum ground-reaction force<br />
<strong>of</strong> up to 16 times their body weight.” 8 Generalized muscle fatigue, including PMF fatigue, may<br />
also play a role in stress urinary incontinence. 8<br />
Pathophysiology<br />
A major cause <strong>of</strong> SUI is the loss <strong>of</strong> anatomic support <strong>of</strong> the urethra and urethrovesical<br />
junction. This anatomical support is provided anteriorly by the pubo-urethra ligament. The<br />
posterior urethra is pushed anteriorly during activation <strong>of</strong> the pelvic floor muscles. When the<br />
bladder and proximal urethra are well supported, increases in intra-abdominal pressure are<br />
transmitted equally to both structures, and continence is maintained. This occurs at least in part,<br />
because coughing or straining compresses the anterior urethral wall against the well-supported<br />
posterior wall, thereby occluding the lumen. Loss <strong>of</strong> anatomic support allows a displacement <strong>of</strong><br />
the bladder neck causing the opening <strong>of</strong> the posterior aspect <strong>of</strong> the urethrovesical junction during<br />
physically stressful activities. Increases in intra-abdominal pressure are then fully transmitted to<br />
the bladder, and to a lesser extent to the urethra, and urine loss occurs. 15<br />
Chronic increased intra-abdominal pressure may place a woman at risk due to resultant<br />
pelvic relaxation. When the pressure is too high or the levator ani are damaged, this disturbed<br />
anatomic relationship leads to the loss <strong>of</strong> support to the reproductive organs. In the<br />
biomechanical concept <strong>of</strong> pathophysiology <strong>of</strong> pelvic floor dysfunction, it is claimed that the<br />
muscular abdominal wall is strong (voluntary or reflex abdominal contraction) and rigid<br />
prohibiting the levator ani muscles to play the role <strong>of</strong> “shock absorber.” 12<br />
Vaginal delivery causes partial denervation <strong>of</strong> the pelvic floor in most women having<br />
their first baby. Damage to the pudendal nerve releases tension placed on the pelvic floor tissue<br />
and is associated with urinary and fecal incontinence in some women. 12 For some it is likely to<br />
be the first step along a path leading to prolapse <strong>of</strong> the abdominal viscera and/or stress urinary<br />
incontinence. 16 When abnormal intra-abdominal pressure exists, the suspensory mechanism is
called on to support an increased load. While the ligaments can support the abdominal viscera<br />
for a short amount <strong>of</strong> time, “the connective tissue will eventually become damaged.” 12 The<br />
anatomic pathophysiology <strong>of</strong> organ prolapse in the new mother and that <strong>of</strong> the athlete become<br />
similar in nature. If the pelvic floor is no longer functionally efficient, the connective tissue will<br />
become damaged and stability is not maintained.<br />
Conclusion<br />
Although urinary incontinence is not a life-threatening or dangerous condition, it is<br />
socially embarrassing, may cause the individual to become withdrawn from social situations, and<br />
decrease quality <strong>of</strong> life. Research on SUI has revealed that this condition may lead to<br />
withdrawal from participation in high-impact activities such as gymnastics, aerobics, and<br />
running. 6,9-12 It may be considered a barrier to life-long athletic participation in women.<br />
Educating allied health pr<strong>of</strong>essionals on the anatomy <strong>of</strong> the pelvic floor, pathology, etiology, and<br />
prevalence <strong>of</strong> stress urinary incontinence may remove barriers for individuals seeking care for<br />
this condition.<br />
References<br />
1. Abrams P, Cardozo L, Fall M, et al. The standardisation <strong>of</strong> terminology <strong>of</strong> lower urinary tract<br />
function: Report from the standardisation sub-committee <strong>of</strong> the international continence<br />
society. Am J Obstet Gynecol. 2002;187:116-126.<br />
2. Bø K, Borgen JS. Prevalence <strong>of</strong> stress and urge urinary incontinence in elite athletes and<br />
controls. Med Sci Sports Exerc. 2001;33:1797-1802.<br />
3. Bø K. Urinary incontinence, pelvic floor dysfunction, exercise and sport. Sports Med.<br />
2004;34:451-464.<br />
4. Fantl JA, Newman, D.K., Colling, J., et. al. Clinical practice guideline number 2: Urinary<br />
incontinence in adults: Acute and chronic management. Rockville, MD: U.S. Department <strong>of</strong><br />
Health and Human Services, Public Health Service, Agency for Health Care Policy and<br />
Research; 1996;96-0682.<br />
5. Hunskaar S, Arnold EP, Burgio K, Diokno AC, Herzog AR, Mallett VT. Epidemiology and<br />
natural history <strong>of</strong> urinary incontinence. Int Urogynecol J Pelvic Floor Dysfunct. 2000;11:301-<br />
319.<br />
6. Thyssen HH, Clevin L, Olesen S, Lose G. Urinary incontinence in elite female athletes and<br />
dancers. Int Urogynecol J Pelvic Floor Dysfunct. 2002;13:15-17.<br />
7. Bourcier AP, Juras JC. Nonsurgical therapy for stress incontinence. Urol Clin North Am.<br />
1995;22:613-627.<br />
8. Nygaard IE, Thompson FL, Svengalis SL, Albright JP. Urinary incontinence in elite<br />
nulliparous athletes. Obstet Gynecol. 1994;84:183-187.<br />
9. Nygaard I, DeLancey JO, Arnsdorf L, Murphy E. Exercise and incontinence. Obstet Gynecol.<br />
1990;75:848-851.<br />
10. Greydanus DE, Patel DR. The female athlete. before and beyond puberty. Pediatr Clin North<br />
Am. 2002;49:553-80, vi.<br />
11. Bø K, Hagen RH, Kvarstein B, Jorgensen LS. Female stress urinary incontinence and<br />
participation in different sports and social activities. Scand J Sports Sci. 1989;11:117-121.<br />
12. Bourcier AP. Conservative treatment <strong>of</strong> stress incontinence in sportwomen. Neurourol<br />
Urodyn. 1990;9:232.
13. World Health Organization. Sedentary lifestyle: a global public health problem. Available<br />
at: http://www.who.int/moveforhealth/advocacy/information_sheets/sedentary/en/index.html.<br />
Accessed 11/19, 2006.<br />
14. Strohbehn K. Normal pelvic floor anatomy. Obstet Gynecol Clin North Am. 1998;25:683-<br />
705.<br />
15. Gonçalves FDP. Abdominal and pelvic floor muscle activation patterns during coughing in<br />
women with and without stress urinary incontinence. [Master's]. Kingston, Ontario: Queen's<br />
<strong>University</strong>; 2005.<br />
16. DeLancy JO. The pathophysiology <strong>of</strong> stress urinary incontinence in women and its<br />
implications for surgical treatment. World J Urol. 1997;15:268-274.<br />
17. Shah J, Farthing A, Richardson R, Lennard S. Primal 3D interactive series: Pelvis &<br />
perineum. London, UK: Primal Pictures Ltd.; 2004.<br />
Figure 1. The arcus tendineus is a thickened linear component <strong>of</strong><br />
the obturator fascia. It lies between the pelvic surface <strong>of</strong> the body<br />
<strong>of</strong> pubis and the ischial spine and gives origin to the muscles <strong>of</strong><br />
the levator ani. The uterosacral ligaments are paired crescentshaped<br />
folds <strong>of</strong> peritoneum. The uterovesical ligament is a<br />
thickened fold <strong>of</strong> peritoneum that is reflected from the anterior<br />
aspect <strong>of</strong> the junction between the cervix and body <strong>of</strong> the uterus,<br />
to the posterior aspect <strong>of</strong> the bladder. The pubovesical ligaments<br />
act to stabilize the bladder, attaching at the neck.<br />
*Reprinted from Shah, Farthing, Richardson, & Lennard. 17<br />
Figure 2. Inferior view <strong>of</strong> the female pelvic floor. The<br />
pubococcygeus forms the anterior part <strong>of</strong> the levator ani<br />
muscle. The iliococcygeus forms the posterior part <strong>of</strong> the<br />
levator ani muscle. The coccygeus is <strong>of</strong>ten described as the<br />
muscular belly <strong>of</strong> the sacrospinous ligament with which it is<br />
fused on its pelvic aspect.<br />
*Reprinted from Shah, Farthing, Richardson, & Lennard. 17
Reliability <strong>of</strong> the Clinical Application <strong>of</strong> a Mechanical Inclinometer in<br />
Measuring Glenohumeral Motion<br />
Priscilla M. Dwelly, Brady L. Tripp, Michelle L. Odai, Patricia A. McGinn*<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
*Nova Southeastern <strong>University</strong>, Ft. Lauderdale, FL<br />
Objective: Establish intra- and inter-examiner reliability <strong>of</strong> glenohumeral range <strong>of</strong><br />
motion (ROM) measures taken by a single-clinician using a mechanical inclinometer.<br />
Design: A single-session, repeated-measure, randomized, counterbalanced design.<br />
Setting: Athletic Training laboratory. Participants: Ten college-aged volunteers (9<br />
right-hand dominant; 4 males, 6 females; age=23.2±2.4y, mass=73±16kg,<br />
height=170±8cm) without shoulder or neck injuries within one year. Interventions: Two<br />
Certified Athletic Trainers separately assessed passive glenohumeral (GH) internal (IR)<br />
and external (ER) rotation bilaterally. Each clinician secured the inclinometer to each<br />
subject’s distal forearm using elastic straps. Clinicians followed standard procedures for<br />
assessing ROM, with the participants supine on a standard treatment table with 90° <strong>of</strong><br />
elbow flexion. A second investigator recorded the angle. Clinicians measured all<br />
shoulders once to assess inter-clinician reliability and eight shoulders twice to assess<br />
intra-clinician reliability. We used SPSS 14.0 (SPSS Inc., Chicago, IL) to calculate<br />
standard error <strong>of</strong> measure (SEM) and Intraclass Correlation Coefficients (ICC) to<br />
evaluate intra- and inter-clinician reliability. Main Outcome Measures: Dependent<br />
variables were degrees <strong>of</strong> IR, ER, glenohumeral internal rotation deficit (GIRD) and total<br />
arc <strong>of</strong> rotation. We calculated GIRD as the bilateral difference in IR (nondominant–<br />
dominant) and total arc for each shoulder (IR+ER). Results: Intra-clinician reliability for<br />
each examiner was excellent (ICC[1,1] range=0.90-0.96; SEM=2.2°-2.5°) for all<br />
measures. Examiners displayed excellent inter-clinician reliability (ICC[2,1] range=0.79-<br />
0.97; SEM=1.7°-3.0°) for all measures except nondominant IR which had good<br />
reliability(0.72). Conclusions: Results suggest that clinicians can achieve reliable<br />
measures <strong>of</strong> GH rotation and GIRD using a single-clinician technique and an<br />
inexpensive, readily available mechanical inclinometer.<br />
Key Words: Shoulder, glenohumeral internal rotation deficit (GIRD), range <strong>of</strong> motion<br />
(ROM)<br />
Reliably measuring range <strong>of</strong> motion (ROM) is an integral component <strong>of</strong> a comprehensive<br />
shoulder exam. Patients with shoulder pathologies <strong>of</strong>ten present with decreased glenohumeral<br />
(GH) ROM. 1,2 Measured values can be compared between clinicians, to normative data, and used<br />
to calculate measures that are associated with pathologies including glenohumeral internal<br />
rotation deficit (GIRD) and total arc <strong>of</strong> rotation. However, reliable techniques measuring ROM<br />
<strong>of</strong>ten lack practicality in use, requiring two clinicians or expensive instruments.<br />
Establishing a standard patient position for measuring ROM allows the same or different<br />
clinician to reproduce the measurements later. The standard protocol for measuring rotational<br />
ROM, external (ER) and internal rotation (IR) with the arm in 90º abduction, 1-11 has an excellent<br />
Interclass Correlation Coefficient (ICC) for intra-clinician reliability when using a standard<br />
goniometer. 12 However, discrepancy exists on whether the patient should sit or lay supine, if the<br />
clinician should limit ROM by stabilization, or use visual investigation to prevent additional
scapulothoracic motion. The end <strong>of</strong> glenohumeral rotation occurs when a firm capsular end<br />
point is felt or when the scapula appreciates. 1<br />
A variety <strong>of</strong> measurement tools are available to determine ROM <strong>of</strong> the GH joint,<br />
including a mechanical and digital inclinometer, goniometer, and computerized tracking<br />
analysis. 1,2,6-8,10,12 Goniometric methods have displayed fair to good reliability 5 ; however, their<br />
applicability is limited in the clinical setting. Clinically, the examiner must efficiently be able to<br />
measure ROM without a second examiner present. Goniometric measurements <strong>of</strong>ten require two<br />
examiners; the first secures the goniometer and follows the movement <strong>of</strong> the forearm into<br />
rotation, while the second stabilizes the scapula. 5,8 Scapular stabilization, the application <strong>of</strong> a<br />
posterior force on the anterior coracoid and lateral clavicle to limit anterior tilt <strong>of</strong> the scapula,<br />
isolates glenohumeral rotation. 1,2-5,9,10<br />
A measuring instrument must be financially obtainable for clinical use. A computerized<br />
data tracking s<strong>of</strong>tware with joint position sensors can be used to determine ROM, but is not<br />
practical to a high school or small setting. Therefore, the purpose <strong>of</strong> this study was to establish a<br />
reliable measure <strong>of</strong> internal and external ROM using a mechanical inclinometer. We<br />
hypothesize our results will be similar to goniometric reliability <strong>of</strong> fair to good.<br />
Methods<br />
Participants were 10 healthy college-aged volunteers (20 shoulders) (9 right-hand<br />
dominant; 4 males, 6 females; age=23.2±2.4 y, mass=73±16 kg, height=170±8 cm) with no<br />
shoulder or neck injuries within the past year. Clinicians were two Certified Athletic Trainers<br />
(PD and PM) with novice experience using an inclinometer to assess ROM. Each clinician<br />
practiced with the mechanical inclinometer for one week prior to testing to gain familiarization<br />
with the instrument.<br />
Each clinician measured one subject at a time on two separate examination tables in an<br />
Athletic Training research laboratory. We measured maximal passive GH IR and ER bilaterally<br />
using an inexpensive mechanical inclinometer (Sears, Roebuck & Co., Chicago, IL). The<br />
inclinometer uses a pendulum to determine its angular relation to horizontal, accurate to 0.5°.<br />
We strapped the inclinometer firmly to each subject’s forearm at the distal radius using two 1”<br />
elastic straps with hook-and-loop closures. Each measurement followed standard procedures for<br />
assessing GH rotational ROM, with subjects lying supine on a standard treatment table with 90°<br />
<strong>of</strong> elbow flexion wearing a t-shirt or sports bra. This protocol for patient positioning is reported<br />
as a valid and reliable measure <strong>of</strong> isolated glenohumeral motion. 12 The clinician controlled<br />
scapular motion through visual inspection and patient positioning, with the scapula on the table.<br />
Clinicians considered maximal motion achieved when rotation ceased with a firm capsular endfeel<br />
and before they appreciated scapular motion. Clinicians then prompted a second<br />
investigator to record the angle indicated by the inclinometer. The two clinicians were blinded to<br />
each measure to remove bias. We measured each rotation twice, recording the average. We<br />
calculated GIRD as the difference between nondominant total arc and dominant total arc<br />
measures. Each clinician measured all 20 shoulders once to assess inter-examiner reliability and<br />
measured eight shoulders twice to assess intra-examiner reliability. Participants rested for 5<br />
minutes between measures to allow any affects <strong>of</strong> the measure to diminish before the next<br />
measurement. We used SPSS 14.0 (SPSS Inc., Chicago, IL) to calculate standard error <strong>of</strong><br />
measure (SEM) and evaluate intra- and inter-examiner reliability <strong>of</strong> dependent measures through<br />
ICC.
Results<br />
Listed in Table 1 are mean and standard deviation (SD) for each motion measured. For<br />
clinician 1, mean measure <strong>of</strong> dominant IR was 53.7+5.4º, dominant ER 87.4+12.7º, with total arc<br />
measurements <strong>of</strong> 151+12.5º for dominant shoulder. For clinician 2, mean measures <strong>of</strong> dominant<br />
IR was 66.7+5.7º, dominant ER 85.0+11.9º, with total arc measurements <strong>of</strong> 151+11.0º for<br />
dominant shoulder. .<br />
ICC values <strong>of</strong> >0.75 are regarded as excellent, 0.40-0.75 as fair to good, and 0-0.40 as<br />
poor. 12 . Intra-clinician reliability for each clinician was excellent (ICC[1,1] range=0.90-0.96;<br />
SEM=2.2°-2.5°) for all measures (Table 2). Clinicians displayed excellent inter-clinician<br />
reliability (ICC [2,1] range=0.79-0.97; SEM=1.7°-3.0°) for all measures except nondominant IR<br />
which had good reliability (0.72) (Table 3).<br />
Discussion<br />
The results <strong>of</strong> this study indicate our clinicians displayed good to excellent reliability<br />
when measuring GH rotation with a mechanical inclinometer. All measures were excellent for<br />
both intra- and inter-examiner reliability, except nondominant IR with good reliability. Our<br />
measures are comparable to other non-overhead throwing measures. Mean measures for ROM<br />
are IR 48.7º and ER 81.6º in non-overhead throwing athletes. 13 The average ROM for throwing<br />
athletes is, however, greater in both ER with 113º- 141º and IR with 56.6º-65º in the dominant<br />
shoulder. 3,14 The specific cause in the change <strong>of</strong> ROM is unknown; associations are made with<br />
osseous adaptations and s<strong>of</strong>t tissue adaptations due to the repetitive stress <strong>of</strong> throwing.<br />
Patients with shoulder pathologies <strong>of</strong>ten have a change in their affected shoulder’s ROM.<br />
In measuring shoulder ROM, the method must be reliable so that when compared across time the<br />
method is exact, and the results are comparable. The amount <strong>of</strong> rotational ROM measured can<br />
determine the severity <strong>of</strong> the pathology. Athletes with internal impingement have shown a<br />
decrease in IR, that is not met with gains in ER. 1 With results comparable over time, the<br />
clinician can determine the progress <strong>of</strong> an intervention or the continuation <strong>of</strong> a pathology. 15 Our<br />
results demonstrate that using a mechanical inclinometer to measure rotational motion at the GH<br />
joint is both intra- and inter-examiner reliable.<br />
Our study is limited to healthy college-aged population. Our results apply only to the use<br />
<strong>of</strong> the mechanical inclinometer for measuring range <strong>of</strong> GH rotation.<br />
Conclusions<br />
This demonstrates that novice clinicians can achieve reliable measures <strong>of</strong> GH rotation<br />
and GIRD using a single-clinician technique and an inexpensive, readily available mechanical<br />
inclinometer. Further investigation is needed to determine the validity <strong>of</strong> measuring rotation at<br />
the GH joint using a mechanical inclinometer compared to motion analysis s<strong>of</strong>tware and a<br />
standard goniometer, and if a mechanical inclinometer is reliable when measuring patients with<br />
pathology.
Table 1. Mean Values for IR, ER, Total Arc, and GIRD<br />
D IR D ER ND IR ND ER<br />
Clinician 1 2 1 2 1 2 1 2<br />
Mean 63.7 66.7 87.4 85.0 66.8 66.8 87.1 85.8<br />
SD 5.4 5.7 12.7 11.9 5.9 4.7 10.1 9.0<br />
D Arc ND Arc GIRD<br />
Clinician 1 2 1 2 1 2<br />
Mean 151 151 154 153 3.1 0.1<br />
SD 12.5 11.0 9.1 7.7 4.3 4.5<br />
Legend. D, dominant; ND, nondominant.<br />
Table 2. Intra-clinician Reliability Measures<br />
ICC<br />
SEM<br />
Clinician 1 0.962 2.24<br />
Clinician 2 0.942 2.53<br />
Table 3. Inter-clinician Reliability Measures<br />
ICC SD SEM<br />
D IR 0.790 5.6 2.57<br />
D ER 0.941 12.1 2.94<br />
ND IR 0.720 5.2 2.75<br />
ND ER 0.968 9.3 1.66<br />
D ARC 0.937 11.5 2.89<br />
ND ARC 0.870 8.2 2.96<br />
Legend. D, dominant; ND, nondominant.
Figure 1. Technique used to measure range <strong>of</strong> passive glenohumeral external rotation.<br />
Figure 2. Technique used to measure range <strong>of</strong> passive glenohumeral internal rotation
References<br />
1. Myers JB, Laudner KG, Pasquale MR, Bradley JP, Lephart SM. Glenohumeral range <strong>of</strong><br />
motion deficits and posterior shoulder tightness in throwers with pathologic internal<br />
impingement. Am J Sports Med. 2006; 34(3):385-391.<br />
2. Ruotolo C, Price E, Panchal A. Loss <strong>of</strong> total arc <strong>of</strong> motion in collegiate baseball players. J<br />
Shoulder Elbow Surg. 2006; 15(1):67-71.<br />
3. Reagan KM, Meister K, Horodyski MB, Werner DW, Carruthers C, Wilk K. Humeral<br />
retroversion and its relationship to glenohumeral rotation in the shoulder <strong>of</strong> college<br />
baseball players. Am J Sports Med. 2002; 30(3):354-360.<br />
4. Boon AJ, Smith J. Manual scapular stabilization: its effect on shoulder rotational range <strong>of</strong><br />
motion. Arch Phys Med Rehabil. 2000; 81(7):978-983.<br />
5. Awan R, Smith J, Boon AJ. Measuring shoulder internal rotation range <strong>of</strong> motion: a<br />
comparison <strong>of</strong> 3 techniques. Arch Phys Med Rehabil. 2002; 83(9):1229-1234.<br />
6. Osbahr DC, Cannon DL, Speer KP. Retroversion <strong>of</strong> the humerus in the throwing shoulder <strong>of</strong><br />
college baseball pitchers. Am J Sports Med. 2002; 30(3):347-353.<br />
7. Baltaci G, Johnson R, Kohl H, III. Shoulder range <strong>of</strong> motion characteristics in collegiate<br />
baseball players. J Sports Med Phys Fitness. 2001; 41(2):236-242.<br />
8. Borsa PA, Dover GC, Wilk KE, Reinold MM. Glenohumeral range <strong>of</strong> motion and stiffness in<br />
pr<strong>of</strong>essional baseball pitchers. Med Sci Sports Exerc. 2006; 38(1):21-26.<br />
9. Lintner SA, Levy A, Kenter K, Speer KP. Glenohumeral translation in the asymptomatic<br />
athlete's shoulder and its relationship to other clinically measurable anthropometric<br />
variables. Am J Sports Med. 1996; 24(6):716-720.<br />
10. Ellenbecker TS, Roetert EP. Effects <strong>of</strong> a 4-month season on glenohumeral joint rotational<br />
strength and range <strong>of</strong> motion in female collegiate tennis players. J Strength Cond Res.<br />
2002; 16(1):92-96.<br />
11. Stanley A, McGann R, Hall J, McKenna L, Briffa NK. Shoulder strength and range <strong>of</strong><br />
motion in female amateur-league tennis players. J Orthop Sport Phys. 2004; 34(7):402-<br />
409.<br />
12. Green S, Buchbinder R, Forbes A, Bellamy N. A standardized protocol for measurement <strong>of</strong><br />
range <strong>of</strong> movement <strong>of</strong> the shoulder using the Plurimeter-V inclinometer and assessment <strong>of</strong><br />
its intrarater and interrater reliability. Arthritis Care Res. 1998; 11(1):43-52.<br />
13. Greene BL, Wolf SL. Upper extremity joint movement: comparison <strong>of</strong> two measurement<br />
devices. Arch Phys Med Rehabil. 1989; 70(4):288-290.<br />
14. Crockett HC, Gross LB, Wilk KE, Schwartz ML, Reed J, O'Mara J et al. Osseous adaptation<br />
and range <strong>of</strong> motion at the glenohumeral joint in pr<strong>of</strong>essional baseball pitchers. Am J<br />
Sports Med. 2002; 30(1):20-26.<br />
15. Valentine RE, Lewis JS. Intraobserver reliability <strong>of</strong> 4 physiologic movements <strong>of</strong> the shoulder<br />
in subjects with and without symptoms. Arch Phys Med Rehabil. 2006; 87(9):1242-1249.<br />
16. Dover GC, Kaminski TW, Meister K, Powers ME, Horodyski M. Assessment <strong>of</strong> Shoulder<br />
Proprioception in the Female S<strong>of</strong>tball Athlete. Am J Sports Med. 2003; 31(3):431-437.
1<br />
Acute Effects <strong>of</strong> Neuromuscular-Training with Handheld-Vibration on Elbow<br />
Joint Position Sense<br />
Donald A. Faust, Brady L. Tripp, Michelle A. Cleary, Patrick Jacobs P*<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
*<strong>Florida</strong> Atlantic <strong>University</strong>, Boca Raton, FL<br />
Context: Clinicians use exercises in rehabilitation to enhance sensorimotor-function,<br />
however evidence supporting their use is scarce. Objective: To evaluate acute effects <strong>of</strong><br />
handheld-vibration on joint position sense (JPS). Design: A repeated-measure,<br />
randomized, counter-balanced 3-condition design. Setting: Sports Medicine and Science<br />
Research Laboratory. Patients or Other Participants: 31 healthy college-aged<br />
volunteers (16-males, 15-females; age=23+3y, mass=76+14kg, height=173+8cm).<br />
Interventions: We measured elbow JPS and monitored training using the Flock-<strong>of</strong>-Birds<br />
system (Ascension Technology, Burlington, VT) and MotionMonitor s<strong>of</strong>tware (Innsport,<br />
Chicago, IL), accurate to 0.5°. For each condition (15,5,0Hz vibration), subjects<br />
completed three 15-s bouts holding a 2.55kg Mini-VibraFlex dumbbell (Orthometric,<br />
New York, NY), and used s<strong>of</strong>tware-generated audio/visual bi<strong>of</strong>eedback to locate the<br />
target. Participants performed separate pre- and post-test JPS measures for each<br />
condition. For JPS testing, subjects held a non-vibrating dumbbell, identified the target<br />
(90°flexion) using bi<strong>of</strong>eedback, and relaxed 3-5s. We removed feedback and subjects<br />
recreated the target and pressed a trigger. We used SPSS 14.0 (SPSS Inc., Chicago, IL)<br />
to perform separate ANOVAs (p
eaction to restore or maintain joint position and stability. Evidence validating the efficacy <strong>of</strong><br />
these rehabilitation exercises is scarce however, because standardizing the applied resistance is<br />
challenging. Our goal was to standardize a neuromuscular-training exercise and observe the<br />
acute effects on active JPS at the elbow. We used a vibrating dumbbell to standardize the<br />
applied resistance during elbow neuromuscular-training. Traditionally, research examining<br />
vibration has reported the occupational hazards <strong>of</strong> exposure to high loads/frequencies produced<br />
by industrial machinery on SMS function. 19-22 Strength and conditioning research has observed<br />
positive acute effects <strong>of</strong> vibration using high frequencies <strong>of</strong> whole body vibration (WBV), for<br />
periods ranging from 1 to 10 minutes. 23-28 These short bouts <strong>of</strong> WBV immediately enhance<br />
average velocity, force, and power, 23 through neuromuscular mechanisms similar to the changes<br />
observed over the first ten weeks <strong>of</strong> power-training. 29 Researchers 23-28 attribute these transient<br />
augmentations following vibration to neuromuscular mechanisms including a heightened<br />
awareness and joint control strategy with quicker rate <strong>of</strong> force development. While the precise<br />
mechanisms remain largely unknown, 22-28 researchers postulate they stem from enhanced<br />
neuromuscular efficiency. 24 Although such vibration exercises affect the components providing<br />
NMC, no research has investigated the acute effects <strong>of</strong> vibration-enhanced neuromusculartraining<br />
on SMS function. Therefore, our purpose was to examine the acute effects <strong>of</strong><br />
neuromuscular-training using handheld-vibration (HV) on SMS function as measured through<br />
active elbow JPS.<br />
Methods<br />
Research Design<br />
We used a repeated-measure, randomized, and counterbalanced 3-condition (crossover)<br />
design. The independent variables were frequency <strong>of</strong> HV at three levels (0 [control], 5, and<br />
15Hz) and time at two levels (pre- and post-test). The dependant variables were absolute<br />
(accuracy) and variable (variability) error scores measured through active elbow JPS. Subjects<br />
performed pre and post-tests 3 separate times, thereby serving as members <strong>of</strong> each group<br />
(control, 5 and 15Hz)<br />
Participants<br />
We randomly sampled <strong>of</strong> 31 healthy college-aged individuals (16 males, 15 females; 29<br />
right-handed, 2 left-handed; age= 23+3 y, mass= 76+14 kg, height= 173+8 cm). We screened<br />
participants using a health history questionnaire and excluded subjects based on prior history <strong>of</strong><br />
upper-extremity injury (within the last year), major upper-extremity surgery, or central nervous<br />
system disorder. We asked participants, 24hr before their appointment, to abstain from strenuous<br />
upper-extremity activity to help eliminate any possible fatigue or carry-over soreness. Prior to<br />
data collection, all participants read and signed an informed consent form approved by the<br />
Institutional Review Board.<br />
Instruments<br />
We collected and analyzed degrees <strong>of</strong> bilateral elbow flexion using four wired sensors<br />
from the Flock-<strong>of</strong>-Birds electromagnetic tracking system (Ascension Technology, Burlington,<br />
VT), and MotionMonitor s<strong>of</strong>tware (Innsport, Chicago, IL). This system is considered reliable 14<br />
and accurate (0.5° at 0.91m). 30 During the intervention, participants held a 2.55kg Mini-<br />
VibraFlex dumbbell (Orthometric, New York, NY).<br />
Procedures<br />
Digitizing. We digitized participants according to the <strong>International</strong> Society <strong>of</strong><br />
Biomechanics’ standardized protocol. 31 We attached sensors bilaterally to participants’ distal<br />
posterior forearm and over the deltoid tuberosity <strong>of</strong> the ulna with elastic straps and a mild spray<br />
2
adhesive. We palpated, marked and digitized bony landmarks on each arm including medial and<br />
lateral humeral epicondyles, radial and ulnar styloid processes.<br />
Order <strong>of</strong> Testing. Participants performed a pre-test measure <strong>of</strong> JPS, underwent a<br />
randomized intervention and repeated the JPS measure. We tested each arm individually and<br />
randomly assigned the order <strong>of</strong> arm testing (dominant or non-dominant). Each participant was<br />
tested as a member <strong>of</strong> one intervention group, rested for 45-minutes (to limit any physical or<br />
mental fatigue or learning effect), and returned to serve as a member <strong>of</strong> the remaining<br />
intervention groups.<br />
JPS Measure. For each elbow JPS test, participants stood, resting their test elbow on a<br />
padded, adjustable armrest. We adjusted the height <strong>of</strong> the pipe by adding or removing 1.9cm<br />
wooden planks to attain 60±5º <strong>of</strong> shoulder flexion. Because adding resistance 32 with auditory<br />
and visual bi<strong>of</strong>eedback 33, 34 during JPS testing enhances NMC, during NM-training, our<br />
participants held a 2.55kg non-metal dumbbell and used both visual and auditory real-time<br />
feedback provided by the bi<strong>of</strong>eedback s<strong>of</strong>tware. The s<strong>of</strong>tware generated a tone when the testelbow<br />
deviated more than 1 degree from the desired target angle. The participants faced a<br />
monitor on which the s<strong>of</strong>tware presented visual feedback including oscilloscopes illustrating<br />
position <strong>of</strong> the test-elbow in relation to the target angle. An investigator trained participants to<br />
produce the desired target angle <strong>of</strong> 90 º elbow flexion using the s<strong>of</strong>tware generated real-time<br />
visual and auditory bi<strong>of</strong>eedback. The visual bi<strong>of</strong>eedback included line graphs indicating the<br />
participant’s elbow flexion angle in relation to the target angle. The computer generated a tone<br />
when elbow flexion angle deviated from the target by more than one degree. To begin each JPS<br />
test, subject found the target angle, maintained the position for 3-5s, then relaxed their arm,<br />
resting the dumbbell on the table. Before attempting angle-reproduction trials, participants<br />
blindfold themselves and we removed auditory bi<strong>of</strong>eedback. To indicate when they believed<br />
they had reproduced the target angle, participants pressed a trigger in their contra-lateral hand.<br />
After pressing the trigger, participants returned their arm to the resting position and began the<br />
next angle-reproduction trail within three seconds. Participants performed three anglereproduction<br />
trails for each JPS test.<br />
HV Training Protocol. Participants underwent separate JPS testing before and after each<br />
<strong>of</strong> the three interventions (0, 5, 15Hz). Two <strong>of</strong> the three experimental interventions included<br />
vibration <strong>of</strong> the 2.55kg dumbbell at 5 or 15Hz with an amplitude <strong>of</strong> 2mm. The remaining<br />
intervention used no vibration (0Hz, control). To maintain the position <strong>of</strong> 60±5º <strong>of</strong> shoulder<br />
flexion during training, we raised or lowered the height <strong>of</strong> the padded bar (based <strong>of</strong> the<br />
participant’s height) and instructed participants to refrain from resting their elbow on the padded<br />
bar during the training. We did this to maintain a consistent shoulder angle and eliminate<br />
distribution <strong>of</strong> force to the table and any discomfort it may have caused. We began the vibration<br />
and reintroduced to the target elbow position to participants actively, using the s<strong>of</strong>tware<br />
generated real-time visual and auditory bi<strong>of</strong>eedback. Participants held this position for 15s using<br />
the bi<strong>of</strong>eedback, before lowering their arm and resting for 60s. Participants repeated the<br />
vibration bout two more times, with a minute <strong>of</strong> rest between each bout.<br />
Statistical Analysis. We performed statistical analyses using SPSS 14.0 statistical<br />
package for Windows (SPSS Inc., Chicago, IL) with a significance level set a priori at P ≤ 0.05.<br />
For each dependent variable, accuracy (absolute error, absolute distance from the target) and<br />
variability (variable error, variability <strong>of</strong> angles reproduced), and each intervention (vibration at 0,<br />
5, and 15Hz), we used a separate analyses <strong>of</strong> variance to compare pre-test to post-test values.<br />
We calculated effect sizes for each exercise condition using the standard mean difference<br />
3
4<br />
equation. 35<br />
Results<br />
Our purpose was to evaluate the acute effects <strong>of</strong> neuromuscular-training using three<br />
frequencies <strong>of</strong> HV on the accuracy and variability <strong>of</strong> elbow JPS. Table 1 presents the effects <strong>of</strong><br />
each vibration protocol on active elbow JPS. The 0Hz and 5Hz vibration protocols did not have<br />
a significant effect on accuracy (P>0.05), while the 15Hz vibration protocol significantly<br />
enhanced accuracy (decreased absolute error) (P≤0.05). The 0Hz vibration protocol did not<br />
significantly effect variability (P>0.05), while 5 and 15Hz vibration significantly enhanced<br />
variability (decreased variable error) (P≤0.05).<br />
Discussion<br />
We observed an acute enhancement <strong>of</strong> active elbow JPS (accuracy and variability) after<br />
neuromuscular-training using dumbbell vibration at 15Hz. This is the first report indicating<br />
vibration may enhance acute JPS when used in neuromuscular-training. We also observed less<br />
variability after neuromuscular-training using 5Hz vibration (Table 1). Because we used low<br />
frequency vibration for short durations, there is no data affording comparisons to ours. Our<br />
general observation that vibration can enhance NMC however, is in contrast to previous<br />
reports. 14,36-38<br />
Our use <strong>of</strong> low frequencies <strong>of</strong> vibration for short durations <strong>of</strong> exposure may have enabled the<br />
acute enhancements in SMS function we observed. Research indicates that exposure to high<br />
loads <strong>of</strong> vibration for an extended period is detrimental to SMS function. 36 Large magnitudes<br />
(amplitude, frequency, and exposure duration) are believed to disrupt the ability <strong>of</strong> the peripheral<br />
afferents to function. 37 It is also well established that muscular fatigue also decreases NMC. 14,38<br />
We did not observe the negative effects muscular fatigue would have produced, because <strong>of</strong> the<br />
14, 36-38<br />
low frequencies and short periods <strong>of</strong> vibration exposure compared with other reports.<br />
While the majority <strong>of</strong> vibration research focuses on its detrimental effects, not all reports<br />
investigating vibration have observed negative results. 22,32,33 We actually observed an acute<br />
enhancement <strong>of</strong> JPS immediately after HV exposure, which is supported by literature. When<br />
observing JPS immediately before and after vibration exposure, instead <strong>of</strong> during vibration<br />
exposure, NMC was not impaired. 22 Researchers attribute this observation to the SMS receiving<br />
more afferent stimulation during vibration exposure, creating a clearer image <strong>of</strong> limb position in<br />
relation to the remembered framework <strong>of</strong> the central nervous system. 22 Researchers also<br />
observed that when testing JPS in the midranges <strong>of</strong> motion, NMC was not impaired by vibration<br />
exposure. 22 We tried to enhance JPS by incorporating added resistance during the JPS testing<br />
and vibration exposure. One JPS report suggests that adding resistance enhances SMS<br />
function. 32 We also used auditory and visual bi<strong>of</strong>eedback during the neuromuscular-training to<br />
enhance NMC. Researchers observed greater movement velocity while maintaining accuracy<br />
with the aid <strong>of</strong> visual bi<strong>of</strong>eedback during MNC testing. 33 In comparison, we observed acute<br />
enhancement <strong>of</strong> JPS measuring immediately after vibration exposure in the mid range <strong>of</strong> elbow<br />
flexion with audio and visual bi<strong>of</strong>eedback. All proposed mechanisms for the enhancement <strong>of</strong><br />
JPS, we observed.<br />
Our results support the use <strong>of</strong> HV in exercise programs designed to improve sensorimotor<br />
function. While we used HV to standardize NMC tasks used clinically, further research should<br />
investigate if these same enhancements may be elicited using more common clinical techniques.<br />
We acknowledge that this study, like all research has limitations. We used a standard 2.55kg<br />
dumbbell and did not normalize the magnitude <strong>of</strong> resistance to participant body mass or maximal<br />
force output. Because we used a light dumbbell, only measured elbow flexion, and subjects only
5<br />
held positions for 15s, participants did not report feeling fatigue regardless <strong>of</strong> body mass. We<br />
believe that the 5Hz vibration did not significantly enhance accuracy due to a lack <strong>of</strong> statistical<br />
power (Table 1). We only observed the acute effects <strong>of</strong> HV; the chronic effects <strong>of</strong><br />
neuromuscular-training programs warrant further investigation. Our results only apply to healthy<br />
college-aged individuals. Further research should investigate the effects <strong>of</strong> HV in injured<br />
populations and those <strong>of</strong> different age groups. Future research into the use <strong>of</strong> HV should include<br />
other vibration frequencies and exposure durations, measure other joints, and functional multijoint/multi-planar<br />
measures.<br />
Our study was unique in that it was the first to observe an acute enhancement <strong>of</strong> active elbow<br />
JPS following neuromuscular–training. We used vibration-enhanced resistance with audio and<br />
visual bi<strong>of</strong>eedback to enhance the affect <strong>of</strong> neuromuscular-training on JPS. We believe we were<br />
able to enhance JPS by increasing the amount <strong>of</strong> afferent information provided to the central<br />
nervous system. The added afferent information may have enabled the central nervous system to<br />
develop a clearer image <strong>of</strong> extremity positioning and thus enhance NMC. 23 This is important<br />
clinically, because decreased NMC can lead to further injury. One reason this is the first study to<br />
observe this is because <strong>of</strong> the difficulty in standardizing neuromuscular-training exercises. Short<br />
bouts <strong>of</strong> HV in conjunction with other neuromuscular-training shows promise in enhancing SMS<br />
function.<br />
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27. Torvinen S, Kannus P, Sievanen H et al. Effect <strong>of</strong> four-month vertical whole body vibration<br />
on performance and balance. Med Sci Sports Exerc. 2002;34(9):1523-8.<br />
28. Torvinen S, Kannus P, Sievanen H et al. Effect <strong>of</strong> 8-month vertical whole body vibration on<br />
bone, muscle performance, and body balance: a randomized controlled study. J Bone<br />
Miner Res. 2003;18(5):876-84.<br />
29. Kyrolainen H, Avela J, McBride JM et al. Effects <strong>of</strong> power training on muscle structure and<br />
neuromuscular performance. Scand J Med Sci Sports. 2005;15(1):58-64.<br />
30. Tripp BL, Uhl TL, Mattacola CG, Srinivasan C, Shapiro R. A comparison <strong>of</strong> individual joint<br />
contributions to multijoint position reproduction acuity in overhead-throwing athletes.<br />
Clin Biomech (Bristol , Avon ). 2006;21(5):466-473.<br />
31. Wu G, van der Helm FC, Veeger HE et al. ISB recommendation on definitions <strong>of</strong> joint<br />
coordinate systems <strong>of</strong> various joints for the reporting <strong>of</strong> human joint motion--Part II:<br />
shoulder, elbow, wrist and hand. J Biomech. 2005;38(5):981-92.<br />
6
7<br />
32. Brindle TJ, Uhl TL, Nitz AJ, Shapiro R. The influence <strong>of</strong> external loads on movement<br />
precision during active shoulder internal rotation movements as measured by 3 indices <strong>of</strong><br />
accuracy. J Athl Train 2006 January;41(1):60-6.<br />
33. Brindle TJ, Nitz AJ, Uhl TL, Kifer E, Shapiro R. Kinematic and EMG characteristics <strong>of</strong><br />
simple shoulder movements with proprioception and visual feedback. J Electromyogr<br />
Kinesiol 2006 June;16(3):236-49.<br />
34. Mroczek N, Halpern D, McHugh R. Electromyographic feedback and physical therapy for<br />
neuromuscular retraining in hemiplegia. Arch Phys Med Rehabil 1978 June;59(6):258-67.<br />
35. Cohen J. Statistical power analysis for the behavioral sciences, revised edition. New York:<br />
Academic Press; 1997.<br />
36. Gauthier GM, Roll JP, Martin B, Harlay F. Effects <strong>of</strong> whole-body vibrations on sensory<br />
motor system performance in man. Aviat Space Environ Med 1981 August;52(8):473-9.<br />
37. Rogers DK, Bendrups AP, Lewis MM. Disturbed proprioception following a period <strong>of</strong><br />
muscle vibration in humans. Neurosci Lett 1985 June 12;57(2):147-52.<br />
38. Allen TJ, Proske U. Effect <strong>of</strong> muscle fatigue on the sense <strong>of</strong> limb position and movement.<br />
Exp Brain Res 2006 March;170(1):30-8.<br />
Tables and Figures<br />
Table 1. Analysis <strong>of</strong> the acute effects <strong>of</strong> neuromuscular-training with hand-held vibration on<br />
accuracy and variability <strong>of</strong> active elbow joint position sense<br />
Vibration<br />
Frequency<br />
Pre-test Post-test F p Power Effect_Size*<br />
0Hz-a 7.0±4.9 6.3±4.3 1.310 0.257 0.203 n/a<br />
0Hz-v 3.0±2.1 2.9±1.8 0.007 0.933 0.051 n/a<br />
5Hz-a 5.4±3.5 4.7±2.8 2.625 0.110 0.358 n/a<br />
5Hz-v 3.0±1.8 2.3±1.3 7.250 0.009 n/a 0.42<br />
15Hz-a 6.5±4.9 5.0±3.5 8.681 0.005 n/a 0.33<br />
15Hz-v 2.8±1.8 1.8±1.2 24.027
High School Influences on the Selection <strong>of</strong> Athletic Training as a Career<br />
Denisha S. Fergusson, Jennifer L. Doherty-Restrepo, Michelle L. Odai<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Context: Research suggests internships, mentorship, and specialized school programs<br />
positively influence career selection; however, little data exists specific to athletic<br />
training. Objective: We identified high school (HS) experiences influencing career<br />
choice in college athletic training students (ATS). Design: Our survey included 35<br />
Likert-type close-ended questions, which were reviewed by a panel <strong>of</strong> faculty and peers<br />
to establish content and construct validity. Setting: Participants completed an online<br />
questionnaire at their convenience. Participants: 217 college ATS (153 female, 64<br />
male) from a random selection <strong>of</strong> accredited programs on the east coast. We excluded<br />
minors, freshmen, and undecided majors from the study. Informed consent was implied<br />
by proceeding to the questionnaire. Data Collection and Analysis: We used descriptive<br />
statistics to analyze the data collected via a secure website. Results: Mentors were most<br />
influential in the decision <strong>of</strong> career path (62.4%;n=131/210) with 85.2% (n=138/162)<br />
reporting mentors were readily available to answer questions regarding career options<br />
and 53.1% (n=86/162) counseled them regarding HS electives. Of participants involved<br />
in an internship (41.0%;n=86/210), most developed such opportunities independently<br />
(66.3%;n=57/86). Respondents who attended traditional HS suggested providing diverse<br />
electives (71.9%;n=133/185), additional internship (53.5%;n=99/185), and mentorship<br />
(33.0%;n=61/185) opportunities to effectively educate students regarding career options.<br />
Conclusions: <strong>College</strong> ATS that gained internship experience during HS report the<br />
opportunity positively influenced their career selection. Mentors support HS students by<br />
<strong>of</strong>fering insight and expertise in guiding students’ career choices. Participants suggested<br />
HS afford diverse electives with internship and mentorship opportunities to positively<br />
influence interested students towards pursuing a career in athletic training. Key Words:<br />
career choice, education, mentorship<br />
Allied health pr<strong>of</strong>essions constantly strive to improve recruitment efforts to increase the<br />
number <strong>of</strong> students enrolling in allied health pr<strong>of</strong>ession education programs. 1 One proposed way<br />
to positively impact the shortage <strong>of</strong> allied health pr<strong>of</strong>essionals is to effectively promote health<br />
careers to high school students. 2 Research suggests high school students have poor knowledge<br />
<strong>of</strong> health care pr<strong>of</strong>essions and the opportunities available to them. 1 Some methods <strong>of</strong> increasing<br />
student awareness <strong>of</strong> allied health pr<strong>of</strong>essions include brochures, college and career fairs, school<br />
programs, mentorship, internship opportunities, magazines, and the media. 1-3 Promotional<br />
efforts <strong>of</strong> interest in this investigation are mentorship, internships, and specialized school<br />
programs (SSP).<br />
A 2001 study distributed questionnaires to high school career counselors to identify<br />
perceived effective promotional activities. 2 The most effective efforts include health career days,<br />
visits by local practicing health pr<strong>of</strong>essionals, and health career site visits. 2 These efforts can be<br />
categorized as interactions with health care pr<strong>of</strong>essionals and depending on the level <strong>of</strong><br />
interaction, a form <strong>of</strong> mentorship. 2<br />
Mentorship is a key component <strong>of</strong> informing and educating high school students on<br />
career options. 3 Mentors in the health pr<strong>of</strong>ession are a support system by providing insight,
guidance, and expertise on career options. 3,4 Many mentors may also volunteer to be guest<br />
speakers in classes or allow students to observe them in the clinical setting.<br />
Incorporating experiential learning (internships) into the mentorship experience allows<br />
students to observe health care pr<strong>of</strong>essionals and gain advanced knowledge and recognition <strong>of</strong><br />
skills. 4 Students gain experience in the clinical setting for community service hours, networking<br />
opportunities and resume builders for future endeavors. These students may have a clinical and<br />
educational advantage when entering college.<br />
Another method <strong>of</strong> increasing public knowledge and improving perceptions associated<br />
with allied health pr<strong>of</strong>essions are SSPs such as enrichment programs, magnet programs, and<br />
academies. Such programs <strong>of</strong>fer multiple classes or electives concentrating on various aspects <strong>of</strong><br />
a desired career. 5 SSPs have been one <strong>of</strong> the most effective methods <strong>of</strong> facilitating student<br />
growth and progression into the allied health pr<strong>of</strong>ession due to the incorporation <strong>of</strong> mentorship<br />
and focused learning. 1<br />
The combination <strong>of</strong> mentorship and specialization emphasizes academic and clinical<br />
experiences, similar to many allied health curricula within accredited education programs.<br />
Students obtain basic knowledge and clinical skills <strong>of</strong> the pr<strong>of</strong>ession through coursework and<br />
clinical residencies and mentorship by assigned health care pr<strong>of</strong>essionals. In the high school<br />
environment, clinical experiences correspond to mentorship and affiliations in which students<br />
observe and assist various health care pr<strong>of</strong>essionals including athletic trainers. Research<br />
suggests mentorship strongly influences students’ perceptions <strong>of</strong> a pr<strong>of</strong>ession and their decision<br />
to pursue that pr<strong>of</strong>ession. 3 Students with allied health mentors may make better informed<br />
decisions and have clear perceptions regarding career options. 3<br />
Through SSPs, students gain experience in several activities consistent with the<br />
pr<strong>of</strong>ession <strong>of</strong> interest and academic curriculum. Course work ranges from the basic sciences to<br />
specific athletic training courses such as injury prevention or general medical conditions. SSPs<br />
expose students to more demanding college courses, 6,7 and utilize problem-based learning which<br />
potentially improves standardized test scores (such as SAT or ATC scores). 8 Students<br />
completing the program may be eligible for additional scholarships having built a strong<br />
academic and extra-curricular portfolio increasing their competitive edge in the college<br />
application process. 3 SSPs are beneficial in other pr<strong>of</strong>essions and can be hypothesized to be<br />
beneficial in athletic training career selection.<br />
When students specialize, they refine their career options and take more career specific<br />
coursework, which will benefit them in college. SSPs foster discussion and stimulate thought<br />
provoking questions regarding pr<strong>of</strong>essional aspirations. SSPs expose students to collegepreparatory<br />
coursework and may provide the opportunity to attend college courses for dual credit<br />
toward graduation requirements. Health science specialization programs in the high school<br />
system benefit the allied health community by providing exposure to a more captive and<br />
influential audience. The purpose <strong>of</strong> this investigation was to describe the influences on an<br />
athletic training students’ career path while in high school. To accomplish this goal, we<br />
observed the influence <strong>of</strong> internships, mentorship experience and SSPs.<br />
Methods<br />
Research Design<br />
We utilized a survey design implemented via electronic questionnaire. Our questionnaire<br />
included 35 Likert-type close-ended questions. A panel <strong>of</strong> faculty and peers established content<br />
and construct validity including internal consistency <strong>of</strong> the survey and evaluated ease <strong>of</strong> website
navigation. We analyzed the data to identify the response percentages for the indicated sample.<br />
We sought to describe the influence three promotional efforts had on athletic training students<br />
while in high school by observing the influence <strong>of</strong> internships, mentorship experience and SSP.<br />
We attempted to answer the following research question: (a) What influences allied<br />
health majors in their career path To answer this research question, we identified three<br />
components <strong>of</strong> particular interest: (b) Are internships influential in a student’s decision on a<br />
career path (c) Are mentors influential in a student’s decision on a career path (d) Are SSPs<br />
influential in a student’s decision on a career path<br />
Participants<br />
We used randomized criterion sampling to solicit potential participants. We identified<br />
accredited athletic training education programs via the National Athletic Training Association<br />
website (www.nata.org). We compiled a list <strong>of</strong> accredited programs from the eastern United<br />
States, defined as states east <strong>of</strong> the Mississippi River. States included in the study had at least<br />
five accredited programs. We randomly selected ten states by pulling their names out <strong>of</strong> a box.<br />
We included all programs from the selected states in the study. Our target sample size was 200<br />
participants. We excluded minors, college freshmen and undecided majors because <strong>of</strong> their<br />
potential to select a program other than athletic training.<br />
Instruments<br />
We modified a questionnaire used to evaluate student recruitment in allied health<br />
education programs. 1 The questionnaire was distributed and collected data with an electronic<br />
questionnaire via a secure website (www.surveymonkey.com). The survey entitled “Influences<br />
on Career Selection Survey” (ICSS) included 32 Likert-type questions. We divided the ICSS<br />
into 6 sections: (1) Demographics, (2) General influences on career choice, (3) Influence <strong>of</strong><br />
internships, (4) Influence <strong>of</strong> mentorship, (5) Influence <strong>of</strong> school programs, and (6) Influences in<br />
a comprehensive high school. The s<strong>of</strong>tware permitted only one answer per question, as needed.<br />
The s<strong>of</strong>tware automatically skipped questions based on previous responses, progressing<br />
respondents to the next applicable question. To increase compliance and assure confidentiality,<br />
all respondents were anonymous.<br />
Procedures<br />
We solicited participation by contacting undergraduate program directors via email. Each<br />
program director received an IRB approved email cover letter that included a hyperlink to the<br />
survey which they forwarded to their students. Informed consent was implied if students<br />
proceeded to the survey. To further improve response rates, we sent a follow-up email to<br />
program directors 2 weeks later. The survey took respondents 10-15 minutes to complete.<br />
Pilot Testing. We established content and construct validity and internal consistency <strong>of</strong><br />
the instrument through pilot testing. We distributed the questionnaire to a panel <strong>of</strong> faculty and<br />
pr<strong>of</strong>essional peers to evaluate ease <strong>of</strong> website navigation and to thoroughly analyze each<br />
question. The panel also ensured that each survey question pertained to the research question.<br />
Following revisions, we redistributed the instrument to faculty and peers for final analysis.<br />
Statistical Analysis<br />
We assigned numeric codes to responses and used statistics to describe central tendency,<br />
(frequency, mode, mean) to analyze the data.<br />
Results<br />
From the universities meeting the inclusionary criteria, 230 participants completed the<br />
online questionnaire. We eliminated 13 participants because they did not meet the inclusionary
criteria, resulting in 217 useable questionnaires.<br />
Demographics<br />
Two hundred seventeen participants (70.5%, n= 153/217 females, 29.5%, n= 64/217<br />
males; 185 Caucasian, 10 African American, 13 Asian, 8 Latino, and 1 other) completed the<br />
online questionnaire.<br />
General influences on career choice<br />
The majority <strong>of</strong> participants, 86.5% (n=186/215) had career aspirations prior to college<br />
admittance. Over eighty-two percent (n=154/186) <strong>of</strong> those participants were still pursuing their<br />
initial career path at the time <strong>of</strong> the survey. Some <strong>of</strong> the major influences on career selection<br />
include mentors or the observation <strong>of</strong> a pr<strong>of</strong>essional (62.4%; n=131/210), a family/friend<br />
(40.0%; n=84/210), and SSPs (22.4%, n= 47/210).<br />
Influence <strong>of</strong> internships<br />
While only 41.0% (n=86/210) <strong>of</strong> participants were involved in an internship 57.5%<br />
(n=50/87) indicated such opportunities were available through their high school and 66.3%<br />
(n=57/86) indicated they researched such opportunities on their own time. The majority <strong>of</strong><br />
participants (89.4%; n=76/85) agreed their internship experience had a positive influence on their<br />
career path.<br />
Influence <strong>of</strong> mentorship<br />
Mentors were most influential in a students’ decision on a career path (62.4%;<br />
n=131/210), specifically mentorship by a health pr<strong>of</strong>essional in the same field <strong>of</strong> study as the<br />
participant (32.4%; n= 67/207). The majority <strong>of</strong> participants (78.9%; n=127/161) indicated that<br />
their mentor positively influenced their career path. The majority <strong>of</strong> participants agreed their<br />
mentor was readily available to answer questions regarding career options (85.2%; n=138/162)<br />
and educated them on high school course electives which would help them accomplish their<br />
career goal (53.1%; n=86/162).<br />
High school experience<br />
While only 9.3% (n=19/204) <strong>of</strong> participants attended a SSP, 83.3% (n=15/18) <strong>of</strong> these<br />
participants reported the program positively influenced their career path. Participants that<br />
attended a traditional high school indicated more diverse electives (71.8%; n=133/185),<br />
internship opportunities (53.5%; n=99/185), and increased mentorship exposure (33.0%;<br />
n=61/185) should be made available to better inform students <strong>of</strong> career options. Thirty-nine<br />
percent <strong>of</strong> participants (n= 79/202) irrespective <strong>of</strong> the type <strong>of</strong> high school attended indicated they<br />
took approximately 1-5 field trips to various health pr<strong>of</strong>ession environments. The most<br />
influential coursework on career decisions <strong>of</strong> students were Health & Fitness (46.0%; n=93/202),<br />
Biology (38.6%; n=78/202) and Athletic Injuries (37.6%; n=76/202).<br />
Conclusion<br />
Although previous research suggests high school students have poor knowledge <strong>of</strong> health<br />
pr<strong>of</strong>essions, 4 our results suggest students have some level <strong>of</strong> exposure to career options in health.<br />
The medical and nursing pr<strong>of</strong>essions are in support <strong>of</strong> exposing high school students to career<br />
options as this increases awareness and selection <strong>of</strong> careers in the health pr<strong>of</strong>essions. 1,4,6,12 This<br />
investigation identified effective methods <strong>of</strong> influencing high school students to pursue the<br />
pr<strong>of</strong>ession <strong>of</strong> athletic training. While no research exists regarding such efforts in the athletic<br />
training pr<strong>of</strong>ession, current data from other pr<strong>of</strong>essions suggests that mentorship, internships,<br />
and SSP are effective promotional efforts.<br />
We identified the need for increased recruitment efforts targeting minority students as
there was a disproportionate representation <strong>of</strong> minorities in our study. Several recruitment<br />
tactics have been implemented to decrease the disparity, including increased mentorship by<br />
minority pr<strong>of</strong>essionals, the selection <strong>of</strong> qualified minority students to participate in internship<br />
opportunities and the creation <strong>of</strong> SSPs designed to incorporate, mentorship, internship and<br />
academic excellence among minority students. 16,21 Minority Athletic Trainers could guest<br />
lecture high school course lectures, providing information as to their personal influences,<br />
personal experiences, educational path, and employment setting to name a few. The minority<br />
Athletic Trainer could also volunteer to mentor prospective students if he/she is not employed at<br />
the high school.<br />
Mentorship Experiences<br />
Our research indicated that mentoring experiences positively influenced the career choice<br />
<strong>of</strong> ATSs. Mentorship is identified as a key component <strong>of</strong> informing and educating high school<br />
students about their career options by <strong>of</strong>fering insight and expertise in guiding students’ career<br />
choices. 3,4 Certified Athletic Trainers (AT) working in high schools may be the initial source <strong>of</strong><br />
contact students have with health pr<strong>of</strong>essionals, therefore, they are accessible to mentor students<br />
interested in the pr<strong>of</strong>ession. ATSs may also serve as mentors for interested ATSs as they may be<br />
more closely linked in age and possibly interests and values. Both the AT and ATS can mentor<br />
students in their career search by sharing personal experiences and developing a pr<strong>of</strong>essional<br />
personal relationship with the interested student.<br />
The AT and/or ATS can mentor students on the importance <strong>of</strong> effective communication<br />
in the healthcare setting through role play and basic conversation. When working in the high<br />
school environment, it is necessary for the AT to communicate effectively with the diverse<br />
personalities <strong>of</strong> high school faculty, students, coaches, parents and physicians.<br />
Internship Experiences<br />
Of the participants involved in an internship, the majority found the experience positively<br />
influenced their career path. Internship experiences provide a different learning style for<br />
students transitioning from learning cognitive tasks to motor tasks. The ability to adapt to this<br />
change in learning style greatly improves the students learning potential by improving critical<br />
and reflective thinking skills, and hands-on experience. 23 Relative to athletic training, interested<br />
students may intern with the AT employed by their school or through affiliations with nearby<br />
schools. The increased presence <strong>of</strong> ATs in the high school setting 17,18 may increase student<br />
interest in the pr<strong>of</strong>ession and internship opportunities.<br />
To maximize the internship experience, the supervising AT may educate students on<br />
basic first aid, taping techniques, and initial treatment techniques <strong>of</strong> minor athletic injuries.<br />
Hands-on experience caters to tactile and visual learners and provides an opportunity for students<br />
to familiarize themselves with the demands <strong>of</strong> the pr<strong>of</strong>ession. 14 Interested students may also<br />
create projects assigned by the AT such as posters on prevention and rehabilitation, which not<br />
only educate the students but also the athletes. As a result <strong>of</strong> the internship experience<br />
participants were able to identify aspects <strong>of</strong> the pr<strong>of</strong>ession which attracted or deterred them from<br />
pursuing the pr<strong>of</strong>ession <strong>of</strong> interest.<br />
Specialized School Programs<br />
The application <strong>of</strong> knowledge obtained in the classroom and during internship and<br />
mentorship experiences to real-life situations may improve students’ understanding <strong>of</strong> previously<br />
learned material. 15 SSPs have successfully incorporated this concept into their curriculum. 1<br />
Such programs have been identified as one <strong>of</strong> the most effective methods <strong>of</strong> facilitating student
growth and progression into health pr<strong>of</strong>essions. 1 Although the literature supports the utilization<br />
<strong>of</strong> SSPs to increase student knowledge <strong>of</strong> health pr<strong>of</strong>essions, we concluded the availability <strong>of</strong><br />
more diverse electives as opposed to the type <strong>of</strong> school program greatly influenced a student’s<br />
decision on a career choice. Although not involved in a SSP, the majority <strong>of</strong> participants were<br />
exposed to the athletic training pr<strong>of</strong>ession through elective courses related to the pr<strong>of</strong>ession.<br />
Providing more diverse electives, for example, Athletic Injuries or Health and Fitness, presents<br />
opportunities for ATs to interact with students in the classroom setting, in addition to the clinical<br />
setting, thereby increasing exposure to potentially interested students.<br />
The athletic training pr<strong>of</strong>ession should pursue more innovative strategies similar to or in<br />
conjunction with those implemented by the medical and nursing pr<strong>of</strong>essions. ATs working in<br />
high schools may mentor prospective students via teaching courses at their school, guest<br />
lecturing, or organizing open houses/career fairs on collegiate campuses. Although some ATs<br />
may be actively engaged in mentorship, internship and SSPs, more involvement is needed. For<br />
example, athletic training pr<strong>of</strong>essionals and educators could work collaboratively to develop and<br />
<strong>of</strong>fer summer enrichment programs, implement academy programs for students to attend<br />
throughout the school year, or host career fairs and information sessions with nearby high<br />
schools, to name a few. Student recruitment research in allied health reported a majority <strong>of</strong><br />
students decided to pursue a health career at an early age, 1 substantiating the need for the athletic<br />
training pr<strong>of</strong>ession to target this population.<br />
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Global Literacy: Challenges, Choices and Convictions<br />
Renita Ferreira and Mohammed K. Farouk<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Teaching with a global focus in schools today is compelling. Teachers<br />
need to be educated in engaging students to become globally literate. The<br />
curriculum has failed to meet this dire need. Hence, teachers assume the role <strong>of</strong><br />
global educators through the meaningful interpretation <strong>of</strong> the curriculum to<br />
connect with students.<br />
Recently, there has been plenty <strong>of</strong> evidence that global controversies are growing in<br />
magnitude and will neither go away nor resolve themselves. They require action. For this paper<br />
global education will be used as the process and global literacy as the end product. Various<br />
definitions <strong>of</strong> global education (Calder & Smith, 1996; Kirkwood, 2001,) are attempts at<br />
capturing this field, which is characterized by definitional ambiguities (Kirkwood, 2001). Those<br />
responsible for preparing students to become responsible global citizens should be trained and<br />
willing to deal with difficult global issues.<br />
Literacy has had an evolving definition. Being able to read and write is an archaic<br />
definition in today’s information age and globalized world. Literacy today stands for know-how<br />
and awareness <strong>of</strong> the first word appended to it (Dubin & Kuhlman, 1992). Our understanding <strong>of</strong><br />
literacy is changing (Leu & Kinzer, 2000). <strong>Education</strong> for global literacy and global citizenship<br />
(Nussbaum, 1997) must replace the very obsolete connotation <strong>of</strong> literacy. Hence, today global<br />
literacy stands for understanding that the world is interconnected and becoming increasingly<br />
multicultural; and in the chaos <strong>of</strong> economic development, the earth is heading towards selfdestruction<br />
(Hanvey, 1982). Students should leave school reasonably globally literate, able to (a)<br />
speak one or more languages in addition to English to develop better communication skills;<br />
(b) train for high skilled jobs in the United States or abroad; (c) find ways to travel and develop a<br />
curiosity and appreciation <strong>of</strong> other cultures; (d) learn to protect nature through ecological<br />
education; (e) develop an awareness <strong>of</strong> the world and human rights, and dissipate apathy; and (f)<br />
apply creative, critical thinking, and problem-solving skills to relevant class work and global<br />
issues (<strong>International</strong> <strong>Education</strong> Summit, 2005).<br />
Objectives<br />
The objective <strong>of</strong> this paper is not only to steer away from rhetoric and linguistic jargon,<br />
but also to make suggestions for facilitating the process <strong>of</strong> educating for global literacy, both for<br />
teachers and students. The purpose is to address the challenges that teachers will encounter in the<br />
process, and the choices they will be forced to make as global educators. These can only be made<br />
if they have the conviction that it is truly their responsibility. The intent is to explore ways <strong>of</strong><br />
addressing these issues, focusing on strategies for moving educational systems towards a more<br />
inclusive direction, and procuring the involvement <strong>of</strong> both students and community.<br />
“Teachers must develop reflective cultural, national and global identifications themselves<br />
if they are to help students become thoughtful, caring, and reflective citizens in a multicultural<br />
world society” (Banks, 2001, p. 5). Tucker (1991) views teachers and not textbooks as more<br />
important in delivering the global education culture. Teachers’ choice <strong>of</strong> pedagogy, content,<br />
approach and convictions will change the dimension <strong>of</strong> teaching and characterize it with a global<br />
Ferreira, R., & Farouk, M. K. (<strong>2007</strong>). Global literacy: Challenges, choices and convictions. In S. M. Nielsen & M. S.<br />
Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and<br />
<strong>International</strong> <strong>Education</strong> Section (pp. 12-17). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
focus. Students will thus see the world through eyes other than the dominant ones in terms <strong>of</strong><br />
class, background, identity, race, culture, and citizenship.<br />
Theoretical Framework<br />
As Americans navigate through the tumultuous waves <strong>of</strong> the effects <strong>of</strong> globalization,<br />
facing the increasing complexities in the world, there is rising concern that schools today are not<br />
adequately preparing students for the challenges <strong>of</strong> a changing world (Merryfield, 1998). This<br />
paper draws upon the theoretical work <strong>of</strong> several prominent educators, notably John Dewey<br />
(1916) who said that as a society progresses, it must understand its responsibility to convey and<br />
safeguard some <strong>of</strong> its best present achievements to help make a better future society. The school<br />
must be considered as the appropriate mechanism used to achieve this goal. Dewey (1916) saw<br />
educated citizens as more than a society <strong>of</strong> individuals with technical skills, vocational<br />
inclinations, and economic ambitions. Therefore, this paper will put forward a discussion to<br />
answer questions that will address the urgency <strong>of</strong> students becoming global citizens and<br />
achieving global literacy, and how teachers can bring about this change: (a) When we talk about<br />
global literacy, what are we trying to achieve and for whom (b) How might the challenges be<br />
addressed (c) How do teachers make choices (d) Do teachers have the conviction and selfdetermination<br />
to enact the initiatives<br />
Barber (2002) explains the paradox regarding U.S. global education: although this<br />
country is among the most diverse worldwide, with students from numerous cultures, we are<br />
among the least knowledgeable about our students’ native countries and cultures. Hanvey’s<br />
(1982) criteria for global education in the classroom have been succeeded by others who either<br />
added to the norms (Pike & Selby, 1988) or worked with variations <strong>of</strong> it (Kniep, 1991). Pike and<br />
Selby (1988) included values into global education; Tye and Tye (1992) state that global<br />
education engages students <strong>of</strong> all ages and in all subject matters.<br />
In the first major evaluation <strong>of</strong> world studies in schools, conducted among over 200<br />
teachers, Steiner (1992) found that teachers lacked the confidence and expertise needed to<br />
translate their otherwise positive attitude toward the subject. Since teachers are pivotal (Tucker,<br />
1990) in the delivery <strong>of</strong> global literacy, it is crucial that teachers are trained to have the<br />
confidence and conviction to make choices and face the challenges presented to them in an<br />
inclusive curriculum or teaching to include and embed a global focus. Many teachers are<br />
intimidated by words like globalization, global education, and global literacy (Merryfield, 2000)<br />
and unfortunately they have not been prepared to teach for diversity, challenge inequities, or<br />
even recognize the effects <strong>of</strong> globalization.<br />
Challenges<br />
The complexity <strong>of</strong> these global issues presents many challenges for teachers, students,<br />
and the community who must develop a unified effort to make the global education program<br />
successful. Implementing global education has proven contentious (Schukar, 1993). Werner<br />
(1991) explains that the general consensus is students should be trained to enter into an<br />
interdependent world, but limitations exist in the knowledge and rationale for this training. This<br />
paper will address some <strong>of</strong> the dilemmas.<br />
Challenges for Teachers<br />
One <strong>of</strong> the more prominent challenges for teachers as envisioned by the researcher and<br />
informed by global educators (Hanvey, 1982; Merryfield, 1998) is that those teaching global<br />
education must be competent in analyzing this complex world through lived experiences. This<br />
particular challenge will come easier to the well-traveled teacher or to the immigrant teacher who<br />
can share not only their experiences but also those <strong>of</strong> their students who hail from different<br />
13
cultures, whether they are Eurocentric, Asian, Hispanic or other. Teachers must ensure that the<br />
workforce <strong>of</strong> the 21 st century is flexible, skilful, and that they become lifelong learners. The<br />
challenge <strong>of</strong> making children functional in an extremely competitive environment is difficult,<br />
especially when knowledge has a very short shelf-life. Pr<strong>of</strong>iciency in languages helps teachers<br />
understand immigrant students and empathize with them.<br />
Teachers play dual roles in their classroom which can become problematic. They defend<br />
human rights <strong>of</strong> the underprivileged while simultaneously guarding against the eradication <strong>of</strong> the<br />
rainforest by the same indigenous people whose rights are being protected. Teachers evade such<br />
controversial issues due mostly to a sheer lack <strong>of</strong> aptitude. An emerging awareness <strong>of</strong> the world<br />
goes hand-in-glove with a growing level <strong>of</strong> self-awareness. The outward journey is also the<br />
inward journey (Pike & Selby, 2000). Again, teachers should be models <strong>of</strong> appropriate values<br />
such as caring, exhibit behaviors <strong>of</strong> tolerance and understanding, while firmly enacting the tenets<br />
<strong>of</strong> global education. Tensions can arise between local and global when students are reluctant to<br />
relinquish their roots (Delors (UNESCO, 1999)<br />
Additionally, there are extraneous activities such as constraints <strong>of</strong> time, and policies that<br />
include deadlines on testing which prevent teachers from being global educators. The lack <strong>of</strong><br />
support from the administration for a school-wide program such as global education can be<br />
detrimental to the enthusiasm <strong>of</strong> a global teacher. Universities and teacher training colleges<br />
neglect to internationalize and train teachers in global education and how it can be woven into<br />
almost any lesson plan in any discipline. Importantly, teacher training institutions should provide<br />
a mentoring service for novice teachers who get embroiled in the bureaucracy <strong>of</strong> the school<br />
system, and neglect to perform as global educators even when educated to do so. Mature teachers<br />
should be encouraged to attend seminars with international content and technological teaching<br />
aids. Some <strong>of</strong> the promising practices in global education, namely the emphasis on<br />
interdisciplinary concepts, model inquisitiveness, skepticism, and participatory learning, need<br />
greater attention and collaboration on the part <strong>of</strong> the teachers.<br />
Challenges for Students<br />
Students are vulnerable because they are victims <strong>of</strong> what is now being referred to as out<strong>of</strong>-school<br />
literacy. It is considered a multifaceted, evolving construct developed by youth and<br />
their communities. Young people construct networks <strong>of</strong> friends on web-based computer blogs<br />
(e.g., My Space) while simultaneously instant messaging and researching for a homework<br />
assignment online. Out-<strong>of</strong>-school youth learning takes place with social networks at home.<br />
Youth proactively engage in and successfully learn new meanings and knowledge in their<br />
everyday cultural, social, linguistic, and community contexts which can be detrimental to what<br />
they learn in school, and which is a challenge because frequently it is contradictory in content.<br />
Global education can help students discover ways their lives might be enriched by the world as<br />
well. Goodlad (1986) cautions that if schools fail to provide opportunities, students might<br />
conclude, that everything “out there” is inferior or even wrong. This emphasizes the “us” and<br />
“them” factor (Huntington, 2003) even more. A global curriculum helps students understand and<br />
become supportive <strong>of</strong> global programs which would enhance their experiences in global literacy.<br />
With the accelerating growth <strong>of</strong> global interdependence evident in spiraling economic, political,<br />
cultural, technological, and ecological linkages that increasingly characterize the international<br />
order (Anderson, 1990; Tye, 1990), students’ experience increased challenges in obtaining jobs<br />
in a very competitive world. This situation is aggravated if they lack language skills or<br />
opportunities to deliberate global issues.<br />
Students tend to be egocentric especially at adolescence (Elkind, 1967). Adolescents,<br />
14
ecause <strong>of</strong> the physiological metamorphosis they are undergoing, are primarily concerned with<br />
themselves. Accordingly, they fail to differentiate between what others are thinking and their<br />
own mental preoccupations. An antidote to egocentrism can be service learning. It is a powerful<br />
strategy for teaching and learning global education, which allows young people to deepen and<br />
demonstrate their learning and at the same time develop a strong sense <strong>of</strong> civic responsibility<br />
(Glenn, 2002).<br />
Challenges Facing the Community<br />
As stated before Dewey (1916) considers the community an integral part for creating a<br />
better learning environment in school, one that will perpetuate its culture. The school is a<br />
reflection <strong>of</strong> its community. Very frequently the community lives in isolation from its schools for<br />
many reasons, such as the lack <strong>of</strong> communication between schools and communities and the<br />
quality <strong>of</strong> communication. This challenge is reciprocal since both school and community need to<br />
find a common “meeting ground.” Service and community learning should be well received<br />
within a community and treated as an extension <strong>of</strong> the schools. The cliché “think locally, act<br />
globally” is doable but remains a challenge mainly from the lack <strong>of</strong> interest from the community<br />
itself or cooperation from those in power who can make it happen. Engaging the community in<br />
athletics within themselves and the “outside” world, celebrating their culture with the cultures <strong>of</strong><br />
the world, and opening their homes to exchange students from abroad and participating in global<br />
outreach programs are some ideas to make the global and local coincide.<br />
Choices for Teachers<br />
Choice is both desirable and empowering (Iyengar & Lepper, 1999). Teachers can make<br />
good choices only if they are knowledgeable about the local community and the world. An<br />
essential ingredient in making choices is “care” (Gaudelli, 2003). If teachers cared enough about<br />
the children upon whose minds they make an indelible mark, then maybe they would make the<br />
right choices. Teachers must choose books from other languages and cultures with guided<br />
discussions to help children develop an understanding <strong>of</strong> other people and their customs.<br />
Reading material can have a transformative effect and can become an important element <strong>of</strong> a<br />
global curriculum. Teachers can also be innovative in the development <strong>of</strong> extracurricular<br />
activities for extra credit or merely as relief from the drudgery <strong>of</strong> studying. Economics and<br />
mathematics lend themselves to a similar treatment - economics is a dynamic field, closely<br />
related to globalization and the functioning <strong>of</strong> global markets.<br />
Choices for Students<br />
Intrinsic motivation has provided the clearest demonstration <strong>of</strong> the link between the<br />
provision <strong>of</strong> choice and motivation (Iyengar & Lepper, 1999). The obvious lack <strong>of</strong> choices in the<br />
curriculum mandated by the state is detrimental to the global education <strong>of</strong> the student. Social<br />
studies is the most appropriate subject for launching global education, but because <strong>of</strong><br />
accountability, it has been side-stepped. If choices are <strong>of</strong>fered, students have opportunities to<br />
study content that can empower them to consider diverse and conflicting points <strong>of</strong> view. It can<br />
encourage them to think critically about their own identity and social construction. Teachers who<br />
provide experiential inquiry and collaborative learning (Pike & Selby, 1988) through choices<br />
help students learn from their own and other people’s experiences and feelings.<br />
Choices for the Community<br />
There is increasing recognition within developmental, educational, and sociological<br />
theories that both schools and home are important institutions that socialize and educate children.<br />
Most current theories stress the need for connections between families and schools (Epstein,<br />
1990). Polls <strong>of</strong> public opinion (Gallup, 1986), for example, have shown that parents want more<br />
15
contact with schools. The most important choice that the community must make is one in which<br />
they feel the gratification that their children are being prepared to become not only patriotic<br />
citizens <strong>of</strong> their own country but world class citizens. Public schools must adopt the concepts <strong>of</strong><br />
parents-as-policy-makers to initiate community contribution at the local level and eventually<br />
transform it to a new and ambitious global level.<br />
Convictions<br />
New initiatives have had as their foundations the belief that teaching and learning in the<br />
21 st century need a fresh impetus that encapsulates new learning, new pedagogies, and new<br />
technologies. These initiatives are not contexts for adding more to an already crowded<br />
curriculum, but rather are reconceptualizations <strong>of</strong> curriculum and pedagogies. Barriers to<br />
curricular change include the traditional teacher-oriented beliefs, values and convictions <strong>of</strong> all<br />
constituents involved (administrators, teachers, students, parents etc.), teachers’ knowledge bases<br />
and personal characteristics (i.e., age, experience, academic training), and the traditional<br />
structure <strong>of</strong> schools. Beliefs and convictions are personal constructs important to a teacher’s<br />
practice, and there exists general agreement that beliefs and convictions are connected to planned<br />
and enacted instructional practices in the classroom (Pajares, 1992). Teachers must remember<br />
they are not the only ones that must be convinced; students and the community must be<br />
persuaded that they have the combined responsibility to promote global perspectives.<br />
Conclusion<br />
Global education by its nature and purpose is transformative. It aims to transform<br />
students to understand through a series <strong>of</strong> lenses a world that is interconnecting and<br />
interdependent; it aims to empower teachers to teach about the world and it provokes<br />
communities to embrace and celebrate that world. Through reflection on individual identities<br />
across local, national and global contexts, teachers can translate meanings <strong>of</strong> global education<br />
into classroom practice. The depth and quality <strong>of</strong> the teacher’s understanding <strong>of</strong> global education<br />
are significant factors in what and how global education is taught (Pike & Selby, 2000). It is only<br />
with that deep sentiment <strong>of</strong> conviction that teachers who strive to become global educators will<br />
overcome the challenges, and provide students with more choices in the curriculum to enable<br />
them to become globally literate.<br />
References<br />
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From thought to action. Alexandria, VA: Association for Supervision and Curriculum<br />
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Banks, J. (2001). Citizenship education and diversity implications for teacher education. Journal<br />
<strong>of</strong> Teacher <strong>Education</strong>, 52, 5-16.<br />
Barber, B. R. (2002). The educated student: global citizen or global consumer Liberal<br />
<strong>Education</strong>, 88, 22-28.<br />
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Epstein, J. L. (1990). School and family connections: Theory, research, and implications for<br />
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Lawrence Erlbaum.<br />
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National Commission on Service Learning. New York: Author.<br />
Goodlad, J. I. (1986). The learner at the world’s center. Social <strong>Education</strong>, 50, 430-433.<br />
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Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional<br />
ambiguities. Social Studies, 92, 10-16<br />
Leu, D. J., Jr., & Kinzer, C. K. (2000). The convergence <strong>of</strong> literacy instruction with networked<br />
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Cambridge: Harvard <strong>University</strong> Press.<br />
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2006, from www.citzens4change.org<br />
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Practice, 32, 52-57.<br />
Steiner, M. (1992). Evaluating active learning. World Studies, 24, 8-13.<br />
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Association for Supervision and Curriculum Development, 109-124.<br />
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17
Culturally Appropriate Authentic Assessments: Exploring the Use <strong>of</strong> Authentic<br />
Assessments for African American Children at Risk for Special <strong>Education</strong> in<br />
Urban Settings<br />
Delsue Frankson and Cheryl White-Lindsey<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Authentic assessments provide an alternative to informal and formal<br />
assessments which may reduce the number <strong>of</strong> African Americans in special<br />
education programs. This literature review will explore the use <strong>of</strong> authentic<br />
assessment for at risk students in special education programs in urban settings.<br />
Learning disability and emotional disorders continue to be overrepresented in minority<br />
children and have become a national dilemma that occurs in urban educational settings. Learning<br />
disability is “an inability to learn at an expected rate despite the fact that they [children] have<br />
experienced traditionally adequate instructional programs and typically have process-oriented<br />
deficits, as opposed to effect-oriented deficits” (Bernstein & Tiegerman, 1993, p. 328).<br />
Emotional disorders include “children or youth with schizophrenia, affective or anxiety<br />
disorders, in which behavioral or emotional responses <strong>of</strong> the individual in school are so different<br />
from his/her generally accepted, age appropriate, ethnic or cultural norms that they adversely<br />
affect performance in a variety <strong>of</strong> areas” (National Association <strong>of</strong> School Psychologists, 2005).<br />
The most prominent group <strong>of</strong> minority students placed in special education classes are<br />
African Americans, followed by Hispanics. For the purpose <strong>of</strong> this literature review the term<br />
African American refers to black students <strong>of</strong> African or Caribbean decent, born in the United<br />
States, who refer to themselves as black, non-Hispanic. African American students are 2.9 times<br />
more likely than White students to be labeled mentally retarded, 1.9 times more likely to be<br />
labeled emotionally disturbed, and 1.3 times more likely to be labeled having a learning<br />
disability (National Alliance <strong>of</strong> Black School Educators & ILIAD Project, 2002).<br />
The educational status <strong>of</strong> African Americans in urban schools has continually received<br />
scrutiny, due in part to the deplorable status these schools. Urban schools have low retention<br />
rates and test scores, comparatively poor grades, and disproportional representation <strong>of</strong> minorities<br />
in special education (Harris, Brown, Ford, & Richardson, 2004). This over-representation <strong>of</strong><br />
African American students in special education has been a concern for over three decades;<br />
however, the attempts <strong>of</strong> the educational system to address and modify this problem have failed.<br />
African Americans have been placed and maintained in special programs based on their<br />
perceived abilities rather than the actual abilities to interact within social constructs, including<br />
academic, behavioral, linguistic, and/or emotional. Referrals to special education are more than<br />
likely initiated during the elementary school years and are <strong>of</strong>ten based on formal and informal<br />
assessments and teachers’ misunderstanding <strong>of</strong> students’ cultural needs (Losen, Orfield, &<br />
Harvard Civil Rights Project, 2002). African Americans display the academic behaviors that do<br />
not emulate their non-minority peers; African Americans are more expressive, verbal, field<br />
dependent (in that they require contextual instruction), relational, and affectively oriented.<br />
African American students are expected to perform and test within a culture they may have little<br />
or no understanding <strong>of</strong> (Daunic, Correa, Reyes-Blanes, & Maria, 2004) and are expected to meet<br />
the same expectations as their peers from other cultural backgrounds. As a result, these students<br />
become frustrated, develop self-doubt stigmas, feel lost, and intimidated when instructed and<br />
Frankson, D., & White-Lindsey, C. (<strong>2007</strong>). Culturally appropriate authentic assessments: Exploring the use <strong>of</strong><br />
authentic assessments for African American children at risk for special education in urban settings. In S. M.<br />
Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research<br />
Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 18-23). Miami: <strong>Florida</strong> <strong>International</strong><br />
<strong>University</strong>. http://coeweb.fiu.edu/research_conference/
evaluated in traditional settings. The term disability carries a distinct biological marker, in which<br />
the social stigma <strong>of</strong> the term denotes negativity and stereotypes (Conner & Ferri, 2005),<br />
especially for African American students.<br />
The Civil Rights Project at Harvard <strong>University</strong> identified teachers’ methods <strong>of</strong> teaching<br />
and concluded most teachers did not take into account the learning styles <strong>of</strong> their students,<br />
especially minorities (Losen et al., 2002). Without a basic knowledge <strong>of</strong> the needs <strong>of</strong> African<br />
American students, teachers allow for the same scenario for some African American students.<br />
They take formal or informal tests that do not account for their different learning styles and have<br />
their tests graded through one modality. Then, the students are erroneously labeled and assigned<br />
to special education (Daunic et al., 2004). Using research-based data teachers can gain an<br />
understanding <strong>of</strong> academic needs <strong>of</strong> African American students and provide those who<br />
continuously fail tests the opportunity to receive alternating forms <strong>of</strong> assessments.<br />
Authentic assessments can be used as a secondary source and an alternative testing option<br />
for African Americans who have proven to be unsuccessful with standardized tests. Authentic<br />
assessments are <strong>of</strong>ten referred to as performance-based assessments, and the format allows for<br />
students to engage in real-world tasks and scenario-based problem solving more than traditional<br />
assessments such as multiple choice or true/false pencil-and-paper based tests (Darling-<br />
Hammond, 1997). In addition, authentic assessments are mostly open-ended and can be<br />
answered using multiple approaches. Authentic assessments can take the form <strong>of</strong> performances,<br />
projects, writings, demonstrations, debates, simulations, presentations, or other open-ended tasks<br />
(Cheek, 1993; Dana & Tippins, 1993).<br />
The purpose <strong>of</strong> this paper is to explore the literature on the use <strong>of</strong> authentic assessments<br />
on African American students at risk for referral to special education. The over-representation <strong>of</strong><br />
African Americans in special education has had a significantly negative impact on their<br />
achievement in school. The topic <strong>of</strong> over-representation has been significantly researched yet the<br />
use <strong>of</strong> authentic assessments as an alternative testing source for African American students is<br />
under-researched. The authors hope to contribute to the need for an increased effort toward the<br />
development <strong>of</strong> authentic assessments for African Americans students who are at risk for referral<br />
into special education programs.<br />
Method<br />
To collect data, we searched five databases for journal articles as well as <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong> Library Catalog using key descriptors. The databases were: Psych Info,<br />
<strong>Education</strong>al Full Text, ERIC, Wilson Omnifile Full Text Mega, and Fact Search. The database<br />
searches were done on: ERIC - May 26, 2006, Psych INFO- May 27, 2006, Fact Search – June 7,<br />
2006, <strong>Education</strong> Full Text – May 26, 2006, and Wilson Omni File – June 7, 2006. Each <strong>of</strong> the<br />
key descriptors, African American and Black American, was combined with the following key<br />
words: authentic assessment, achievement gap, intervention, ethics, academic achievement, at<br />
risk students, special education, overrepresentation, disproportionality, emotional disability, and<br />
learning disability. Incidences <strong>of</strong> authentic assessments and their use with urban minority<br />
students and the success rates <strong>of</strong> African American students as a result <strong>of</strong> authentic assessments<br />
in school-based settings were also searched as underlying thematic focus. To be included in this<br />
literature review, the research had to be published between 1990 and 2006.<br />
The search resulted in 23,942 hits. ERIC database produced the most hits (7,548),<br />
followed by PsycINFO (6,942), Wilson Omni File (5,321), <strong>Education</strong> Full Text (3,923), and Fact<br />
Search (208). The distribution <strong>of</strong> hits resulted from using the key descriptor Black American is<br />
provided in Table 1 and African American in Table 2.<br />
19
20<br />
Table 1<br />
Results <strong>of</strong> Combination <strong>of</strong> African American and Key Words by Database<br />
Descriptors & Black<br />
American<br />
Wilson Omni<br />
File Full<br />
Text Mega<br />
ERIC<br />
Psych<br />
INFO<br />
<strong>Education</strong><br />
Full Text<br />
Authentic assessments 3 12 0 0 0<br />
Achievement gap 52 301 22 102 0<br />
Intervention 650 394 163 228 7<br />
Ethics 240 60 21 72 0<br />
Academic achievement 337 1,765 139 507 0<br />
At risk 650 756 416 249 5<br />
Special education 656 929 27 1,139 1<br />
Overrepresentation 48 40 6 31 0<br />
Disproportionality 5 6 2 3 0<br />
Emotional disability 5 22 4 3 4<br />
Learning disability 7 34 4 10 2<br />
Fact<br />
Search<br />
We declined the articles with studies that were too broad. We chose to use a deductive analysis<br />
for the selection <strong>of</strong> the articles because we had a preconceived focus related to African American<br />
and authentic assessments.<br />
Table 2<br />
Results <strong>of</strong> Combination <strong>of</strong> African American and Key Words by Databases<br />
Descriptors & African<br />
American<br />
Wilson<br />
Omnifile Full<br />
Text Mega<br />
ERIC Psych Info <strong>Education</strong><br />
Full Text<br />
Fact<br />
Search<br />
Authentic assessments 2 12 2 2 0<br />
Achievement gap 51 247 1,309 106 8<br />
Intervention 669 40 1,270 226 10<br />
Ethics 173 61 45 36 1<br />
Academic achievement 368 1,259 1,021 399 8<br />
At risk 583 710 2,225 213 139<br />
Special education 716 796 214 943 18<br />
Overrepresentation 62 37 29 38 3<br />
Disproportionality 5 11 9 3 1<br />
Emotional disability 20 22 5 4 0<br />
Learning disability 19 34 9 9 1
Discussion<br />
Urban special educational programs in inner cities face unique challenges. The design <strong>of</strong><br />
appropriate educational programs for urban special education students needs to be examined.<br />
Morse (2001) provides reasons why educational programs should meet the needs <strong>of</strong> this<br />
population. Morse addresses the fundamental differences between urban schools ands rural or<br />
suburban schools, focusing on the labeling <strong>of</strong> students in urban special education and the<br />
evolution <strong>of</strong> their disabilities. Urban special education students differ from their peers in that<br />
they require a more extensive form <strong>of</strong> instruction that involves authentic, culturally relevant<br />
activities to meet their individual needs. Additionally, students in urban schools are susceptible<br />
to at-risk factors, such as poverty, single parent households, higher dropout rates, and parents<br />
with a lowered educational level.<br />
Standardized Assessment and African American Students<br />
Race as an academic achievement predictor is important when determining the<br />
appropriate assessments to use for authentic assessments. Traditionally, schools systems track<br />
performance on achievement test by race (African American, Hispanic American, Native<br />
American, Asian American, and White) to compare different groups <strong>of</strong> students and their<br />
performance on standardized assessments. African American and Hispanic students are at a<br />
disadvantage compared to their White peers on achievement tests. The knowledge <strong>of</strong> being tested<br />
on their academic abilities (stereotype threat) inhibits African American students from<br />
performing at higher achievement levels (Bainbridge & Lasley, 2002). In a study comparing<br />
reading and math performance <strong>of</strong> African American and European American students in Ohio’s<br />
urban districts the big eight average (Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton,<br />
Toledo, and Youngstown), African American students’ reading performance was an average <strong>of</strong><br />
28.5%, where White students performed an average <strong>of</strong> 36.9%. In math African American<br />
students performed 16.3% on average whereas White students performed at 41.0% (Ohio<br />
Department <strong>of</strong> <strong>Education</strong>, 1999). These discrepancies continue to support the gap in achievement<br />
between African Americans and their White peers. The implications for African American<br />
student are critical and students need to be exposed to high quality, well-designed assessments<br />
that take into consideration the risk factors associated with certain racial groups. Designing<br />
appropriate authentic assessments will aid in lessening the gap in performance <strong>of</strong> students from<br />
different races.<br />
Authentic Assessment: Steps to Creating Achievement in African Americans<br />
Authentic assessments provides for modification <strong>of</strong> curricular forms <strong>of</strong> assessments that<br />
alters the assumed outcome <strong>of</strong> African American learners (as to prevent harm or improve their<br />
academic achievement). Creating appropriate alternative assessments for African American<br />
students involves the following steps. The first step involves an intervention that focuses on<br />
redesigning the urban school by incorporating a school-wide implementation <strong>of</strong> culturally<br />
responsive practices, such as teacher dialogue, student cultural activities, and parental<br />
involvement. Next, schools must infuse authentic assessments that involve content-rich<br />
pedagogy that is relatable for minority, high-poverty or urban poor populations and focus on the<br />
curriculum, assessments, teachers, and systems to monitor students progress (see Table 3).<br />
Finally, designing instructional practices, such as a comprehensive curriculum, in which goals,<br />
objectives, and parental input and involvement are aligned with the diversity <strong>of</strong> students’ cultures<br />
and learning styles provides for a more appropriate means <strong>of</strong> providing a quality education for<br />
African American children at risk for special education in urban settings.<br />
21
22<br />
Table 3<br />
Key Attributes <strong>of</strong> Effective Urban Schools<br />
1 Use standards extensively to design curriculum and instruction, assess student work, and<br />
evaluate teachers.<br />
2 Lengthen instructional time in reading and mathematics as a strategy for increasing the<br />
number <strong>of</strong> students meeting the standards.<br />
3 Use the available flexibility in the law to spend more on pr<strong>of</strong>essional development for<br />
tractors that can improve instructional practice.<br />
4 Have comprehensive systems to monitor students’ mastery <strong>of</strong> standard through authentic<br />
assessments and provide extra support to students who need it.<br />
5 Tightly focus parental involvement efforts on helping students meet standards by helping<br />
parents understand the standards and assessments formats and procedures.<br />
6 Tend to be located in districts and/or states that have accountability systems with built-in<br />
consequences for school staff.<br />
Note: Adapted from the Alliance for Excellent <strong>Education</strong> (2002, p. 20).<br />
Students’ self-esteem is related to their academic success. Teaching and assessing<br />
minority students must involve honoring ancestral culture and building on students’ strengths<br />
(Delpit, 1995). Creating authentic assessments that involve tasks such as oral retellings or tactile<br />
physical activities may be a better alternative for African American students. Once students<br />
realize their culture and community are valued, they will take pride in their community and will<br />
be more apt to perform better on assessments.<br />
Implications<br />
Designing appropriate assessments for African Americans with and without disabilities<br />
will allow them to become full participants in their academic careers. Policy makers should<br />
understand the uniqueness <strong>of</strong> these students. Designing school curriculum and assessments that<br />
provide an embedded alternative to assessment will meet their individual needs (Morse, 2001),<br />
allow for a more equal playing field, and help bridge the gap between this population and their<br />
White counterparts. African American students must be enrolled in schools that nurture and<br />
support them while stimulating high quality instruction. Performance <strong>of</strong> African Americans,<br />
more so than other students, is influenced to a large degree by the social support and<br />
encouragement that they receive from teachers (Ladson-Billings, 1994; Noguera, 2003). Any<br />
negative interactions will have the same effect, however, in a diminishing manner.<br />
References<br />
Bainbridge, W. L., & Lasley, T. J. (2002). Demographics, diversity, and k-12 accountability:<br />
The challenge <strong>of</strong> closing the achievement gap. <strong>Education</strong> and Urban Society, 34(4), 422-<br />
437.<br />
Bernstein, D. K., & Tiegerman, E. (1993). Language and communication disorders in children.<br />
New York: Macmillan.<br />
Cheek, D. W. (1993). Plain talk about alternative assessment. Middle School Journal, 25(2), 6-<br />
10.<br />
Connor, D., & Ferri, B. (2005). Tools <strong>of</strong> Exclusion: Race, Disability and (Re) Segregated<br />
<strong>Education</strong>. Teachers <strong>College</strong> Record, 107(3), 453-474.<br />
Dana, T. M., & Tippins, D. J. (1993). Considering alternative assessment for middle level
learners. Middle School Journal, 25(2), 3-5.<br />
Darling-Hammond, L. (1997). The right to learn: A blue-print for creating schools that work.<br />
San Francisco: Jossey-Bass.<br />
Daunic, A. P., Correa, V. I., Reyes-Blanes, & Maria E. (2004). Teacher preparation for culturally<br />
diverse classrooms: Performance-based assessment <strong>of</strong> beginning teachers. Teacher<br />
<strong>Education</strong> and Special <strong>Education</strong>, 27(2), 105 – 118.<br />
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New<br />
Press.<br />
Harris, J. J., III, Brown, E., L., Ford, D. Y., & Richardson, J. W. (2004). African Americans and<br />
multicultural education: A proposed remedy for disproportionate special education<br />
placement and under inclusion in gifted education. <strong>Education</strong> and Urban Society, 36(3),<br />
304-341.<br />
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers <strong>of</strong> African American. San<br />
Francisco: Jossey-Bass<br />
Losen, D. J., & Orfield, G. (Eds.). (2002). Racial inequity in special education. Cambridge, MA:<br />
Harvard <strong>Education</strong> Press.<br />
Morse, T. E. (2001). Designing appropriate curriculum for special education students in urban<br />
schools. <strong>Education</strong> and Urban Society, 34(1), 4-17.<br />
National Alliance <strong>of</strong> Black School Educators & ILIAD Project (2002). Addressing overrepresentation<br />
<strong>of</strong> African American students in special education. Arlington, VA:<br />
Council for Exceptional Children.<br />
National Association <strong>of</strong> School Psychologists. (2005). Position statement on students with<br />
emotional and behavioral disorders. Retrieved July 10, 2006, from<br />
http://www.nasponline.org/information/pospaper sebd.html<br />
Noguera, P. A. (2003). The trouble with black boys: The role and influence <strong>of</strong> environmental and<br />
cultural factors on the academic performance <strong>of</strong> African American males. Urban<br />
<strong>Education</strong>, 38(4), 431-459.<br />
Ohio Department <strong>of</strong> <strong>Education</strong>. (1999). Comparison <strong>of</strong> Reading and Math Performance <strong>of</strong><br />
African Americans and European American Students in Ohio’s Urban Districts. Dayton,<br />
OH: Ohio Department <strong>of</strong> <strong>Education</strong>.<br />
23
African History and Identity:<br />
A Case Study <strong>of</strong> Black British Students in London<br />
Janice Giles<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Through the administration <strong>of</strong> questionnaires and interviews in six <strong>of</strong><br />
London’s secondary schools, this case study seeks to investigate Black Britons’<br />
self-concepts and attitudes toward curricular depictions <strong>of</strong> continental and<br />
diasporan Africans and the extent to which the African Union’s (A.U.) Pan-<br />
African outreach agenda may be advanced or challenged.<br />
As one <strong>of</strong> the world’s most vibrant cosmopolitan cities, London boasts a population <strong>of</strong><br />
immense cultural, linguistic, and religious diversity. Its contemporary global status and strength<br />
as a premiere financial and corporate center lends to its appeal for Asian, European, and Middle<br />
Eastern financiers and ensures a steady influx <strong>of</strong> residents from all over the world. However, the<br />
lures <strong>of</strong> this metropolis has as much to do with Britain’s imperialist legacy as it does with the<br />
current economic order. This is especially true for Britain’s sizable Black population whose<br />
swelling numbers attest to this nation’s historic relationship with Africa dating back to the 16 th<br />
century, as well as Britain’s sustained influence among her former colonial territories. The<br />
African Diaspora <strong>of</strong> Britain, therefore, boasts a rich history <strong>of</strong> contribution to the strength <strong>of</strong> the<br />
former empire and present-day nation in economic, cultural, and socio-political terms. Her<br />
peoples are a mix <strong>of</strong> long established African communities, 20 th and 21 st century Caribbean and<br />
continental African immigrants, as well as their first and second generation British born<br />
descendents (Adi, 2000). However, in spite <strong>of</strong> Black Briton’s collective contributions to the<br />
strength and vibrancy <strong>of</strong> Britain, race relations have been strained as European ethnocentrism has<br />
thwarted the accommodation <strong>of</strong> this segment <strong>of</strong> this demographic in school and social policy<br />
(Solomos, 2003). Most problematic, is the contradiction evident in Britain’s national curriculum<br />
affecting Black Caribbeans (566,000), Africans (485,000), those who self-identify as mixed race<br />
(674,000), and Black Other (97,000), collectively constituting Britain’s African Diaspora. So<br />
extreme is the negation <strong>of</strong> Black British life, history, and agency, within the national curriculum<br />
that there can be evidenced instances <strong>of</strong> reactionary identity development, as well as an ethos <strong>of</strong><br />
anti-intellectualism among the youth that <strong>of</strong>t result in negative self-concepts. As a result, the<br />
present-day reality <strong>of</strong> these diasporans is characterized by a dynamic negotiation <strong>of</strong> assimilation<br />
and resistance forces that both affect, and are a response to the public policy trends <strong>of</strong> the state<br />
(Byfield, 2000).<br />
Statement <strong>of</strong> Problem<br />
In response to this crisis, many theorists purport that the suppression <strong>of</strong> African history<br />
and erasure <strong>of</strong> the Diaspora’s legacy from British curriculum reinforces a notion <strong>of</strong> Black Briton<br />
as a stereotypically passive and disenfranchised peopling. Factoring in the images <strong>of</strong> Africans as<br />
portrayed in canon when formulating their self-conceptualizations has not only been found to be<br />
gravely detrimental to the personal, socio-economic, and political development <strong>of</strong> the<br />
community, but poses a significant threat to Black adolescents, whom whilst engaged in<br />
secondary schooling traverse the most critical stages <strong>of</strong> identity development (Phinney, 1990).<br />
Although the inclusion <strong>of</strong> content relevant to Black British life and achievement has been<br />
theorized as a means to foster racial and culture consciousness and ameliorate the swelling<br />
Giles, J. (<strong>2007</strong>). African history and identity: A case study <strong>of</strong> Black British students in London. In S. M. Nielsen &<br />
M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference:<br />
Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 24-29). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
numbers <strong>of</strong> school exclusions and underachievers, African heritage has largely been relegated to<br />
a subtopic <strong>of</strong> British history to be engaged haphazardly during the designated month <strong>of</strong> October<br />
(Britain's Black Heritage month). For government representatives such as Chair <strong>of</strong> the<br />
Commission for Racial Equality, Trevor Philips, the politics <strong>of</strong> textual authority has been wholly<br />
neglected. In like manner, academicians within the dominant discourse regarding the crises<br />
facing Black students in British schools such as Tony Sewell have firmly rooted the cause <strong>of</strong> the<br />
community’s arrested academic development in the cultural values <strong>of</strong> the Diaspora itself,<br />
reinforcing stereotypical notions <strong>of</strong> African and African descended traditions and communities<br />
and refusing to account for Black Africans as the most highly educated group in British society<br />
(Cross, 1994). In this way, it becomes <strong>of</strong> great significance to uncover whether or not access to<br />
an unadulterated and counter African historiography and recount <strong>of</strong> contemporary agency via the<br />
oral traditions <strong>of</strong> family and elders may contribute to the advance <strong>of</strong> this segment <strong>of</strong> the Diaspora<br />
versus others.<br />
Significance <strong>of</strong> Study<br />
Irrespective <strong>of</strong> the heightened awareness <strong>of</strong> the politics <strong>of</strong> race and culture within<br />
education, conservatism continues to tone the policy that determines the content <strong>of</strong> British<br />
curriculum, and stifles the response <strong>of</strong> the state to Black Britain’s socio-political demands. It is<br />
within this context, as well as the recognition <strong>of</strong> the force <strong>of</strong> African history on critical culture<br />
consciousness in the empowerment <strong>of</strong> diasporic societies throughout the Pan-African that the<br />
A.U. has embarked upon a counter strategy to engender a 21 st century African Renaissance.<br />
Centering discourse on the education-identity-mobilization nexus, African leaders and<br />
theoreticians from the continent and Diaspora gathered at the First and Second Conferences <strong>of</strong><br />
Intellectuals <strong>of</strong> Africa and the Diasporas in 2004, in Dakar, Senegal, and 2006 in Brazil,<br />
respectively. In the panel discussion led by chairperson Adama Samassekou, on African Identity<br />
in a Multicultural Context at the CIID (2004), speakers drew attention to the politics <strong>of</strong> race and<br />
ethnicity in the respective continental and extra-continental African locales, the influence <strong>of</strong><br />
globalization/westernization on the multiple African cultural identities, and the need to review<br />
and remodel curricula pertaining to Africa and Her peoples (AfricanUnion.org, 2006).<br />
In facilitation <strong>of</strong> the achievement <strong>of</strong> the goals <strong>of</strong> the A.U. in this respect, this research<br />
endeavors toward a case study <strong>of</strong> the African Diaspora <strong>of</strong> Britain, whose location within a polity<br />
whose leadership has influenced the movement <strong>of</strong> and the world’s relationship to the African for<br />
over 500 years, makes it invaluable to understanding the staggered nature <strong>of</strong> acculturation<br />
patterns, the preservation <strong>of</strong> the ‘African personality’ in the face <strong>of</strong> cultural hegemony, as well as<br />
the impact <strong>of</strong> historical and contemporary scholarship regarding the African on the shifting<br />
nature <strong>of</strong> diasporan identity. The notion <strong>of</strong> Diaspora itself assumes heterogeneity, and attitudes<br />
toward Africa and concepts <strong>of</strong> the self are largely context specific. This research limits its scope<br />
to uncover the nature <strong>of</strong> situations within this particular space that affect identity and feelings <strong>of</strong><br />
self-mastery, impacted by the negation <strong>of</strong> African curriculum in British education. This study<br />
seeks to address the following questions:<br />
1) What are the elements or situations that impact identity among adolescents and<br />
young adults <strong>of</strong> African descent in London’s secondary schools<br />
2) How do the realities <strong>of</strong> Peoples <strong>of</strong> African decent as reflected in Britain's<br />
national curriculum influence self-concepts and attitudes toward the Black British and larger<br />
Pan-African body<br />
25
26<br />
Review <strong>of</strong> Literature<br />
Blacks and Britain<br />
Though the African presence in Britain was a reality from as early as 210AD, xenophobia<br />
engendered an intermediate home grown racial narrative based on the Victorian images <strong>of</strong> the<br />
savage African that held currency from as early as the 16 th century (Jones, 1971). Such was the<br />
fear <strong>of</strong> Africa and its inhabitants during this time that in 1596 Queen Elizabeth ordered Africans<br />
out <strong>of</strong> the land, disturbed by their presence. This view <strong>of</strong> the African as a threat to the cultural<br />
integrity <strong>of</strong> Britain was a sentiment that echoed through out the centuries up until and beyond<br />
Enoch Powell’s 1968 “Rivers <strong>of</strong> Blood” speech in response to the great waves <strong>of</strong> Caribbean<br />
immigrants in the 1940s, 50s, and 60s (Natfront.com, <strong>2007</strong>). With the 1979 election <strong>of</strong><br />
Conservative Margaret Thatcher unemployment and discrimination burgeoned, and Blacks in<br />
Britain <strong>of</strong> all ethnicities and social classes became increasingly impoverished as a consequence<br />
<strong>of</strong> the heightened serge in racist politics. Thatcherism demonized the underprivileged and<br />
marginalized for their suboptimal positions, and a ‘blame the victim’ mentality was aggressively<br />
perpetuated (Lea, 1997). At the close <strong>of</strong> the 20 th century, Blacks in Britain continued to find<br />
themselves as targets <strong>of</strong> racial aggression as the 1994 race-based murder <strong>of</strong> Stephen Lawrence<br />
and the justice department’s inactivity led to uprisings all over the country causing the BBC to<br />
label the UK’s antiracist policies as failing. In spite <strong>of</strong> the many military, political,<br />
entrepreneurial, literary, and arts based successes credited to members <strong>of</strong> Britain’s African<br />
Diaspora, it is the former relationship and conceptualizations <strong>of</strong> Blacks in Britain that dominate.<br />
Blacks and British <strong>Education</strong><br />
For the large part, contemporary British historiography continues to mirror the<br />
ideological thrusts that facilitated and legitimized the structuring <strong>of</strong> the British Empire toward<br />
imperialist configurations. Britain’s endeavor toward the ideals <strong>of</strong> human rights and equality,<br />
popularized in the wake <strong>of</strong> fascism, civil rights, and post apartheid and attempts to integrate the<br />
truth <strong>of</strong> the shared history and collaborative national development thrust <strong>of</strong> Blacks and other<br />
Britons, has only resulted in a very lackluster endorsement <strong>of</strong> multicultural education that largely<br />
exoticized difference as opposed to engendering the development <strong>of</strong> an expanded and culturally<br />
sophisticated lens to critically engage the reality <strong>of</strong> such a multifaceted locality. In recognition <strong>of</strong><br />
the pernicious effects <strong>of</strong> a monocultural and exclusionary curricula, Lee Jasper, Policy Director<br />
for Equality and Policing for the Mayor <strong>of</strong> London in critique <strong>of</strong> British historiography has<br />
stated: “that the extent to which children recognize themselves in the school curriculum, the<br />
sense in which their self-identity is reinforced by the use <strong>of</strong> a creative approach to the national<br />
curriculum, is all critical to their overall educational performance”, asserting the need “ to<br />
rebuild and reinforce, promote and encourage self-esteem amongst young black children in terms<br />
<strong>of</strong> their sense <strong>of</strong> historical importance and location and contribution to the city <strong>of</strong> London”<br />
(Emmanus, 2005, p.1).<br />
Pedagogues have also suggested the use <strong>of</strong> a history inclusive <strong>of</strong> African contributions<br />
and realities to inform disciplines across the curricular as a means to counter philosophically<br />
monocultural thrusts in education. Theorists considered the development <strong>of</strong> a National Citizen<br />
<strong>Education</strong> curricula design reflective <strong>of</strong> the multicultural nature <strong>of</strong> British history and society as<br />
a means <strong>of</strong> perpetuating a notion <strong>of</strong> citizens as flexible and fluid as their identities. Figueroa<br />
(2000) contends citizenship education must reflect the history <strong>of</strong> struggle on the part <strong>of</strong> segments<br />
<strong>of</strong> the population for equal rights and point up the ways in which full citizenship has been denied<br />
as a means <strong>of</strong> arresting the recurrence <strong>of</strong> such events in the future. However, England’s adoption<br />
<strong>of</strong> a formal Citizenship <strong>Education</strong> agenda via the Order <strong>of</strong> the Qualifications and Curriculum
Authority and the Department for <strong>Education</strong> and Employment developed from the<br />
recommendations the Crick report, which in itself was seen as perpetuating the very racist<br />
notions <strong>of</strong> citizenship that the new thrust sought to undermine (Osler & Starky, 2000). Replete<br />
with an underlying assimilationist thread, recommendations positioned the white majority British<br />
against minorities. Minorities were attributed with behaviors aberrant to the general populace,<br />
and there was an indiscriminate homogenization <strong>of</strong> non-white nationals. This idea <strong>of</strong> adaptation<br />
to the British way <strong>of</strong> life echoed sentiments <strong>of</strong> the civilizing missions <strong>of</strong> old (Jones, 1971) as<br />
political and social rights appeared to be dependent upon the measure <strong>of</strong> conformity to national<br />
standards.<br />
Situational identity. Multidisciplinary in nature, this research rests on the premises <strong>of</strong><br />
social identity theory and adopts a framework <strong>of</strong> situational ethnicity as a basis for the<br />
understanding the dynamism <strong>of</strong> identity. This frame <strong>of</strong> reference alludes to the challenges <strong>of</strong> an<br />
individual’s negotiation <strong>of</strong> cultures and accepts the subjective, fluid, and situational embrace <strong>of</strong><br />
one over the other, while at times even favoring bicultural forms (Wilson, 1984). Researches<br />
suggest that “ethnic identity might ideally be accompanied by a description <strong>of</strong> the situation in<br />
which it was elicited” (Kaufert, 1977, p 126). In engaging the most relevant dimensions <strong>of</strong><br />
situations (Belk, 1975), this study takes into account the antecedents state (the momentary moods<br />
or conditions immediately preceding choice) and the social situation (the presence or absence <strong>of</strong><br />
others). In this way, we are able to theorize on the psychological and emotional processes that<br />
engender subtle identity shifts, as well as the inversion <strong>of</strong> macro and micro loyalties, the<br />
elements impacting the cleavage between ascribed and felt ethnicity (Stayman & Deshpande,<br />
1989), and the extent to which strategic ethnic affiliation affords commonality with, or social<br />
distance from others. This form <strong>of</strong> analysis lays bare the hybrid nature <strong>of</strong> the individual,<br />
reinforces the verity <strong>of</strong> the fact that “all creole phenomena have at their root, the encounter with<br />
difference and with power differentials” (Kapchan & Strong, 1999, p. 241), and alerts us to the<br />
socio-politics at play in demographically plural spaces in general. In engaging Black British<br />
hybridity, negotiation <strong>of</strong> space, and critical consciousness, it becomes relevant to ascertain the<br />
extent to which this exercise <strong>of</strong> mind assumes Diaspora consciousness or whether cultural and<br />
historical awareness are requisites to the formulation <strong>of</strong> such a self-conceptualization.<br />
Diaspora consciousness. Many writers continue to ruminate over the means by which<br />
diasporan consciousness may be recognized, measured, and developed. For the most part<br />
connectedness to Africa was assumed via the identification <strong>of</strong> aspects <strong>of</strong> African culture within<br />
creolized forms (Herkowitz, 1966) and led to the theorization <strong>of</strong> hybridity, creolization and<br />
syncretism. Nevertheless, the unconscious retentions, however interesting, lent little insight into<br />
the extent to which <strong>of</strong> peoples <strong>of</strong> African descent within a host country possessed the sociopolitical<br />
and historical awareness to self-conceptualize themselves as constitutive <strong>of</strong> a Diaspora.<br />
Other theorists explore the phenomena <strong>of</strong> race consciousness (Hanchard, 1991) as a means to<br />
predict solidarity based upon a commonness <strong>of</strong> experience and socio-political standing, but<br />
found that race consciousness did not assure unity in thought and action. However, with the<br />
creation <strong>of</strong> the Afrocentric scale (Cokley & Williams, 2005; Resnicow & Ross-Gaddy, 1997),<br />
Black psychologists deployed a tool to obtain general measures <strong>of</strong> critical consciousness,<br />
attitudes toward the African homeland, and self-identification patterns, accounting for three <strong>of</strong><br />
the most vital themes <strong>of</strong> discourse relating to Diaspora. The utilization <strong>of</strong> this tool in conjuncture<br />
with the narratives <strong>of</strong> individuals themselves has been theorized to be an effective means to<br />
obtain a more nuanced and contemporarily relevant estimation <strong>of</strong> the nature <strong>of</strong> felt and expressed<br />
Identity (Grills & Longshore, 1996).<br />
27
Method<br />
Data for this research will be collected via the completion <strong>of</strong> a Likert-scale attitudinal<br />
questionnaires and interviews in six <strong>of</strong> London’s secondary schools. The administration <strong>of</strong> the<br />
survey tool and conduction <strong>of</strong> the interviews will take place during the Spring 2008 scholastic<br />
term, which extends from the first week in January to the last week in April. A random sample <strong>of</strong><br />
30 students from each <strong>of</strong> the six secondary school grades (year 7-12) will be identified and<br />
furnished with closed ended 15 item survey tool known as the Afrocentric scale. The Afrocentric<br />
scale measures Afrocentric values such as collectivism, community orientation, and elicits<br />
responses that alert the researcher to the existence <strong>of</strong> possible anti-Black sentiments (Grills &<br />
Longshore, 1996). The data collected from the questionnaires will be used to supplement the<br />
interview responses <strong>of</strong> 18 secondary school attendees, ranging in ages from 11-17, which<br />
correspond to the above stated grades. The participants’ responses will indicate their perspectives<br />
and experiences with regard to five thematic emphases, namely (a) Black British identity, (b)<br />
measures <strong>of</strong> Afrocentricity, (c) perspectives in response to the depictions <strong>of</strong> peoples <strong>of</strong> African<br />
descent in curriculum, (d) attitudes toward Africa, and (e) ideas regarding the capacities and<br />
inclinations <strong>of</strong> members <strong>of</strong> their Diaspora and the wider Pan-African expanse. Lastly, a text book<br />
analysis <strong>of</strong> the history text will be undertaken so as to triangulate the findings.<br />
Thirty 11-17 year old students will be randomly selected from each grade <strong>of</strong> secondary<br />
school (year 7-12) in each <strong>of</strong> the six schools (N=1,080). To effectively target the Black British<br />
demographic, the six co-ed publicly funded state schools will be selected from the London<br />
boroughs <strong>of</strong> Brent, Lambeth, Lewisham, Southam, Newham, and Hackney within which,<br />
according to the 2001 census <strong>of</strong> Britain and Wales, the majority <strong>of</strong> London’s 54% <strong>of</strong> African-<br />
Caribbean and 78% <strong>of</strong> African Britons reside. Non-proportional stratified sampling will enable<br />
to identify schools with the highest Afro-Caribbean, African British, and Black Other<br />
populations. The three informants to be interviewed in each school will be selected via<br />
purposeful sampling reflecting the three ethnic typologies <strong>of</strong> Afro-Caribbean, African British,<br />
and Black Other, or Mixed Race (N=18).<br />
Findings<br />
Taking a phenomenological approach in interpreting identity among members <strong>of</strong> the<br />
African Diaspora in Britain not only points up the dynamics <strong>of</strong> the socio-political space, but the<br />
psychology <strong>of</strong> diasporan peoples in general. In assessing the viability <strong>of</strong> the socio-political<br />
infrastructure to accommodate the African Union‘s Pan-African outreach agenda, identity,<br />
measures <strong>of</strong> Afrocentricity, and attitudes toward Africa and her peoples as they are affected by<br />
British curriculum is <strong>of</strong> paramount importance. The findings will allude to the processes inherent<br />
in ethnic and cultural affiliation and the elements, such as education and social exclusion, that<br />
impact it.<br />
References<br />
Adi, H. (2000). Pan-Africanism and West African nationalism in Britain. African Studies Review,<br />
43(1), 69-82.<br />
Back, L., Goldberg, D. T, & Solomos, J. (Eds.). (2002). A companion to racial and ethnic<br />
studies. Oxford: Blackwell.<br />
Belk, R. (1975). Situational variables and consumer behavior. Journal <strong>of</strong> Marketing Research, 2,<br />
157-167.<br />
Byfield, J. (2000). Rethinking the African diaspora. African Studies Review, 43(1), 1-9.<br />
Cokley, K., & Williams, W. (2005). A psychometric examination <strong>of</strong> the Afrocentric scale.<br />
Journal <strong>of</strong> Black Studies, 35(6), 827-843.<br />
28
Cross, T. (1994). Black Africans now the most highly educated group in British society. The<br />
Journal <strong>of</strong> Blacks in Higher <strong>Education</strong>, 3, 92-93.<br />
Emmanus, B. (2005). Interview <strong>of</strong> Lee Jasper. Retrieved February 24, <strong>2007</strong>, from<br />
http://www.teachernet.gov.uk/community/webcasts/blackhistorymonth05<br />
/transcript/<br />
Gilroy, P. (1993). The Black Atlantic: Double consciousness and modernity. Cambridge:<br />
Harvard <strong>University</strong> Press.<br />
Grills, C., & Longshore, D. (1996). Afrocentrism: Psychometric analysis <strong>of</strong> a self-report<br />
measure. Journal <strong>of</strong> Black Psychology, 22(1), 86-106.<br />
Hanchard, M. (1991). Racial consciousness and Afro-Diasporic experiences. Socialism and<br />
Democracy, 3, 83-106.<br />
Hilliard, A. (1998). SBA: The reawakening <strong>of</strong> the African mind. Gainsville: Makare.<br />
Jones, E. (1971). The Elizabethan image <strong>of</strong> Africa. Charlottesville: The <strong>University</strong> <strong>of</strong> Virginia<br />
Press.<br />
Kapchan, D., & Strong. P. (1999). Theorizing the hybrid. The Journal <strong>of</strong> American Folklore,<br />
112(445), 239-253.<br />
Kaufert, J. (1977). Situational identity and ethnicity among Ghanaian university students. The<br />
Journal <strong>of</strong> Modern African Studies, 15(1), 126-135.<br />
Kincaid, J. (1991). On seeing England for the first time. New York: HarperCollins.<br />
Lea, J. (1997). From integration to exclusion: the development <strong>of</strong> crime prevention policy in the<br />
United Kingdom. Retrieved November 3, 2006 from<br />
http://www.malcolmread.co.uk/jockyoung/inclexcl.htm<br />
Mirza, H., & Reay, D. (2000). Redefining citizen: Black women educators and the 'third space',<br />
in challenging democracy. London: RoutledgeFalmer.<br />
Phinney, J. (1990). Ethnic identity in adolescents and adults: Review <strong>of</strong> research. Psychological<br />
Bulletin, 108(3), 499-514.<br />
Report on Conference <strong>of</strong> Intellectuals <strong>of</strong> Africa and the Diaspora<br />
AfricanUnion.org website, Retrieved November 14 th 2006,<br />
http:/64.233.187.104/search<br />
Q=cachen:n_NDBCm3R7MJ:ocpa.irmo.hr/resources/docs/int.<br />
Resnicow, K., & Ross-Gaddy, D. (1997). Development <strong>of</strong> a racial identity scale for low income<br />
African Americans. Journal <strong>of</strong> Black Studies, 28(2), 239-254.<br />
Solomos, J. (2003). Race and racism in Britain (3 rd ed.). London: Palgrave Macmillan.<br />
Stayman, D., & Deshpande, R. (1989). Situational ethnicity and consumer behavior. The Journal<br />
<strong>of</strong> Consumer Research, 16(3), 361-371.<br />
Stross, B. (1999). The hybrid metaphor: From biology to culture. The Journal <strong>of</strong> American<br />
Folklore, 112(445), 254-267.<br />
The National Front. (n.d.). The prophecies <strong>of</strong> Enoch Powell, Retrieved March <strong>2007</strong>, from<br />
http://www.natfront.com/powell.html<br />
Wilson, A. (1984). Mixed race children in British society: Some theoretical considerations. The<br />
British Journal <strong>of</strong> Sociology, 35.<br />
29
Prolonged Rehabilitation <strong>of</strong> Jones Fracture in Division I-A Collegiate<br />
American Football Player: A Case Report<br />
Farah M. Hernandez, Lindsey E. Eberman<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Objective: To describe the prolonged rehabilitation program for a Jones fracture<br />
in a Division I-A American football player. Background: A 21 year old, African<br />
American, collegiate football player (body mass= 264 lb; height= 76.5 in; body<br />
fat= 16.0%) complained <strong>of</strong> a sharp pain at the dorsal aspect <strong>of</strong> the left foot. The<br />
athlete experiences a compressive force to the fifth metatarsal and upon<br />
evaluation, mild swelling was present along the lateral aspect <strong>of</strong> the foot.<br />
Differential Diagnosis: Jones fracture, metatarsal fracture, bone contusion.<br />
Treatment: An intramedullary fixation surgery was scheduled two weeks post<br />
injury, to correct and stabilize the fracture. Intramedullary fixation is a method <strong>of</strong><br />
mending the bone internally with a screw, wire, or metal plate along the fractured<br />
bone length wise. Following surgery the athlete continued use <strong>of</strong> crutches for<br />
ambulation and was placed in a removable walking boot for 5 weeks.<br />
Uniqueness: This case presented a unique challenge in the rehabilitation<br />
program, as the athlete experienced slow formation <strong>of</strong> the bone callus and<br />
therefore a prolonged rate <strong>of</strong> recovery. The athlete was in a walking boot longer<br />
than expected (2 weeks longer than anticipated) which inhibited advancement in<br />
his rehabilitation due to a slow bone callus formation. A s<strong>of</strong>t callus usually begins<br />
to form at day 5 following injury, but documentation was incomplete, and a<br />
hypothesis for slow bone callus formation could be secondary to lengthened time<br />
between injury occurrence and injury reporting. The athlete may have been<br />
weight bearing during the early callus formation, but healing may have been<br />
prohibited. Also, vascularization in the area is already limited and may also have<br />
played a role in delayed bone growth. Conclusions: Although the return to<br />
participation was longer than expected, the rehabilitation program was successful<br />
in returning the athlete to competition. Keywords: fifth metatarsal fracture, bone<br />
callus formation, Jones Fracture
Strategies for Reducing Math Anxiety in Post-Secondary Students<br />
Laura Iossi<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This literature review explores how educators might address adult math<br />
anxiety. Curricular, instructional, and non-instructional strategies are reviewed.<br />
The suggested approaches emphasize treating the cognitive and physical<br />
manifestations <strong>of</strong> math anxiety.<br />
“Mathematics anxiety involves feelings <strong>of</strong> tension and anxiety that interfere with the<br />
manipulation <strong>of</strong> numbers and the solving <strong>of</strong> mathematical problems in a wide variety <strong>of</strong> ordinary<br />
life and academic situations” (Richardson & Suinn, 1972, p. 551). Many adults, with and without<br />
disabilities, do not feel confident in their ability to do math (Duffy & Furner, 2002). The most<br />
intuitive definition <strong>of</strong> math anxiety is a fear <strong>of</strong> math. Quantiphobia (Goldberg & Waxman,<br />
2003), mathophobia (Hilton, 1980), math phobia (Pan & Tang, 2005), and Mathematics-<br />
Learning Distress (MALEI, 2006) are descriptive phrases that represent the same phenomenon.<br />
Despite these variations, the majority <strong>of</strong> researchers prefer the term math anxiety.<br />
The pervasiveness <strong>of</strong> math anxiety demands attention. About 85% <strong>of</strong> students studied by<br />
Perry (2004) in introductory math classes claimed to experience at least mild math anxiety.<br />
Jackson and Leffingwell (1999) found that only 7% <strong>of</strong> their 157 students did not have a stressful<br />
experience in their math classes from kindergarten through college. The freshman year in college<br />
was the starting point <strong>of</strong> mathematics-related stress for 27% <strong>of</strong> their participants. Forms <strong>of</strong> math<br />
anxiety range from moderate test anxiety to extreme anxiety (Perry, 2004). “Mathophobia may<br />
be compared with the loss <strong>of</strong> one <strong>of</strong> the primary senses” (Hilton, 1980, p. 175). Extreme anxiety<br />
can be debilitating inside the mathematics classroom. In Fall 2000, 22% <strong>of</strong> entering freshman<br />
enrolled in remedial mathematics courses at institutions <strong>of</strong> higher education (Parsad & Lewis,<br />
2003), and the dropout rate in these courses can be as high as 25% per semester, with only one <strong>of</strong><br />
two students completing remediation (McCabe, 2003). Often the passing rates in mathematics<br />
classes at this level are below 50% (McCabe, 2003). Intelligent and determined students <strong>of</strong>ten<br />
repeatedly fail their mathematics courses as a result <strong>of</strong> anxiety. Math anxiety contributes to these<br />
dismal statistics, so math instructors should mentor students to manage their math anxiety. The<br />
purpose <strong>of</strong> this literature review is to explore strategies for minimizing math anxiety.<br />
Method<br />
The data was collected by searching the ERIC, PsycInfo, WilsonWEB, and JSTOR<br />
databases using the keywords math and mathematics anxiety. Among the hundreds <strong>of</strong> articles<br />
listed (e.g., WilsonWeb listed over 700 results), those that focused on K-12 or were over 20<br />
years old were discarded. The researcher sought peer-reviewed articles that represented a crosssection<br />
<strong>of</strong> empirical studies. However, some suggestions were included from non-peer reviewed<br />
sources that the author viewed as contributing to a gap in the peer-reviewed literature. The author<br />
included articles that focused on treatment options, looked for patterns in the research, and<br />
eventually constructed the categories <strong>of</strong> curricular, instructional, and non-instructional strategies.<br />
Strategies for Minimizing Anxiety<br />
Strategies for minimizing anxiety include (a) curricular strategies, such as retesting, selfpaced<br />
learning, distance education, single-sex classes, and math anxiety courses, (b) instructional<br />
Iossi, L. (<strong>2007</strong>). Strategies for reducing math anxiety in post-secondary students. In S. M. Nielsen & M. S.<br />
Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and<br />
<strong>International</strong> <strong>Education</strong> Section (pp. 30-35). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
strategies, such as manipulatives, technology, self-regulation techniques, and communication,<br />
and (c) non-instructional strategies, such as relaxation therapy and psychological treatment.<br />
Curricular Strategies<br />
<strong>College</strong>s may <strong>of</strong>fer courses that minimize math anxiety. Although face to face traditional<br />
lecture courses remain the prevalent method for math instruction, courses that incorporate<br />
retesting, self-paced learning, distance learning, and single sex formats may assist math anxious<br />
students. <strong>College</strong>s may want to consider these alternate methods <strong>of</strong> delivery.<br />
Retesting. The literature suggests that retesting and mastery learning are possible<br />
instructional techniques that increase performance and, thereby, allay anxiety. A study on the<br />
results <strong>of</strong> retests in an intermediate algebra class showed students viewed retesting as helpful<br />
(Juhler, Rech, From, & Brogan, 1998). Approximately, 90% <strong>of</strong> the students improved their<br />
performance on the retest. Furthermore, 80% <strong>of</strong> the students reported that retesting eased<br />
anxiety, even if they did not use the option <strong>of</strong> the retest. Retests may help students counter past<br />
feelings <strong>of</strong> failure and <strong>of</strong>fer an emotional safety net for test anxious students (Juhler et al., 1998).<br />
Retesting has become a more feasible option as test generators allow for effortless creation <strong>of</strong><br />
multiple versions <strong>of</strong> exams. Although retesting may minimize anxiety, faculty may not consider<br />
it a viable option because <strong>of</strong> time constraints.<br />
Self-paced learning. Self-paced learning could also be another suggestion for reducing<br />
math anxiety. Eppler, Harju, Ironsmith, and Marva (2003) found that learning goal oriented<br />
students were less anxious, indicating that one approach to allay math anxiety could involve the<br />
development <strong>of</strong> learning goal orientation over performance goal orientation. The students who<br />
had high learning goals performed significantly better in the lecture sections than in the selfpaced<br />
sections, and students with high performance goals performed better in the self-paced<br />
classes. However, the researchers did not conduct a posttest to see which course format resulted<br />
in more decreased math anxiety, which could be an interesting proposition for future research.<br />
The self-paced courses in the study were not designed with the mastery learning component.<br />
Distance education. Although learning mathematics at home may seem<br />
counterproductive to math anxiety, it could have some benefits. For instance, students do not<br />
have to be anxious about being called on unexpectedly in class and worry about looking stupid in<br />
front <strong>of</strong> peers. The anonymity <strong>of</strong> an online course may actually serve to decrease the anxiety.<br />
Taylor and Mohr (2001) found that 90% <strong>of</strong> students in their sample <strong>of</strong> developmental distance<br />
learning students with low or very low confidence levels declared that they felt more confident to<br />
manage everyday mathematics and mathematics in their future studies. Also, 51% <strong>of</strong> 53 students<br />
reported they had overcome their declared feelings <strong>of</strong> math anxiety to successfully pass the<br />
course. However, one must take into account that this online course was designed with<br />
awareness <strong>of</strong> student anxiety issues.<br />
Single-sex classes. Curricular strategies for coping with gender have occasionally been<br />
tested. To address gender issues, single-sex classes might provide some relief. Campbell and<br />
Evans (1997) found that females in the single-sex class had a statistically significant lower<br />
mathematics anxiety rating than did the females in the coed class. However, the sample size was<br />
very small (n =15) and the institution was a rather unusual small Catholic high school. Brunson<br />
(1983), in a study at Indiana <strong>University</strong> on the <strong>of</strong>fering <strong>of</strong> a single-sex women’s basic<br />
mathematics course found that students in the optional all female section had significantly higher<br />
achievement scores than women in the mixed sections, even though they had lower initial SAT<br />
scores. However, there was no significant difference in changes in measures <strong>of</strong> math anxiety for<br />
the two groups as measured by the Math Anxiety Rating Scale (MARS).<br />
31
Math anxiety courses. A semester long math anxiety course may be beneficial for<br />
decreasing math anxiety and improving subsequent success in the course. Several colleges have<br />
math anxiety relaxation/confidence groups. For nearly 20 years, the <strong>University</strong> <strong>of</strong> <strong>Florida</strong> has<br />
had a Math Confidence Group where students meet weekly (Carroll, 2006). Several<br />
postsecondary institutions also <strong>of</strong>fer math anxiety courses. Butte <strong>College</strong> (2006) <strong>of</strong>fers a one<br />
credit MATH 100: Math Without Fear, where students meet for two hours a week for eight<br />
weeks. “This course is designed to explore the connections between anxiety and a student’s<br />
ability to do math. It will include techniques that will enable the student to overcome the barriers<br />
impeding their success in mathematics” (Butte, 2006, Math 100 Section). American River<br />
<strong>College</strong> (2006) <strong>of</strong>fers Math10: Developing Confidence in Math. “This course helps students to<br />
recognize common fears and misconceptions <strong>of</strong> mathematics, and to overcome math anxiety and<br />
avoidance. Strategies to achieve success in mathematical situations are discussed” (Math 10<br />
Section). Chabot <strong>College</strong> (2006) <strong>of</strong>fers a math anxiety course through its counseling department,<br />
PSCN 4901: Dealing with Math Anxiety that is worth ½ credit. Although the literature on the<br />
effectiveness <strong>of</strong> such courses is sparse, some students must be deriving some benefits because<br />
the colleges continue to <strong>of</strong>fer such courses.<br />
Instructional Strategies<br />
Instructors remain the primary resource for many students. Teachers can suggest many<br />
techniques that may help students allay their math anxiety. The savvy instructor can incorporate<br />
anti-anxiety measures in presentation and assessment <strong>of</strong> mathematics material.<br />
Manipulatives. Many studies have focused on pre-service teachers perhaps since they<br />
reported the highest mean math anxiety score on MARS (Hembree, 1990). Since these future<br />
teachers develop future generations <strong>of</strong> math students, they should break the cycle <strong>of</strong> passing<br />
along math anxiety from instructor to student. Studies by Gresham, Haynes, Sloan, and Vinson<br />
(1997), Harper & Daane (1998) and Vinson (2001) found that the instructor’s use <strong>of</strong> a hands-on<br />
manipulatives approach to a mathematics methods course resulted in a significant reduction in<br />
math anxiety. “The students also liked ‘doing something’ with manipulatives as opposed to<br />
sitting and taking notes since the manipulatives enabled them to ‘see’ math and better understand<br />
how it works” (Harper & Daane, 1998, Results, 6). Sloan, Daane, and Giesen (2002) studied<br />
pre-service teachers and found that global learners, learners that approach problems in an<br />
intuitive manner, reported higher levels <strong>of</strong> mathematics anxiety and could reduce their anxiety by<br />
avoiding traditional instruction. Manipulatives and the hands on approach used in these methods<br />
courses may prove successful to other populations as well.<br />
Technology. Using technology to cope with math anxiety is rarely reported in the<br />
literature. Hembree (1990) mentioned in his meta-analysis that special classwork on computers<br />
or with calculators did not seem effective in reducing math anxiety. However, Goldberg and<br />
Waxman (2003) discuss using Excel as a means for curing quantiphobia. Students used Excel as<br />
part <strong>of</strong> the course to focus on improving their quantitative and computer skills. As students<br />
experienced successes, their quantiphobia decreased and, students were more confident about<br />
enrolling in additional quantitative reasoning courses. Although the data for that study were<br />
anecdotal reports, it demonstrates how technology may be a tool for minimizing anxiety.<br />
Self-regulation techniques. Students can also act to minimize their own math anxiety, and<br />
instructors can encourage them to do so. Perry (2004) <strong>of</strong>fered students three valuable<br />
suggestions. First, students must direct their energies towards improving their mathematical<br />
abilities and solving problems, not at scapegoats. Next, students should not fall prey to negative<br />
racial or gender stereotypes that may lead them to believe that they cannot do well in<br />
32
mathematics. Finally, the most important counter-anxiety technique is simply to keep a positive<br />
attitude. Math biographies, journaling, attacking the root <strong>of</strong> math anxiety, and positive math selftalk<br />
can all help (Steele & Arth, 1998). Perry (2004) essentially expressed a student math anxiety<br />
mission statement, “Students need to acknowledge their mathematical difficulties and formulate<br />
a plan to overcome them, including seeking appropriate assistance when necessary” (p. 324).<br />
Although Perry’s advice is logical, he may be oversimplifying the problem.<br />
Communication. Much influence remains in the hands <strong>of</strong> the instructor. Instructors need<br />
to remain aware <strong>of</strong> and sensitive to the ego <strong>of</strong> the fragile math student. By encouraging mutual<br />
respect, pr<strong>of</strong>essors ensure that the classroom environment is psychologically safe (Jackson &<br />
Leffingwell, 1999). Instructors can help by cautioning against stereotype threat and by<br />
emphasizing effort over innate ability (Osborne, 2001). They can refine their verbal and nonverbal<br />
communication and allow for opportunities for small successes early in the course.<br />
Instructors can consider using the factors Harper and Daane (1998) found that decreased student<br />
math anxiety: (a) working with a partner, (b) working in cooperative learning groups, (c)<br />
working with small groups or in centers, (d) using manipulatives, and (e) writing about<br />
mathematics in journals. Perhaps some <strong>of</strong> the same suggestions for the treatment <strong>of</strong> learning<br />
disabilities in mathematics may be considered for math anxious students. These suggestions<br />
include flexible methods <strong>of</strong> content presentation, flashcards, math related computer s<strong>of</strong>tware,<br />
breaking problems into subtasks, using graph paper for organizing numbers, manipulatives,<br />
visual models, and glossary <strong>of</strong> math terms and concepts (McGlaughlin, Knoop, & Holliday,<br />
2005). Ultimately, instructors should carefully look at the delivery methods and their effects on<br />
student anxiety.<br />
Non-Instructional Strategies<br />
Relaxation therapy and psychiatric treatment are two non-instructional avenues for math<br />
anxiety reduction. Some <strong>of</strong> the emotional needs <strong>of</strong> students may best be handled outside <strong>of</strong> the<br />
classroom. Since this may be outside the expertise <strong>of</strong> most instructors, they may encourage<br />
students to seek support from the appropriate pr<strong>of</strong>essionals.<br />
Relaxation therapy. Meditation, yoga, and psychotherapy could be valid treatments.<br />
However, the educational research community does not seem to be particularly interested in<br />
these alternative treatments as indicated by the infrequent publication <strong>of</strong> studies. Trent and<br />
Fournet (as cited in Green, 1990, p. 324) found empirical evidence to support the conclusion that<br />
the hypnotherapeutic restructuring treatment aided in improving the mathematics performance<br />
and the mathematics attitudes <strong>of</strong> the students relative to the systematic desensitization and<br />
expectancy control groups. However, all three treatments significantly decreased the levels <strong>of</strong><br />
students’ mathematics anxiety.<br />
Psychological treatment. In a meta-analysis, Hembree (1990) found that whole class<br />
psychological treatments were not effective in reducing math anxiety, but the out <strong>of</strong> class<br />
treatments <strong>of</strong> systematic desensitization along with anxiety management training seemed to be<br />
effective. The behavioral treatments and cognitive behavioral methods brought the performance<br />
level <strong>of</strong> high anxiety students to the level <strong>of</strong> non treated low anxiety students. However, Zettle<br />
(2003) found that acceptance and commitment therapy compared favorably to systematic<br />
desensitization. Both interventions were associated with significant reductions in math anxiety.<br />
Students may also require treatment for a math learning disability such as dyscalculia, the math<br />
version <strong>of</strong> dyslexia. Dyscalculia includes a lack <strong>of</strong> intuition about the relative size <strong>of</strong> numbers<br />
(McCrone, 2002; Vaidya, 2004). Estimates are that 5% <strong>of</strong> the school population is affected<br />
33
(McCrone, 2002). However, adult dyscalculia, its relationship to math anxiety, and its treatment<br />
as a disability are uncharted territory.<br />
Conclusion<br />
The research calls for further confirmation <strong>of</strong> the effectiveness <strong>of</strong> the identified and for<br />
the study <strong>of</strong> new strategies that minimize math anxiety. The research implies that reducing math<br />
anxiety and increasing the achievement <strong>of</strong> students remains a college wide endeavor; institutions<br />
can remain aware <strong>of</strong> math phobic students when designing course <strong>of</strong>ferings; advisors can aid<br />
students by matching anxious students with courses that complement their learning styles, and<br />
instructors can identify and assist math anxious students. If the strategies that the research <strong>of</strong>fers<br />
are implemented, math anxious students may soon find success and colleges may be labeled as<br />
welcoming math zones. Math educators dream for the day when students can confidently say, “I<br />
enjoy math!” This dream will only be realized when the entire educational community strives to<br />
prevent, recognize, and treat math anxiety.<br />
References<br />
American River <strong>College</strong>. (2006). Fall 2006 class schedule: Mathematics. Retrieved September<br />
16, 2006, from http://www.losrios.edu/arc/fall/Mathematics-MATH.htm<br />
Brunson, P. W. (1983). A classroom experiment involving basic mathematics and women. The<br />
Two-Year <strong>College</strong> Mathematics Journal, 14(4), 318-321.<br />
Butte <strong>College</strong>. (2006). Math catalog. Retrieved September 16, 2006, from<br />
http://www.butte.edu/information/catalog/course_descriptions/catalog_math.html<br />
Campbell, K. T., & Evans, C. (1997). Gender issues in the classroom: A comparison <strong>of</strong><br />
mathematics anxiety. <strong>Education</strong>, 117, 332-339.<br />
Carroll, C. (2006). Developing math confidence. <strong>University</strong> <strong>of</strong> <strong>Florida</strong> Counseling Center.<br />
Retrieved September 17, 2006, from http://www.counsel.ufl.edu/brochure.asp<br />
include=brochures/developing_math_confidence.brochure<br />
Chabot-Las Positas Community <strong>College</strong>. (2006). Web course catalog academic year 2006-<strong>2007</strong>:<br />
Psychology. Retrieved September 16, 2006, from https://bw4.clpccd.cc.ca.us/clpccd/<br />
2006/cat_pscn.htm<br />
Duffy, M. L., & Furner, J. M. (2002). Equity for all students in the new millennium: Disabling<br />
math anxiety. Intervention in School and Clinic, 38(2), 67-74. Retrieved April 2, 2006,<br />
from http://www.ldonline.org/ld_indepth/math_skills/equity_for_all_students.html<br />
Eppler, M., Harju, B., Ironsmith, M., & Marva, J. (2003). Motivation and performance in college<br />
students enrolled in self-paced versus lecture-format remedial mathematics courses.<br />
Journal <strong>of</strong> Instructional Psychology, 30(4), 276-284.<br />
Freiberg, M. (2005). Math--that four-letter word! Academic Exchange Quarterly, 9(3), 7-11.<br />
Goldberg, R., & Waxman, J. (2003). A novel approach to curing quantiphobia. Mathematics and<br />
Computer <strong>Education</strong>, 37(1), 39-54.<br />
Green, L. T. (1990). Test anxiety, mathematics anxiety, and teacher comments: Relationships to<br />
achievement in mathematics classes. The Journal <strong>of</strong> Negro <strong>Education</strong>, 59(3), 320-335.<br />
Hadfield, O. D., & Trujillo, K. M. (1999). Tracing the roots <strong>of</strong> mathematics anxiety through indepth<br />
interviews with preservice elementary teachers. <strong>College</strong> Student Journal, 33(2),<br />
219-232.<br />
Harper, N. W., & Daane, C. J. (1998). Causes and reduction <strong>of</strong> math anxiety in preservice<br />
elementary teachers. Action in Teacher <strong>Education</strong>, 19(4), 29-38.<br />
Hembree, R. (1990). The nature, effects, and relief <strong>of</strong> mathematics anxiety. Journal for Research<br />
in Mathematics <strong>Education</strong>, 21(1), 33-46.<br />
34
Hilton, P. (1980). Math anxiety: Some suggested causes and cures: Part 1. The Two-Year<br />
Mathematics Journal, 11(3), 174-188.<br />
Jackson, C. D., & Leffingwell, R. J. (1999). The role <strong>of</strong> instructors in creating math anxiety in<br />
students form kindergarten through college. Mathematics Teacher, 92(7), 583-586.<br />
Juhler, S. M., Rech, J. F., From, S. G., & Brogan, M. M. (1998). The effect <strong>of</strong> optional retesting<br />
on college students’ achievement in an individualized algebra course. The Journal <strong>of</strong><br />
Experimental <strong>Education</strong>, 66(2), 125-137.<br />
MALEI Mathematics Institute. (2005). Mathematics-learning distress. Retrieved April 9, 2006<br />
from http://www.mathsense.org<br />
McCabe, R. H. (2003). Yes we can! A community college guide for developing America’s<br />
underprepared. Phoenix, AZ: League for Innovation in the Community <strong>College</strong> and<br />
American Association <strong>of</strong> Community <strong>College</strong>s.<br />
McCrone, J. (2002). Dyscalculia. The Lancet Neurology, 1, 266.<br />
McGlaughlin, S. M., Knoop, A. J., &. Holliday, G. A. (2005). Differentiating students with<br />
mathematics difficulty in college: Mathematics disabilities vs. no diagnosis. Learning<br />
Disability Quarterly, 28, 223-232.<br />
Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and sex differences<br />
in achievement Contemporary <strong>Education</strong>al Psychology, 26, 291-310.<br />
Pan, W., & Tang, M. (2005). Students’ perceptions on factors <strong>of</strong> statistics anxiety and<br />
instructional strategies. Journal <strong>of</strong> Instructional Psychology, 32(3), 205-214.<br />
Parsad, B., & Lewis, L. (2003). Remedial education at degree-granting postsecondary<br />
institutions in Fall 2000 (NCES 2004–010). Washington, DC: U.S. Department <strong>of</strong><br />
<strong>Education</strong>, National Center for <strong>Education</strong> Statistics. Retrieved October 17, 2006 from<br />
http://nces.ed.gov/programs/coe/2004/section5/indicator31.asp<br />
Perry, A. B. (2004). Decreasing math anxiety in college students. <strong>College</strong> Student Journal, 38(2),<br />
321-324.<br />
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric<br />
data. Journal <strong>of</strong> Counseling Psychology, 19(6), 551-554.<br />
Sloan, T. R., Vinson, B., Haynes, J., & Gresham, R. (1997, November). A comparison <strong>of</strong> preand<br />
post- levels <strong>of</strong> mathematics anxiety among preservice teacher candidates enrolled in<br />
a mathematics methods course. Paper presented at the Annual Meeting <strong>of</strong> the MidSouth<br />
<strong>Education</strong>al Research Association, Memphis, TN.<br />
Sloane, T., Daane, C. J., & Giesen, J. (2002). Mathematics anxiety and learning styles: What is<br />
the relationship in elementary preservice teachers School Science and Mathematics,<br />
102(2), 24-87.<br />
Steele, D. F., & Arth A. A. (1998). Lowering anxiety in the math curriculum. The <strong>Education</strong><br />
Digest, 63, 18-23.<br />
Taylor, J. A., & Mohr, J. (2001). Mathematics for math anxious students studying at a distance.<br />
Journal <strong>of</strong> Developmental <strong>Education</strong>, 25(1), 30-41.<br />
Vaidya, S. R. (2004). Understanding Dyscalculia for teaching. <strong>Education</strong>, 124(4), 717-720.<br />
Vinson, B. M. (2001). A comparison <strong>of</strong> preservice teachers’ mathematics anxiety before and<br />
after a methods class emphasizing manipulatives. Early Childhood <strong>Education</strong> Journal,<br />
29(2), 89-94.<br />
Zettle, R. D. (2003). Acceptance and commitment therapy (ACT) vs. systematic desensitization<br />
in treatment <strong>of</strong> mathematics anxiety. The Psychological Record, 53, 197-215.<br />
35
Investigating Race and Ethnicity on Data Collection and Analysis<br />
Cynthia M. Januszka, Amy C. Lora, Karen K. Wollard, and Tonette S. Rocco<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This paper details the research methods an introductory qualitative<br />
research class used to both study an issue related to race and identity, and to<br />
familiarize themselves with data collection strategies. Throughout the paper the<br />
authors attempt to capture the challenges, disagreements, and consensus building<br />
that marked this unusual research endeavor.<br />
Qualitative methods courses in the <strong>College</strong> <strong>of</strong> <strong>Education</strong> have typically involved action<br />
learning, with individuals or small groups identifying the problem, creating research questions,<br />
developing instruments, collecting data, and analyzing the data. Rarely is there enough overlap in<br />
interest or background to create a large project, but in the spring <strong>of</strong> 2005, a rare group <strong>of</strong><br />
individuals gathered to study qualitative methods. The students were ethnically and racially<br />
diverse, evenly divided between Blacks, Hispanics and Whites. In early discussions, the group<br />
coalesced around an interest in how the race and ethnicity <strong>of</strong> researchers impact the research<br />
process. A decision was made to conduct research within the class, with each student acting as a<br />
participant researcher and participating in designing the study, collecting data and analyzing the<br />
data, while also journaling their anonymous thoughts on the process. The authors were all<br />
participants in the class.<br />
The purpose <strong>of</strong> this paper is to reflect on the process involved when a class takes up a<br />
research project. The paper will begin with the background <strong>of</strong> the problem and explain how the<br />
group finally agreed to the purpose statement. The discussion will then turn to the method used<br />
by the participant researchers to collect and analyze the data. Finally, there will be a discussion<br />
<strong>of</strong> the process with an attempt to capture the challenges, disagreements, and consensus building<br />
that marked this endeavor.<br />
Once the class had reached a consensus about participant research and the general topic<br />
<strong>of</strong> racial and ethnic bias and its influence on the research process, a review <strong>of</strong> the literature was<br />
conducted. A task force was then created to focus on creating the purpose statement and crafting<br />
the research questions.<br />
There is a great deal <strong>of</strong> scholarly literature about race <strong>of</strong> interviewer effects, especially<br />
when the research focuses on measuring political or racial attitudes, dating back to the early 40s<br />
(Davis, 1997). The topic <strong>of</strong> race relations has an even longer history, going back to the 1700s<br />
(Alderfer & Tucker, 1996). The race <strong>of</strong> an interviewer affects interview responses: respondents<br />
adjust their responses to satisfy the perceived expectations <strong>of</strong> the interviewer. This effect can<br />
result in response bias, whether in a survey, focus group, or interview (Davis, 1997). Krysan and<br />
Couper (2003) investigated how the answers given to an interviewer <strong>of</strong> one race differ from<br />
those given to the interviewer <strong>of</strong> another race, finding that the answers by both African<br />
Americans and Whites were influenced by the interviewer’s race. Blacks tend to be cautious<br />
about what they disclose to Whites as a consequence <strong>of</strong> racism (Alderfer & Tucker, 1996). White<br />
men also tend to feel pressure to be politically correct when discussing racial issues (Taylor,<br />
1992). Some social scientists have limited the influence <strong>of</strong> bias by matching interviewers and<br />
respondents by race, though this has not been decisively shown to produce more valid data<br />
(Alderfer & Tucker, 1996). Recently, as demographics <strong>of</strong> the United States have changed,<br />
Januszka, C. M., Lora, A. C., Wollard, K. K., & Rocco, T. S. (<strong>2007</strong>). Investigating race and ethnicity on data<br />
collection and analysis. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 36-42).<br />
Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
esearchers have begun analyzing and comparing a tri-racial order, especially as Hispanics have<br />
emerged as a growing minority, especially in concentrated geographic regions (Bonilla-Silva,<br />
2004).<br />
Potential for bias exists both for both researchers and participants (Sherman, 2002). This<br />
can be detrimental to the integrity <strong>of</strong> the research, as individuals may feel pressure to conform<br />
their answers to accommodate the interviewer, or to exaggerate relationships between measures<br />
(Davis, 1997; Sherman, 2002). Yet, frequently researchers still act as if their hidden biases are<br />
irrelevant (Alderfer, 1985).<br />
The diverse demographics <strong>of</strong> this class <strong>of</strong>fered an opportunity to probe both interviewer<br />
effects and participant bias, while <strong>of</strong>fering the class members an opportunity to discuss and<br />
reflect on the possible biases and attitudes each person brings to the research endeavor. The class<br />
agreed that this was an important topic, and that the research design would have to address issues<br />
within and across race and ethnicity.<br />
Purpose<br />
The original purpose statement was crafted and adopted by class consensus: The purpose<br />
<strong>of</strong> the study was to investigate the influence <strong>of</strong> race and ethnicity on data. The purpose <strong>of</strong> this<br />
paper is to reflect on the process.<br />
Method<br />
The setting <strong>of</strong> this study was a graduate qualitative methods course. The course began<br />
with a structured syllabus designed to provide students with experiences in the various forms <strong>of</strong><br />
data collection and analysis. After speaking to one <strong>of</strong> the student groups about their research<br />
topic, the instructor brought this topic to the class asking if the class might be interested in<br />
pursuing the question. The members <strong>of</strong> the class seemed unanimous in their agreement to<br />
become participant researchers pursuing one research question.<br />
We agreed to investigate the influence <strong>of</strong> race and ethnicity on data collection and<br />
analysis, using a phenomenological case study. “Phenomenology is concerned with examining<br />
entities from many sides, angles, and perspectives until a unified vision <strong>of</strong> the essences <strong>of</strong> a<br />
phenomenon or experience is achieved” (Moustakas, 1994, p. 58). The essences are the “core<br />
meanings mutually understood through a phenomenon commonly experienced” (Patton, 2002, p.<br />
106). To uncover the essences <strong>of</strong> the students’ experiences <strong>of</strong> collecting and analyzing data, we<br />
examined the class as the primary case with multiple embedded cases within the class. This<br />
section will discuss the participant research process, data collection, and global analysis.<br />
Participant Research Process<br />
The students in the class were participant researchers since they were the researchers and<br />
the participants. The instructor, as the inquiry facilitator, supported group cohesion and<br />
collective inquiry (Patton, 2002). The class discussed and agreed on every design decision and<br />
implementation issue. Students, individually or in small groups, took primary responsibility for a<br />
specific task such as designing the instruments, monitoring the process, and overseeing all other<br />
aspects <strong>of</strong> the study. The instruments designed were pr<strong>of</strong>iles, journal questions, and the interview<br />
guide. Monitoring the process involved tracking instrument completion, storing the completed<br />
instruments and transcripts, and organizing the data into triads to send to the researchers. All<br />
issues and aspects <strong>of</strong> the study were discussed in class or through electronic mail until consensus<br />
was reached. Documents or processes were then revised and returned to the group for feedback.<br />
If major issues were again raised, they were discussed during a class session; minor issues were<br />
addressed by the group responsible for the task.<br />
37
Participant Researchers<br />
Convenience sampling was used because we were a class and intensity sampling was<br />
used because the class had “information-rich cases that manifested the phenomenon intensely”<br />
(Patton, 2002, p. 243). As a minority-serving institution, the likelihood <strong>of</strong> representation from<br />
different racial and ethnic groups was high; however, having equal representation was<br />
serendipitous. One instructor and 18 students (10 female and 8 male) participated in the study.<br />
Ethnic and racial groups were equally represented: six White students, six Black students, and<br />
six Hispanic students.<br />
There was discussion about the self-classification <strong>of</strong> participants into the three racial and<br />
ethnic groups due to the wide degree <strong>of</strong> variance within each group. For example, one participant<br />
<strong>of</strong> Hispanic and White origin did not look Hispanic, yet he classified himself into the Hispanic<br />
group. The diversity within each group included: (a) the White group with five participants <strong>of</strong><br />
European descent and one <strong>of</strong> Russian descent; (b) the Black group with one Haitian American,<br />
two African Americans, one Afro Caribbean, and one Jamaican; and (c) the Hispanic group with<br />
three Cuban Americans, one Puerto Rican, one Mexican American, and one person <strong>of</strong><br />
Uruguayan parentage. The 15 doctoral students and 3 master’s students were from the middle<br />
class and between the ages <strong>of</strong> 25 to 56.<br />
Triads as Cases<br />
The participant researchers were divided into 12 small groups called triads. Two forms <strong>of</strong><br />
triads were used: intergroup (mixed race/ethnicity) and intragroup (same race/ethnicity). The six<br />
intergroup triads contained one Hispanic, one White, and one Black student. The six intragroup<br />
triads consisted <strong>of</strong> two White, two Black, or two Hispanic groups. The participants belonged to<br />
both an intergroup and an intragroup triad. Each person rotated through the roles <strong>of</strong> observer,<br />
interviewer, and interviewee with someone <strong>of</strong> the same race/ethnicity and someone <strong>of</strong> a different<br />
race/ethnicity. Data collection through the triads enabled us to observe whether there were<br />
differences in behavior when participants interacted with people <strong>of</strong> a same or different race.<br />
Data Collection<br />
Data collection involved students e-mailing their data to a specific student in the class.<br />
Students were given a code number to label their data. Only the keeper <strong>of</strong> the codes (one<br />
participant researcher) knew everyone’s codes. All <strong>of</strong> the documents were stored on the<br />
computer within the six intergroup data set files.<br />
Data Sets<br />
A data set included all data generated by a triad: six interviews, six observations, three<br />
pr<strong>of</strong>iles, and thirty-three journal entries. Each member <strong>of</strong> a triad conducted two interviews (one<br />
same race, one different race), two observations <strong>of</strong> interviews (interviewer and interviewee, same<br />
race and different race), one pr<strong>of</strong>ile, and 11 journal entries.<br />
Interviews. The 33 questions on the interview guide dealt with how race, ethnicity,<br />
identity, and bias affect journaling, observations, interviews, and the analysis <strong>of</strong> data. The same<br />
interview guide was used in the interview <strong>of</strong> same and different race participants. The interviews<br />
took between 20 to 60 minutes and were held at locations and times convenient to the<br />
participants. The interviews were audiotaped and each interviewer was responsible for<br />
transcription.<br />
Observations. Observations <strong>of</strong> the same and different race interviews were conducted<br />
within the triads. Observers first took both emic and etic notes while observing and then the<br />
notes were later typewritten. When a researcher takes emic notes, he/she describes what is being<br />
observed directly, whereas etic notes involve writing feelings about what is being observed (Gay<br />
38
& Airasian, 2003). An example <strong>of</strong> emic note taking is recording that the participant is wearing a<br />
buttoned up, red shirt and a blue skirt. Etic notes about the same participant could be that the<br />
researcher felt that the participant looked stiff and uncomfortable. Recording both emic and etic<br />
notes gave us a rich description <strong>of</strong> what took place during the interviews.<br />
Pr<strong>of</strong>iles. Each person completed a pr<strong>of</strong>ile with questions grouped into four categories: (a)<br />
identity; (b) family/marital status; (c) residence/background; and (d) program <strong>of</strong> study/project<br />
inquiry. The 10 questions in the identity category dealt with age, marital status, gender, sexual<br />
orientation, ethnicity, and race. The family/marital status category contained 15 questions<br />
pertaining to such topics as marital status, number <strong>of</strong> children, and quantity <strong>of</strong> interracial<br />
relationships. The residence/background category had 12 questions pertaining to citizenship,<br />
county <strong>of</strong> residence, languages spoken, religious practice, and socioeconomic status. The last<br />
category, program <strong>of</strong> study/project inquiry, contained eight questions covering such topics as<br />
program <strong>of</strong> study at the university and enrollment status (full or part-time). The 46 questions on<br />
the pr<strong>of</strong>ile were e-mailed to each participant, and they were given two weeks to fill them out and<br />
e-mail them back to the sender.<br />
Journals. Each participant kept reactions to five class discussions and six open ended<br />
prompts in a journal, making 11 entries. The six open ended prompts included (a) who am I, (b)<br />
how do you think others identify you, (c) how do you want others to identify you, (d) describe an<br />
incident relating to identity, (e) what are your reactions to the interview process, and (f) what are<br />
your reactions to the overall project The eleven journal entries were collected over an eightweek<br />
period.<br />
Data Analysis<br />
The two forms <strong>of</strong> triangulation used in this study were multiple forms <strong>of</strong> data and<br />
researchers (Denzin, 1978). Interviews, observations, pr<strong>of</strong>iles, and journal entries served as the<br />
data sources. Each form <strong>of</strong> data was analyzed separately and then compared to each other.<br />
Additionally, multiple researchers analyzed the same data to come up with codes. Each case was<br />
analyzed by three researchers who had the same race or ethnicity and then by another three<br />
researchers with differing race and ethnicities (see Figure 1). Codebooks were turned and one<br />
final intergroup triad analyzed all <strong>of</strong> the codes to look for themes (see Figure 2).<br />
Discussion <strong>of</strong> the Process<br />
As a Black, White, or Hispanic participant researcher, each class member organized with<br />
his/her perspective intergroup and intragroup to fulfill the objectives <strong>of</strong> gathering data through<br />
interviews. This aspect <strong>of</strong> the class project proved to be challenging for several reasons,<br />
including conflicts <strong>of</strong> scheduling and various levels <strong>of</strong> dedication to the class project. Each triad<br />
needed to meet a minimum <strong>of</strong> two times outside <strong>of</strong> class: once to collect data and a separate time<br />
to find themes in coded data. By the end <strong>of</strong> the class term, only 6 out <strong>of</strong> 12 groups had completed<br />
these tasks. The long-term dedication to the class project was further demonstrated given that the<br />
comprehensive analysis <strong>of</strong> the limited data submitted was delayed and ultimately left to three<br />
class volunteers, an intergroup triad, who worked independently past the end <strong>of</strong> the course term<br />
to turn out project findings.<br />
Another data-collection challenge was exposed as we considered the prior experience <strong>of</strong><br />
each participant researcher in assuming the various roles. Although most students could find<br />
familiarity in their roles as part <strong>of</strong> some racial/ethnic group, for some the participant-researcher<br />
role was a new experience, and therefore a challenge. Some students had never conducted<br />
interviews, been interviewed, or developed enough skills to thoroughly record an observation.<br />
39
Therefore, reliance on assigned and supplemental readings became central to the quality <strong>of</strong> these<br />
triad interactions and to the validity <strong>of</strong> the data.<br />
Quantity <strong>of</strong> Codes<br />
The codebooks which were ultimately analyzed by the final intergroup triad proved to be<br />
quite revealing. We recall that the themes which resulted from this final intergroup triad were<br />
based upon the final codebooks submitted by the six triads. Each codebook reflected the efforts<br />
<strong>of</strong> the triads to identify common codes in the data set (i.e., journals, interviews, observations, and<br />
pr<strong>of</strong>iles). Analysis <strong>of</strong> these codebooks <strong>of</strong>fered a more comprehensive revelation <strong>of</strong> the class<br />
project experience and materialized the project purpose.<br />
The codebooks first revealed a tendency <strong>of</strong> intergroups to use greater quantities <strong>of</strong> codes<br />
than intragroups, specifically 38 compared to 26. The final analysts proposed that the intergroups<br />
arrived at this number because <strong>of</strong> their inability to accommodate the varying opinions being<br />
expressed in the mixed groups; opinions were much more varied. Intragroups, however, may not<br />
have found such difficulties given that they had greater success in coming to a consensus.<br />
Code Descriptions<br />
The triad <strong>of</strong> analysts also compared all intergroup codebooks to all intragroup codebooks,<br />
recognizing a differentiation in word usage. Intergroups tended to use more tempered language<br />
for their codes such as uncommon ground, altered answers, challenged, and empathy, whereas<br />
intragroups tended to use more judgmental, negative, or racy codes such as discrimination,<br />
discomfort, racial hostility, and prejudice.<br />
Triad Interactions<br />
A matter which surfaced in the data, which was scarcely given attention to in class as<br />
compared to other issues (e.g., method, purpose, and objectives), was the complexity <strong>of</strong> the triad<br />
interactions. In journals and observations, for example, there were references to the all-butneutral<br />
dynamics <strong>of</strong> an ethnically/racially labeled individual placed in ethnically/racially mixed<br />
or similar groups to ask and answer questions pertaining to race and ethnicity. Particularly<br />
among intergroup (mixed) triads, participant researchers noted a lack <strong>of</strong> candor or willingness to<br />
express themselves without inhibitions. One observer noted such suspicions: “I felt the<br />
participant researcher did not wish to say the wrong things and be considered biased, prejudiced,<br />
or racial.” An interviewer mentioned that he censored what he wrote in the journals because <strong>of</strong><br />
fear <strong>of</strong> negative feedback from others who would read his thoughts.<br />
Final Thoughts on the Process<br />
The student researchers gained incredible insight into the amount <strong>of</strong> time and effort that<br />
is required to conduct qualitative research. They also were able to uncover some important<br />
interpersonal issues that are related to race and ethnicity. Specifically, the closer one’s race and<br />
ethnicity is to the person being observed or interviewed the more likely the truthfulness <strong>of</strong> the<br />
responses. Therefore, one’s race or ethnicity certainly seems to have an impact on data collection<br />
and analysis activities.<br />
References<br />
Alderfer, C. (1985). Taking ourselves seriously as researchers. In D. Berg. & K. Smith (Eds.),<br />
The self in social inquiry (pp. 35-70). Newbury Park, CA: Sage.<br />
Alderfer, C., & Tucker, R. (1996). A field experiment for studying race relations embedded in<br />
organizations. Journal <strong>of</strong> Organizational Behavior, 17(1), 43-57.<br />
Bonilla-Silva, E. (2004). From bi-racial to tri-racial: Towards a new system <strong>of</strong> racial<br />
stratification in the USA. Ethnic and Racial Studies, 27(6), 931-950.<br />
Davis, D. (1997). Nonrandom measurement error and race <strong>of</strong> interviewer effects among African<br />
40
41<br />
Americans. Public Opinion Quarterly, 61(1), 183-207.<br />
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2 nd<br />
ed.). New York: McGraw-Hill.<br />
Gay, L. R., & Airasian, P. (2003). <strong>Education</strong>al research: Competencies for analysis and<br />
Applications (7 th ed.). New Jersey: Merrill Prentice Hall.<br />
Krysan, M. & Couper, M. (2003). Race in the live and the virtual interview: Racial deference,<br />
social desirability, and activation effects in attitude surveys. Social Psychology<br />
Quarterly, 66(4), 364-83.<br />
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.<br />
Patton, M. Q. (2002). Qualitative research and evaluation methods (3 rd ed.). Thousand Oaks, CA:<br />
Sage.<br />
Sherman, R. (2002). The subjective experience <strong>of</strong> race and gender in qualitative research. The<br />
American Behavioral Scientist, 45(8), 1247-1253.<br />
Taylor, J. (1992). Paved with good intentions: The failure <strong>of</strong> race relations in contemporary<br />
America. New York: Carroll and Graf.<br />
Figure 1. The Intergroup and Intragroup analysis <strong>of</strong> each data set.<br />
Intergroup Triad<br />
Black, White, and<br />
a Hispanic<br />
Student<br />
Data Set<br />
6 Interviews<br />
6 Observations<br />
3 Pr<strong>of</strong>iles<br />
33 Journal Entries<br />
Intragroup Triad<br />
Either 3 Black,<br />
3 White, or<br />
3 Hispanic<br />
Students
42<br />
Figure 2. The Intergroup’s analysis <strong>of</strong> the codebooks.<br />
Intergroup’s<br />
Analysis <strong>of</strong> the<br />
Codebooks<br />
Black, White, and<br />
a Hispanic<br />
Student<br />
Intergroup<br />
Codebook<br />
Black, White, and<br />
a Hispanic<br />
Student<br />
Same<br />
<br />
Set<br />
Intragroup<br />
Codebook<br />
Either 3 Black,<br />
3 White, or<br />
3 Hispanic<br />
Students
Race, Gender, & Leadership: Perspectives <strong>of</strong> Female Secondary Leaders<br />
Gaetane Jean-Marie and Alex Martinez<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Female secondary principals not only have to deal with internal and<br />
external pressures to lead successfully but are scrutinized because <strong>of</strong> their gender<br />
(Shakeshaft, 1993; Skrla & Young, 2003; Thurman, 2004). The purpose <strong>of</strong> this<br />
study was to investigate how female secondary principals from one southwestern<br />
state teased out complex views <strong>of</strong> leadership, gender, and race.<br />
Schools operate in an increasingly complex and dynamic environment (Dimmock &<br />
Walker, 2005). Secondary principals, for instance, have to make sense <strong>of</strong> and approach difficult<br />
situations to increase student achievement. This sometimes is further complicated for female<br />
secondary principals who not only have to deal with internal and external pressures to lead<br />
successfully but are also scrutinized because <strong>of</strong> their gender (Thurman, 2004). As women<br />
leaders, they face contradictory expectations that they appear female or feminine and male or<br />
masterful, depending on the context (Brunner, 1999; Fiore & Joseph, 2005; Grogan, 1994;<br />
Gronn, 2003; Shakeshaft, 1993). Despite the scrutiny, female principals are able to work with<br />
their school communities to create successful schools (Lyman, Ashby, & Tripses, 2005;<br />
Smulyan, 2000; Young & McLeod, 2001).<br />
To investigate how female secondary principals tease out complex views <strong>of</strong> leadership,<br />
gender, and race, this study was based on the experiences <strong>of</strong> eleven female leaders in one southwestern<br />
state. The research questions were: What challenges do female secondary administrators<br />
confront today What do they recommend to eliminate these challenges<br />
Literature Review<br />
The demand for school leaders in the United States has been growing with a forecasted<br />
10 to 20% increase through 2005 due to retirement, turnover, and a lack <strong>of</strong> interested and<br />
qualified applicants (Logan, 1998). Despite this fact, little consideration has been given to the<br />
underutilization <strong>of</strong> women in educational leadership to help solve the crisis. More recent research<br />
(e. g., Blackman & Fenwick, 2000; Boris-Schacter & Lager, 2006) indicate that the number <strong>of</strong><br />
women taking leadership positions in elementary schools has risen over the past ten years.<br />
However, like the superintendency, the presence <strong>of</strong> female secondary school leaders continues to<br />
remain disproportionately low (Alston, 1999; Brunner, 1999; Thurman, 2004; Young &<br />
McLeod, 2001; Young & Skrla, 2003). Furthermore, few studies <strong>of</strong> female educational leaders<br />
have considered the impact <strong>of</strong> more than one source <strong>of</strong> difference, such as race, class, gender,<br />
language, ability, sexual orientation, and level <strong>of</strong> experience (Mendez-Morse, 2003). Such a line<br />
<strong>of</strong> inquiry could inform and expand the current construction <strong>of</strong> educational leadership.<br />
Women and <strong>Education</strong>al Leadership<br />
To meet the challenges <strong>of</strong> under-representation <strong>of</strong> women in secondary school leadership<br />
roles, new efforts to recruit women and people <strong>of</strong> color are essential (Boris-Schacter & Langer,<br />
2006). School districts would tap into an underutilized resource and more likely cultivate a<br />
leadership pool that would more closely reflect the current and future demographics <strong>of</strong> American<br />
schools. Women constitute 52% <strong>of</strong> elementary principals but only 26% <strong>of</strong> secondary school<br />
principals (Thurman, 2004). This under-representation may be due to stereotypes attached to<br />
women, more specifically, their lack <strong>of</strong> capacity to hold leadership positions (Helterbran & Rieg,<br />
Jean-Marie, G., & Martinez, A. (<strong>2007</strong>). Race, gender, & leadership: Perspectives <strong>of</strong> female secondary leaders. In S.<br />
M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research<br />
Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 43-48). Miami: <strong>Florida</strong> <strong>International</strong><br />
<strong>University</strong>. http://coeweb.fiu.edu/research_conference/
2004; Murphey, Moss, Hannah, & Wiener, 2005; Young & McLeod, 2001). This may be due to<br />
the social perception <strong>of</strong> women as teachers but not as leaders. Teaching and leading are <strong>of</strong>ten<br />
treated as separate worlds, characterized by different activities and senses, employing different<br />
languages, guided by different purposes, and carried out by distinct types <strong>of</strong> people (Donaldson,<br />
2006; Moller & Pankake, 2006). The consequential explanation, though unrealistic and<br />
commonplace, <strong>of</strong> the scarcity <strong>of</strong> female leaders in education is their lack <strong>of</strong> aspiration to occupy<br />
leadership roles. Contrary to this belief, the number <strong>of</strong> women currently enrolled and already<br />
graduated from educational administration programs since 1980 is increasing (Logan, 1998;<br />
Oakley, 2000; Valverde, 2003; Young & McLeod, 2001).<br />
Assessing the Landscape: Getting into the Principalship<br />
Females at the highest levels <strong>of</strong> leadership in education usually run a solo act but with<br />
many spectators and critics (Ah Nee-Benham & Cooper, 1998; Shakeshaft, 1993; Smulyan,<br />
2000). For those who persevere and do become principals, marginalization and extra scrutiny<br />
due to race and gender can follow (Boris-Schacter & Langer, 2006; Mendez-Morse, 2003).<br />
Females have difficulty being accepted by colleagues in cross-racial, ethnic, or class<br />
communities and can face systemic community prejudices (Boris-Schacter & Langer, 2006).<br />
This can be a double-edged sword because once the principal is hired, she is expected to appear<br />
in charge but behave as a recognizable woman (Shakeshaft, 1993; Skrla & Young, 2003).<br />
Perhaps ironically, another study indicates that women will only accentuate female values in<br />
their leadership styles up to the level <strong>of</strong> natural acceptance in an organization’s culture<br />
(H<strong>of</strong>stede, 1980). Appearing feminine and utilizing female caring values to lead can be<br />
perceived as two different things. Not all research agrees. Evans (2001) suggests that being in a<br />
formerly male position such as the principalship can free females from gendered expectations.<br />
We can only conclude that much more in-depth information is needed to examine this<br />
complicated issue.<br />
Method<br />
Since this study examined participants’ leadership experiences, phenomenology was<br />
chosen as the method (Creswell, 1998). From a generated list <strong>of</strong> female secondary principals<br />
obtained from the directory <strong>of</strong> education within one southwestern state, a purposive sample<br />
(Patton, 1990) <strong>of</strong> 15 female secondary school leaders (7 White American, 2 African American, 1<br />
Native American, and 1 Portuguese American) were chosen but 11 agreed to participate. The<br />
principals were representative <strong>of</strong> six school districts that comprised these characteristics: two city<br />
contexts (i.e., urban and suburban), leaders (i.e., secondary, female, novice, and experienced),<br />
and secondary school context (i.e., two or more high schools located in each district). Openended<br />
semi-structured interviews were used to collect data. Participants were asked questions<br />
concerning leadership orientation and socialization experiences and practices, issues <strong>of</strong> diversity,<br />
race and gender, and challenges they faced as female secondary school leaders. The interviews<br />
were transcribed and analyzed according to phenomenological steps (Giorgi, Fischer, & Murray,<br />
1975).<br />
Findings and Discussion<br />
This study provides an understanding <strong>of</strong> how race and gender impact women’s accession<br />
to, and work at, the secondary school level. Three major themes emerged: gender, race, and<br />
improvement <strong>of</strong> the recruitment and retention processes.<br />
Issues <strong>of</strong> Gender Pertaining to Female Leaders<br />
Gender was a factor embedded in the leadership experiences <strong>of</strong> the principals. Several<br />
women discussed the ineffectiveness <strong>of</strong> being mentored by other women while in their<br />
44
45<br />
leadership roles. According to the novice Lebanese American suburban principal who was the<br />
first female secondary leader in that district, “Women are vicious and backstabbing. . .Unless<br />
women are on your side, they’ll turn on you real quick. I’m under a microscope as the first<br />
woman to take on a leadership role. Everybody is watching me at every moment.” Other<br />
comments on gender were articulated by an experienced White suburban principal “I find<br />
sometimes that females don’t help each other along the way like men do. It’s amazing how the<br />
men have such a network <strong>of</strong> connections, and they get jobs and do things from that…When I<br />
became principal, They thought it was a short lived thing. The perception was, As a single<br />
mother, there would be no way that I could balance my pr<strong>of</strong>essional and personal life because <strong>of</strong><br />
the demands and expectations.”<br />
To be successful, women need to be assertive and exhibit more male-like qualities<br />
(Helterbran & Rieg, 2004). One experienced White urban principal asserted:<br />
They like high school principals to be men. Big strong men. Big strong black men or<br />
women who are Black or Hispanic. I’m a White bred, White headed female. I’ve heard<br />
all the blond jokes that I ever want to hear in my life. But I’m intelligent and I can run a<br />
school. . . I’ve never been discriminated against. There are times, I’ve thought if I were<br />
Black or Hispanic, I’d had better luck at that. I sometimes think that people look at me<br />
and say, ‘She’s White. She’s a blond, what does she know’ Has it ever affected me,<br />
honestly No, I cannot say that it has.<br />
The novice Native American principal talked about the issues she confronted on a daily basis as<br />
a female leader:<br />
I still think that anytime women assert themselves, there are people who will see them as<br />
either on a power trip or they’re referred to in a derrogatory manner. I think that’s<br />
common among other females. For example, a female leader has to be able to play to the<br />
‘choir’ who’s observing her for weaknesses because she’s a female versus ‘Oh, you’re<br />
acting like you’re all that.’ That’s a stereotype <strong>of</strong> a woman who’s in a leadership role and<br />
be ‘all that’. I don’t know that men have that challenge.<br />
. . .A man can walk into a room and doesn’t need to open his mouth to prove himself. A<br />
female sometimes has to absolutely jump through hoops and say, ‘I’m just as tough and I<br />
can do just as well as any male.’ The tragedy is that you have to prove yourself to be the<br />
best. In order to do that, we have to dismantle all <strong>of</strong> these perceptions <strong>of</strong> the female<br />
versus the male gender in school administration.<br />
In contrast, two White urban principals talked about how their gender was valuable to their<br />
leadership roles. The expereinces one explained:<br />
Being a female is the best thing in the world. I can put my arms around people. I can sit<br />
with them. I can cry with them. I can be angry with them because I don’t have to play<br />
that macho role. I’ve been told that women couldn’t do high school. I can whip a school<br />
board into shape. But, that isn’t how a school really runs. I believe women have the edge.<br />
I have so much more freedom as a female.<br />
The novice said, “Women tend to be more welcoming to the concerns and problems <strong>of</strong> the<br />
school than most male administrators that I know.”<br />
These women were constantly learning their own values and limits by unconsciously<br />
assuming that gender does not matter when it is in fact present in their own and other people’s<br />
expectations and habits (Murphey et al., 2005). Gender has been regarded as a category <strong>of</strong><br />
experience that influences women to develop leadership values and engage in a model <strong>of</strong>
elational leadership (Boris-Schacter & Langer, 2006; Smulyan, 2000). The women in this study<br />
synthesize the finer quality <strong>of</strong> masculinity (i.e., I can be tough too!) and feminist perspective<br />
(i.e., warm, nurturing, sensitive, cooperative, and accommodating) (Shakeshaft, 1993; Skrla &<br />
Young, 2003). They formed a newer, stronger, and more balanced practice <strong>of</strong> leadership.<br />
Issues <strong>of</strong> Race Pertaining to Female Leaders<br />
Although issues <strong>of</strong> gender permeated the discussion, issues <strong>of</strong> race were <strong>of</strong> equal<br />
importance. Several participants assumed that race did not matter when it was in fact present in<br />
much <strong>of</strong> their discussion and race (un)consciousness resonated within their perspectives. For<br />
example, one <strong>of</strong> the experienced White urban principals raised issues about being “White bred. .<br />
. I can run a school. . . I’ve never been discriminated against.” However, she further explained if<br />
she were Black or Hispanic, it would have increased her chances <strong>of</strong> successfully running a<br />
school. She further asserted that she had never been affected by race; yet, she articulated<br />
contradictions as they pertained to her experiences. In contrast to this White urban principal, one<br />
experienced Black suburban principal expressed similar issues that pertained to differential<br />
treatments <strong>of</strong> White females and males in school leadership:<br />
Sometimes I find myself in situations where I wonder if I were a White female or male,<br />
would things be different. I’m not going to lie to you. Men tend to feel they could say<br />
things to me that they probably wouldn’t say if I were a White female or male. This<br />
happened to me this summer. A man made a comment to me and I said to him, ‘Had I<br />
been a male or White female, would you have said that’<br />
She felt that her experiences would differ if she were a White female or male. These<br />
women experienced a gender bias that stems from the false premise that males are dominant. The<br />
second bias is a racism rooted in the erroneous proposition <strong>of</strong> white superiority (Ah Nee-Benham<br />
& Cooper, 1998; Valverde, 2003). Because <strong>of</strong> these two historical myths, many unfair practices<br />
toward White women and women <strong>of</strong> color have surfaced and played out on a routine basis.<br />
Women <strong>of</strong> color, and to a lesser extent White women, are pressured to give up their<br />
cultural identities (Valverde, 2003). Pr<strong>of</strong>essional women over time have come to realize that they<br />
have had to display some male-based characteristics in order to become acceptable to be selected<br />
for a leadership role such as secondary school principals. However, White and Black women<br />
may have found a collective voice. Some women feel less <strong>of</strong> a need to shape their demeanour to<br />
look and sound like men (Skrla & Young, 2003). In short, interpretations pass <strong>of</strong>f as objective<br />
practice promote and entrench white privilege and male dominance (Valverde, 2003).<br />
Changing the Landscape: Approaches to Support Women<br />
Digging deeper into the complex views <strong>of</strong> leadership, race and gender, the participants<br />
discussed recommendations for improving the recruitment and retention <strong>of</strong> female secondary<br />
leaders and changing the male-dominated perspective <strong>of</strong> the secondary principalship. In the<br />
former, the participants agreed that women need to develop the confidence that they can be<br />
effective secondary school leaders and should work towards seeking leadership opportunities.<br />
They suggested, “Women have to be convinced that they can do it!”, “Lead from your heart!”,<br />
and “You have to be courageous!” While emphasizing confidence in oneself, some <strong>of</strong> the<br />
participants took this a step further by suggesting that women need to be groomed or mentored<br />
by other women and men. They believed that seeking and identifying possible leaders and giving<br />
them opportunities to lead are ways to mentor more women into the principalship. This<br />
contradicts previous research (Logan, 1998; Thurman, 2004; Young & McLeod, 2001) that<br />
suggests that women are unlikely to mentor each other once in the field. However, the absence <strong>of</strong><br />
women in the ranks <strong>of</strong> senior management is a telling sign that the whole process <strong>of</strong> selection,<br />
46
ecruitment, and promotion in educational organizations needs an overhaul (Oakley, 2000). The<br />
participants suggested diversifying school personnel involved in the hiring process. As one<br />
participant articulated, “We need to look at a variety <strong>of</strong> people responsible for hiring school<br />
leaders. It has to broaden – more diversity within the screening panel.”<br />
Conclusions<br />
The participants in this article described the ways in which female principals interpreted their<br />
leadership experiences in terms <strong>of</strong> race and gender. An important direction for further research is that it<br />
is done simultaneously with secondary females <strong>of</strong> diverse cultural background, essential to<br />
understanding how females lead from these perspectives. Further, in order to fully capture the impact <strong>of</strong><br />
gender, race, and culture on leadership, research must involve a greater number <strong>of</strong> organizations at<br />
extreme ends <strong>of</strong> the value dimensions for measuring leadership effectiveness. While it has been common<br />
practice for research to define the context in which leadership is studied, using simple classifications<br />
such as masculine or feminine contexts, it seems appropriate to begin refining the particular<br />
management layer that is studied.<br />
References<br />
Ah Nee-Benham, M. K. P., & Cooper, J. E. (1998). Let my spirit soar! Narratives <strong>of</strong> diverse<br />
women in school leadership. Thousand Oaks, CA: Corwin Press.<br />
Alston, J. A. (2005). Tempered radicals and servant leaders: Black females persevering in the<br />
superintendency. <strong>Education</strong>al Administration Quarterly, 41(4), 675-688.<br />
Blackman, M. C., & Fenwick, L. T. (2000). The principalship: Looking for leaders in a time <strong>of</strong><br />
change. <strong>Education</strong> Week, 19(29), 46-68.<br />
Boris-Schacter, S., & Langer, S. (2006). Balanced leadership: How effective principals manage<br />
their work. New York: Teachers <strong>College</strong> Press.<br />
Brunner, C. C. (1999). Sacred dreams: Women and the superintendency. Albany, NY: State<br />
<strong>University</strong> <strong>of</strong> New Press.<br />
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five research<br />
traditions. Thousands Oaks, CA: Sage.<br />
Dimmock, C., & Walker, A. (2005). <strong>Education</strong>al leadership: Culture and diversity. Thousands<br />
Oaks, CA: Sage.<br />
Donaldson, G. A. (2006). Cultivating leadership in schools: Connecting people, purpose and<br />
practice. New York, NY: Teachers <strong>College</strong> Press.<br />
Evans, G. A. (2001). The world on our backs. Community <strong>College</strong> Journal <strong>of</strong> Research and<br />
Practice, 25, 181-192.<br />
Fiore, D. J., & Joseph, C. (2005). Making the right decisions: A guide for school leaders.<br />
Larchmont, NY: Eye on <strong>Education</strong>.<br />
Giorgi, A., Fisher, C., & Murrray, E. (1975). Duquesne studies in phenomenological psychology.<br />
Pittsburgh: Duquesne <strong>University</strong> Press.<br />
Grogan, M. (1994, April). Aspiring to the superintendency in the public school systems:<br />
Women’s perspectives. Paper presented at the Annual Meeting <strong>of</strong> the American<br />
<strong>Education</strong>al Research Association, New Orleans, LA.<br />
Gronn, P. (2003). The new work <strong>of</strong> educational leaders: Changing leadership practice in an era<br />
<strong>of</strong> school reform. London: Paul Chapman Publishing.<br />
Helterbran, V. R., & Rieg, S. A. (2004). Women as schools principals: What is the challenge<br />
Journal <strong>of</strong> Women in <strong>Education</strong>al Leadership, 2(1), 13-22.<br />
H<strong>of</strong>stede, G. (1980). Culture’s consequences: <strong>International</strong> differences in work-related values.<br />
Beverly Hills, CA: Sage.<br />
47
Logan, J. P. (1998). School leadership <strong>of</strong> the 90s and beyond: A window <strong>of</strong> opportunity for<br />
women educators [Electronic version]. Advancing Women in Leadership Journal, 1, 165-<br />
184.<br />
Lyman, L. L., Ashby, D. E., & Tripses, J. S. (2005). Leaders who dare: Pushing the boundaries.<br />
Lanham, MD: Rowman & Littlefied <strong>Education</strong>.<br />
Mendez-Morse, S. (2003). Chicana feminism and educational leadership. In M. D. Young & L.<br />
Skrla (Eds.), Reconsidering feminist research in educational leadership (pp. 161-178).<br />
Albany: State <strong>University</strong> <strong>of</strong> New York Press.<br />
Moller, G., & Pankake, A. (2006). Lead with me: A principal’s guide to teacher leadership.<br />
Larchmont, NY: Eye on <strong>Education</strong>.<br />
Murphey, K., Moss, G., Hannah, S., & Wiener, R. (2005). Women in educational leadership:<br />
Finding common ground. Journal <strong>of</strong> Women in <strong>Education</strong>al Leadership, 3(4), 273-284.<br />
Oakley, J. G. (2000). Gender-based barriers to senior management positions: Understanding the<br />
scarcity <strong>of</strong> female CEOs. Journal <strong>of</strong> Business Ethics, 27, 321-334.<br />
Patton, M. (1998). Discovering process use. Evaluation Journal, 4(2), 225-233.<br />
Shakeshaft, C. (1993). Gender equity in schools. In C. A. Capper (Ed.), <strong>Education</strong>al<br />
administration in a pluralistic society (pp. 87-109). Albany: State <strong>University</strong> <strong>of</strong> New<br />
York Press.<br />
Smulyan, L. (2000). Balancing acts: Women principals at work. Albany: State <strong>University</strong> <strong>of</strong><br />
New York Press.<br />
Thurman, S. (2004). The glass ceiling as a mirror: How do women secondary principals support<br />
school improvement. Unpublished doctoral dissertation, <strong>University</strong> <strong>of</strong> Cincinnati, Ohio.<br />
Valverde, L. A. (2003). Leaders <strong>of</strong> color in higher education: Unrecognized triumphs in harsh<br />
institutions. New York: Rowman & Littlefield.<br />
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affecting women’s decisions to become school administrators. <strong>Education</strong>al<br />
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Albany: State <strong>University</strong> <strong>of</strong> New York Press.<br />
48
A Mixed Method Study <strong>of</strong> Spirituality and the Influence on TB<br />
Medication Adherence<br />
Regina McDade<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Nonadherence to medication for tuberculosis (TB) can lead to new<br />
cases <strong>of</strong> TB and death. Interest in spirituality in healthcare has grown among<br />
adult educators, health educators and healthcare workers (Tisdell, 2003). This<br />
mixed-method study will explore spirituality and TB medication adherence<br />
among African American and Haitian populations.<br />
Globally, TB remains one <strong>of</strong> the leading causes <strong>of</strong> death from infectious disease. An<br />
estimated 2 billion persons are infected with the bacteria causing TB annually. In addition,<br />
approximately 9 million persons become ill from TB; <strong>of</strong> these, 2 million die (CDC, 2005). In the<br />
U.S., an estimated 10 to 15 million persons are infected with TB and more than two-thirds <strong>of</strong><br />
reported cases occur in racial minority and ethnic groups such as African-Americans (CDC,<br />
1992); unfortunately, this trend continues (CDC, 2005). In many cultures, the social stigma <strong>of</strong><br />
tuberculosis contributes to lengthy delays in seeking pr<strong>of</strong>essional care and abandonment <strong>of</strong><br />
treatment (Iiongo, 1994; Rubel & Garro, 1992). TB is a curable disease that requires long-term<br />
medication therapy; however, failure to adhere to a treatment regimen creates potential for drug<br />
resistance, further spread <strong>of</strong> the disease, disability, and death. To break the cycle <strong>of</strong> TB infection<br />
and disease within the community, appropriate diagnosis, education, treatment, and follow-up<br />
care by healthcare providers caring for minority TB patients is necessary (CDC, 1998;<br />
Halverson, Mays, Miller, Kaluzny, & Richards, 1997). In adult education spirituality has gained<br />
a prominence that is reflective <strong>of</strong> an interest in spiritual matters (English & Gillen, 2000).<br />
Spirituality is an important aspect <strong>of</strong> both African Americans’ and Haitians’ lives.<br />
The purpose <strong>of</strong> this mixed-method study will be to explore the relationship between<br />
spirituality and TB medication adherence among African Americans and Haitians. A<br />
correlational study will be conducted to determine if there is a relationship between spirituality<br />
and medication adherence. Also, simultaneously a phenomenological study will be conducted to<br />
explore the influence <strong>of</strong> spirituality on TB medication adherence. The first section will discuss<br />
spirituality, spirituality in adult education and spirituality and health. The next section will<br />
discuss African Americans and Haitians. This will be followed by a description <strong>of</strong> adult learning<br />
theory, the proposed research design and summary.<br />
Spirituality<br />
There continues to be a growing interest in spirituality in health care among adult<br />
education, health educators and healthcare workers (Tisdell, 2003). Spirituality has defined as a<br />
“basic inherent quality in humans that involves a belief in something greater than the self and a<br />
faith that positively affirms life” (Musgrave, Easley, Allen, & Allen, 2002, p. 557). In addition,<br />
studies have shown support for the relationship between spirituality and health outcomes<br />
(Delgado, 2005; Kirschner, 2003; Koenig et al., 2000; Miller & Thoresen, 2003; Musgrave et al.,<br />
2002, Weaver & Ellison, 2004)). Although <strong>of</strong>ten used interchangeably, religion and spirituality<br />
have different meanings and may have different effects on the use <strong>of</strong> health services. Whether<br />
used together or separately, religion and spirituality provide a framework for African Americans<br />
to make sense <strong>of</strong> the world and cope with life (Musgrave et al., 2002). “Spirituality is a<br />
McDade, R. (<strong>2007</strong>). A mixed method study <strong>of</strong> spirituality and the influence on TB medication adherence. In S. M.<br />
Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research<br />
Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 54-59). Miami: <strong>Florida</strong> <strong>International</strong><br />
<strong>University</strong>. http://coeweb.fiu.edu/research_conference/
elationship with a transcendent force that brings meaning and purpose to one’s existence, and<br />
affects the way in which one operates in the world” (Armstrong, 1996, p. 106). Spirituality can<br />
be described as individual focused and is not associated with involvement in a supportive<br />
community (Koenig, George, Titus & Meador, 2003). Religions are differentiated by particular<br />
beliefs and practices, requirement <strong>of</strong> membership, and modes <strong>of</strong> social organization (Miller &<br />
Thoresen, 2003). Religion and spirituality have been conceptualized to influence the<br />
development <strong>of</strong> each other. For example, religious practices encourage spiritual growth and<br />
spiritual practices are <strong>of</strong>ten an important aspect <strong>of</strong> religious participation (Armstrong &<br />
Crowther, 2002; Miller & Thoresen, 2003). Religion and spirituality have been linked to health<br />
behaviors and health outcomes such as decreased hospital length <strong>of</strong> stay and improved health<br />
(Hansel, Wu, Chang & Diette, 2004; Johnson, Elbert-Avila & Tulsky, 2005; King, Burgess,<br />
Akinyela, Counts-Spriggs, & Parker, 2005; Miller & Thoresen, 2003; Westlake et al., 2002).<br />
The spirituality in adult education is seen as a means <strong>of</strong> knowledge construction.<br />
Spirituality is about how people construct knowledge through largely unconscious and symbolic<br />
processes, <strong>of</strong>ten made more concrete in art forms such as music, art, image, symbol, and ritual,<br />
which are manifested culturally (Tisdell, 2003). Spirituality works with the individual’s<br />
affective, rational or cognitive, unconscious and symbolic domains <strong>of</strong> knowledge creation. This<br />
mixed-method research will focus on spirituality and its relationship to TB knowledge<br />
construction and health behaviors such as medication adherence.<br />
African Americans<br />
In the African American culture, spirituality expressed in the form <strong>of</strong> spiritual beliefs<br />
serves as a source <strong>of</strong> comfort, providing a coping mechanism and support. Spirituality is<br />
important in understanding disease, coping, treatment decisions and medication adherence<br />
(Johnson, Elbert-Avila & Tulsky, 2005). Spirituality expressed in the form <strong>of</strong> spiritual beliefs<br />
about health and disease treatment may interfere with TB treatment and may result in medication<br />
nonadherence.<br />
Family and extended families are important in the lives <strong>of</strong> African-Americans. Families<br />
are their primary arenas for transmission and expression <strong>of</strong> spirituality, religious practices and<br />
values to younger generations <strong>of</strong> African-Americans. African-Americans generally practice<br />
Christianity (Pamphile, 2001; Pinkney, 2000). The predominant church memberships are Baptist<br />
and Methodist (Pinkney, 2000; Trotter, 2001). Spirituality and religion has always been an<br />
important part <strong>of</strong> African-American culture. Four major themes on religion/spirituality’s<br />
influence on African-Americans’ health beliefs are as follows: (a) faith in divine healing with no<br />
human agency, (b) faith in divine healing through doctors, (c) faith in divine healing through<br />
health or religious behavior modifications, and (d) faith in acceptance <strong>of</strong> health outcomes (King<br />
et al., 2005). African Americans believe that God is responsible for physical and spiritual health<br />
and the doctor is God’s instrument (Green, Lewis, Wang, Person & Rivers, 2004; Johnson et al.,<br />
2005; Lewis & Green, 2000). African Americans believe in a strong intimate relationship with<br />
God and the ability to overcome health limitations through the power <strong>of</strong> prayer (King at al.,<br />
2005). African Americans TB patients’ medication adherence may be influenced by beliefs in<br />
God’s control over their physical and spiritual health.<br />
Haitians<br />
In the Haitian culture, TB is considered a shameful disease; as a result, patients diagnosed<br />
with TB face social exclusion, rejection by family and friends, and placement in quarantine<br />
(Farmer, Robin, Ramilus & Kim; 1991; Coreil, Lauzardo, & Heurtelou, 2004). Haitians believe<br />
that TB can be either naturally or supernaturally acquired and treated with biomedicine, natural<br />
55
medicine and Voodoo (Miller, 2000). The majority <strong>of</strong> Haitians are Catholic, with a small number<br />
<strong>of</strong> other religions practiced (Chierici, 1991; Desrosiers & Fleurose, 2002; Pamphile, 2001).<br />
Lower class Haitians are more likely to acknowledge the belief and practice <strong>of</strong> Voodoo whereas<br />
upper class Haitians typically belong to the Catholic Church and deny Voodoo associated with<br />
lower class Haitians (Chierici, 1991; Desrosiers & Fleurose, 2002). Many Haitians believe in a<br />
spiritual world made up <strong>of</strong> good and evil spirits, spirits <strong>of</strong> the dead and many deities. To gain<br />
access to the spiritual world, many Haitians practice Voodoo, a religion with African origins, and<br />
worship the gods <strong>of</strong> Voodoo, or Loas, to gain protection and strength. Voodoo ceremonies are<br />
traditionally headed by a Voodoo priest known as a Houngan and are devoted to the worship and<br />
invocation <strong>of</strong> the invisible world. Haitian beliefs about TB include a supernatural etiology in<br />
which TB is caused by sorcery (Coreil, 2001; Farmer, 1991). Importantly, not all Haitians<br />
practice Voodoo. Haitians may practice Christianity, Voodoo, biomedical and spiritual healing<br />
(Desrosiers & Fleurose, 2002). Haitians’ belief in Voodoo gives patients a sense <strong>of</strong> optimism<br />
because they believe Voodoo provides control over their destiny. These spiritual beliefs have<br />
caused TB patients to abandon medical treatment (Farmer, 1991). If the Haitian abandons<br />
medical treatment and seeks alternative treatment, this creates a TB control challenge, such as<br />
further transmission <strong>of</strong> TB, drug resistance, and death.<br />
Adult Learning Theory<br />
Spirituality is seen as a means <strong>of</strong> finding meaning in life and <strong>of</strong> providing a source for<br />
coping with life (Miller, 1995; Reed, 1991). This quest to find meaning is a motivating force<br />
behind intellect and emotions. If individuals can find meaning in illness, suffering and death,<br />
they can find peace (Dyson, Cobb & Forman, 1997). Finding meaning in a situation is also a<br />
means for coping with stress. In adult learning, emotions and imagination are important to the<br />
construction <strong>of</strong> knowledge (Dirkx, 2001). Emotions play an important role in adult learning<br />
because emotions can either interfere with or encourage learning. Personally significant and<br />
important learning is grounded in and is derived from the adult’s emotional and imaginative<br />
connection with the self and with the broader social world. The process <strong>of</strong> mean making is<br />
essentially imaginative and extra rational, rather than merely reflective and rational (Dirkx,<br />
2001). Emotions play an important role in how adults interpret and make sense <strong>of</strong> the events in<br />
their lives.<br />
Problem Statement<br />
Management <strong>of</strong> medication adherence by adults who require long-term medication and<br />
treatment can be a complex problem for healthcare providers. Current literature explores cultural<br />
factors that affect health beliefs about TB, but there is limited research on the relationship<br />
between spiritual factors and TB medication adherence. The field <strong>of</strong> health lacks research on<br />
spirituality, aside from religion, and its relationship to health (Thoresen & Harris, 2002). African<br />
Americans’ and Haitians’ spirituality and its influence on patients’ knowledge <strong>of</strong> TB may require<br />
different educational interventions.<br />
Intent <strong>of</strong> the Study<br />
The intent <strong>of</strong> the study will be to explore the concept <strong>of</strong> spirituality and the influence <strong>of</strong><br />
spirituality on learning and health behaviors, such as TB medication adherence. The primary<br />
research question will be what is the influence <strong>of</strong> spirituality on African Americans’ and<br />
Haitians’ TB medication adherence<br />
Mixed-Methods Research Design<br />
Mixing methods results in a richer and more accurate understanding <strong>of</strong> research (Greene<br />
& Caracelli, 1997). Mixed methods designs can strive to combine the characteristics <strong>of</strong> different<br />
56
inquiry traditions, resulting in inferences grounded in participants’ lives but with credible claims<br />
about generalizability.<br />
Phenomenological Research Design<br />
The phenomenological form <strong>of</strong> inquiry shows how complex meanings are built out <strong>of</strong><br />
simple units <strong>of</strong> direct experiences (Merriam & Simpson, 2000). This allows the researcher to<br />
attempt to deal with inner experiences not probed or explored in everyday life. This type <strong>of</strong><br />
design will allow the researcher to explore the conscious experience <strong>of</strong> phenomena (p. 91).<br />
Creswell (2003) describes phenomenological research as the “essence” <strong>of</strong> human experiences<br />
concerning a phenomenon as described by participants in a study. This study will be based upon<br />
the phenomenological research design under the qualitative strategy <strong>of</strong> inquiry.<br />
Correlation Research Design<br />
A correlation research design will be utilized to examine the relationship between<br />
spirituality and TB medication adherence. A correlational design will be utilized to determine the<br />
relationships between spirituality and adherence to TB medication. Correlation design is useful<br />
when control over subjects is difficult to obtain. The strengths <strong>of</strong> this design are that it is<br />
economical, easy to implement, and yields results in a short period <strong>of</strong> time (Bickman & Rig,<br />
1997). The limitations <strong>of</strong> the correlational design are that it only determines the existence <strong>of</strong><br />
relationships, and does not investigate cause and effect relationships.<br />
Data Sources<br />
The population <strong>of</strong> interest is composed <strong>of</strong> 268 tuberculosis cases in Miami-Dade County<br />
(<strong>Florida</strong> Department <strong>of</strong> Health, 2004). In 2004, African Americans represented 107 TB cases and<br />
Haitians represented 62 TB cases in Miami-Dade County (<strong>Florida</strong> Department <strong>of</strong> Health, 2004).<br />
Permission to conduct this study will be obtained from the Institutional Review Board <strong>of</strong> the<br />
county hospital, <strong>Florida</strong> <strong>International</strong> <strong>University</strong> and the State <strong>of</strong> <strong>Florida</strong> Department <strong>of</strong> Health.<br />
The population <strong>of</strong> interest, African American and Haitian patients, will be identified and<br />
interviewed while in the hospital by the researcher. Nonprobability (convenience) sampling will<br />
be utilized in this study to select the sample. All African American and Haitian patients admitted<br />
to the county hospital with a diagnosis <strong>of</strong> TB are eligible for participation in the study.<br />
Data Collection<br />
The study will be conducted during a three-month time period in <strong>2007</strong>. Patients will be<br />
given education about the study and permission to enroll in the study will be obtained by the<br />
researcher. The study site has a bilingual medical secretary who will be trained to assist the<br />
researcher with data collection. There will be two means <strong>of</strong> data collection: (a) voluntary<br />
completion <strong>of</strong> the questionnaire and (b) completion with the assistance <strong>of</strong> an interpreter. The<br />
spirituality questionnaire will be in booklet form in individual envelopes with labels identifying<br />
the clinic and research subject by number. Medication adherence will be based on an analysis <strong>of</strong><br />
the patients’ medication administration records (MAR).<br />
A convenience sample <strong>of</strong> African American and Haitian patients admitted with a<br />
diagnosis <strong>of</strong> TB will be interviewed by the researcher, who will explain the purpose <strong>of</strong> the study.<br />
Haitian patients will be given the option <strong>of</strong> having an interpreter. A signed informed consent will<br />
be obtained and a copy will be given to each patient. The patients will receive the standard verbal<br />
and written explanation about their TB diagnosis, medication and treatment regimen. In addition,<br />
six African Americans and six Haitians will be selected to interview for the phenomenological<br />
phase <strong>of</strong> the study. Patients will be interviewed in the hospital and clinic to gather further<br />
understandings, themes, values and meanings <strong>of</strong> spirituality.<br />
57
Summary<br />
This study <strong>of</strong> African Americans’ and Haitians’ knowledge <strong>of</strong> TB and the influence <strong>of</strong><br />
spirituality on medication adherence may reveal differences and similarities between two<br />
minority populations. This knowledge will enable adult educators and healthcare providers to<br />
have a better understanding <strong>of</strong> the two minority populations. In addition, this study will add to<br />
the body <strong>of</strong> knowledge about spirituality and health behaviors. Findings from this study will help<br />
adult educators develop better educational interventions to help cure TB, interrupt further<br />
transmission <strong>of</strong> TB and prevent death.<br />
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31(2), 85-93.<br />
59
Comparison <strong>of</strong> Common Field/Clinical Measures to Standard Laboratory<br />
Measures <strong>of</strong> Hydration Status<br />
Dawn M. Minton, Lindsey E. Eberman, Michelle A. Cleary, Charles C. Emerson<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Context: Accurately determining hydration status is a preventative measure for<br />
exertional heat illnesses (EHI). Objective: To determine the validity <strong>of</strong> various field<br />
measures <strong>of</strong> urine specific gravity (U sg ) compared to laboratory instruments. Design:<br />
Observational research design to compare measures <strong>of</strong> hydration status: urine reagent<br />
strips (URS) and a urine color (U col ) chart to a refractometer. Setting: We utilized the<br />
athletic training room <strong>of</strong> a Division I-A collegiate American football team. Participants:<br />
Trial 1 involved urine samples <strong>of</strong> 69 veteran football players (age=20.1+1.2yr; body<br />
mass=229.7+44.4lb; height=72.2+2.1in). Trial 2 involved samples from 5 football<br />
players (age=20.4+0.5yr; body mass=261.4+39.2lb; height=72.3+2.3in). Interventions:<br />
We administered the Heat Illness Index Score (HIIS) Risk Assessment, to identify<br />
athletes at-risk for EHI (Trial 1). For individuals “at-risk” (Trial 2), we collected urine<br />
samples before and after 15 days <strong>of</strong> pre-season “two-a-day” practices in a hot, humid<br />
environment(mean on-field WBGT=28.84+2.36 o C). Main Outcome Measures: Urine<br />
samples were immediately analyzed for U sg using a refractometer, Diascreen 7 ® (URS1),<br />
Multistix ® (URS2), and Chemstrip10 ® (URS3). U col was measured using U col chart. We<br />
calculated descriptive statistics for all main measures; Pearson correlations to assess<br />
relationships between the refractometer, each URS, and U col , and transformed U col data to<br />
Z-scores for comparison to the refractometer. Results: In Trial 1, we found a moderate<br />
relationship (r=0.491, p
clinical measures <strong>of</strong> hydration. Researchers <strong>of</strong>ten look for tools that provide the greatest<br />
accuracy and reliability for laboratory investigations. 5 However, in a clinical setting, tools that<br />
require little technician expertise and expense are more customary. The “gold standard” for the<br />
measurement <strong>of</strong> hydration status in the clinical setting is unclear. Several researchers state that<br />
the use <strong>of</strong> a clinical refractometer for U sg is more accurate than urine reagent strips (URS), 6-10<br />
while others state that URS are equally reliable. 11-13 As research continues to examine hydration<br />
indices to determine the most reliable and valid measurement <strong>of</strong> hydration status, the purpose <strong>of</strong><br />
this research was to determine the validity <strong>of</strong> URS compared to refractometers in detecting<br />
accurate measures <strong>of</strong> U sg in the clinical setting.<br />
Methods<br />
Participants<br />
For Trial 1, 69 Division I-A collegiate American football players (age=20.1+1.2yr; body<br />
mass=229.7+44.4lb; height=72.2+2.1in) participated in the pilot implementation <strong>of</strong> the Heat<br />
Illness Index Score(HIIS) Risk Assessment to identify athletes at-risk for exertional heat illness.<br />
Five football players (age=20.4+0.5yr; body mass=261.4+39.2lb; height=72.3+2.3in) were<br />
identified as moderate-risk, and urine samples and body mass changes were continuously<br />
monitored throughout preseason “two-a-day” practices (Trial 2) in a hot, humid environment<br />
(mean on-field WBGT=28.84+2.36 o C).<br />
Research Design<br />
We used a non-experimental, observational research design to compare three brands <strong>of</strong><br />
URS and U col to a refractometer.<br />
Experimental Procedures<br />
As part <strong>of</strong> the HIIS, participants were asked to provide a urine sample (Trial 1). The<br />
sample was immediately analyzed for U sg using a clinical refractometer (model 300CL, Atago<br />
Inc., Japan) and the Diascreen 7® (Hypogaurd, Minneapolis, MN) reagent strip (URS1). Urine<br />
samples were then collected before and after each practice for fifteen days <strong>of</strong> practices (Trial 2).<br />
U sg was measured using the clinical refractometer, Multistix® (Bayer Corporation, Elkhart, IN)<br />
reagent strip (URS2), and Chemstrip 10® (Roche Diagnostics, Indianapolis, IN) reagent strip<br />
(URS3). Urine color was measured using a U col chart (Human Kinetics, Champaign, IL). U sg<br />
and U col were immediately measured with the refractometer and U col chart, respectively. Then,<br />
two researchers analyzed the specimens with the URS. One researcher immersed the strip in the<br />
specimen, as recommended by each manufacturer and the other researcher read the results at the<br />
times specified by the manufacturer.<br />
Statistical Analysis<br />
Descriptive statistics were calculated for all urine indices. Pearson correlations were<br />
calculated to assess the strength <strong>of</strong> the relationship between the clinical refractometer and the<br />
URS. Subsequently, z-scores were calculated for the urine color and the clinical refractometer<br />
measures <strong>of</strong> U sg. Pearson correlations were then calculated to identify the strength <strong>of</strong> the<br />
relationship between these variables. Significance was set α-priori at p
Discussion<br />
Urine Specific Gravity<br />
The NCAA suggests U sg as the most practical, cost-efficient measurement <strong>of</strong> hydration<br />
status in athletes. 14 U sg is a measure <strong>of</strong> the ratio between the density <strong>of</strong> urine and the density <strong>of</strong><br />
water. 3,5,6,15 Urinary concentration depends on the presence <strong>of</strong> particles (electrolytes, phosphate,<br />
urea, uric acid, proteins, glucose, and radiographic contrast media) per unit <strong>of</strong> urine volume. 3,7<br />
Small amounts <strong>of</strong> urine can be used for rapid, non-invasive, and inexpensive measurements. 5,7<br />
Fluid denser than water will have a measurement greater than 1.000Gm/mL. 5 In the average<br />
healthy person U sg ranges between 1.002 to 1.030, 15 with minimal hypohydration measure set at<br />
1.010 to 1.020 (1% to 3% loss <strong>of</strong> body weight) 1,16 and severe hypohydration above 1.030. 1,5,17<br />
Two popular U sg measurement techniques are URS and refractometry.<br />
URS are cost-efficient, easily accessible, and easy to use 7,10 to estimate U sg . 3 When<br />
immersed in urine, an analytic reaction occurs in the small pads between an ion exchanger,<br />
bromthymol, and buffers with the urine concentration <strong>of</strong> hydrogen ions and sodium ions. The<br />
protons are released in the presence <strong>of</strong> cations and react with the bromthymol blue, changing the<br />
color <strong>of</strong> the strip. 3,6,7,10<br />
Urine refractometry identifies when concentrated fluid breaks normal light differently<br />
than water and measuring the refraction <strong>of</strong> the beam, 3,7 detecting particles according to weight<br />
rather than number. 7 Research has demonstrated that U sg measurement by refractometry is a<br />
more sensitive indicator <strong>of</strong> hydration status than blood plasma or hematocrit measurements 18-20<br />
and should be used when determining hydration status <strong>of</strong> athletes. 1<br />
Refractometry is the preferred method <strong>of</strong> U sg measurement as compared to URS. 9,10<br />
However, previous literature is contradictory concerning the use <strong>of</strong> URS. Some studies have<br />
shown a positive correlation between the two types <strong>of</strong> measurements, while others have shown<br />
no correlation. Correlation between URS and refractometry has been found to be low (r=.573). 15<br />
Refractometry is consistently more accurate and reagent strip results are <strong>of</strong>ten unpredictable. 6<br />
We also ascertained that URS were unpredictable between manufacturer types. Further research<br />
is necessary to determine the validity <strong>of</strong> URS as a measure for U sg . 5 Our research confirmed<br />
inconsistent results for U sg within different URS tested and the overall moderate correlations<br />
leads us to suggest that refractometry continues to be the preferred clinical method <strong>of</strong> U sg<br />
measurement. However, URS are a psychomotor skill required in educational competencies and<br />
therefore, a common clinical practice taught in athletic training education programs. 21<br />
Change in Body Mass<br />
Water comprises 50-70% <strong>of</strong> the body’s total mass. 3 Change in body mass is the most<br />
common clinical technique used to determine hydration status in athletes and utilizes pre and<br />
post-exercise body mass measurements to calculate the amount <strong>of</strong> body water lost. Although the<br />
most commonly used, change in body mass has limitations. Immediate ingestion <strong>of</strong> fluid equal<br />
to 5% body loss did not return P osm to baseline measurements. 9 Fluids ingested following 6%<br />
body loss required 48-72 hours to demonstrate a euhydrated status. 22 These results show that<br />
while change in body mass is an inexpensive, practical, method for hydration measurement, it<br />
may not be valid or reliable.<br />
Urine Color<br />
U col is an inexpensive, yet reliable 5 method for hydration measurement. Normal urine<br />
color should be described as light yellow 3,5 with severe hypohydration described as brownish<br />
green. 5<br />
5<br />
U col does not provide the accuracy or precision <strong>of</strong> U sg or U osm and has a tendency to<br />
underestimate the level <strong>of</strong> hydration, 17 but it may be a valid self-assessment <strong>of</strong> hydration level.
However, U col can be misleading if a large amount <strong>of</strong> fluid is consumed rapidly, causing the<br />
kidneys to excrete dilute urine even if hypohydration exists. 5<br />
Urine Osmolality<br />
U osm and U sg are accurate measures <strong>of</strong> hydration status. 19 U osm measures the amount <strong>of</strong><br />
osmoles <strong>of</strong> dissociated solute particle per kilogram <strong>of</strong> solution. 3,6 U osm measurements require a<br />
osmometer and trained technician, therefore may not be practical for clinical use. 5 Normal U osm<br />
equals 30mosmol/kg after hypohydrated by 15% <strong>of</strong> total body water. 23 This shows that P osm is<br />
positively correlated with hydration status. When hypohydrated, P osm will proportionally<br />
decrease and increase when euhydrated. Osmolality increases because sweat is ordinarily<br />
hypotonic relative to plasma. 23 P osm measurements increase with progressive hypohydration and<br />
return toward euhydration during hydration recovery, while U sg and U osm lag in response to<br />
hypohydration and rehydration. 9,16 As with U osm , P osm is measured using an osmometer,<br />
requiring expensive equipment and training, which again may not be clinically practical. 5 Also,<br />
P osm can be influenced by sports drinks or meals. 9<br />
Urine Reagent Strips<br />
A variety <strong>of</strong> manufacturers produce reagent strips, each with specific instructions for<br />
proper techniques for immersion and reading <strong>of</strong> results. Failure to follow manufacturer’s<br />
specifications is a common cause <strong>of</strong> inaccurate test results. 10,28 Leaving the reagent strip<br />
immersed in the specimen too long may cause the reagents to dissolve and become inaccurate. 10<br />
Reagent strips must also be protected against ambient moisture, heat, and light, may not be<br />
stored in alternate containers, and will be inaccurate if expired. 28 In addition, specimen<br />
containers must be free <strong>of</strong> detergents and other contaminants. 10<br />
URS measurements were typically greater than refractometer measurements (mean<br />
difference <strong>of</strong> 0.002 + 0.007) and although the URS were specific (83%) they were not sensitive<br />
(38%). 15 One researcher reported strong correlations (r=.906 and r=.911) when comparing URS<br />
and 2 refractometers. 11 Several other researchers suggest that reagent strips are not a valid<br />
measure for U sg , reporting correlations well below .800, 24-29 which are not suitable for clinical<br />
practice. Further, a wide dispersion <strong>of</strong> data has been demonstrated when comparing reagent<br />
strips (Clinitek-50) with a refractometer. 7 This research, among our moderate correlations,<br />
further support the use <strong>of</strong> refractometry for measuring U sg instead <strong>of</strong> inconsistent and unreliable<br />
URS.<br />
Conclusions<br />
Hydration status is instrumental in preventing heat related illness. When choosing a<br />
measurement technique in the clinical setting it is important the clinician use a tool that is<br />
practical, inexpensive, and does not require technical operation, yet also provides the practitioner<br />
with a reliable and accurate measure. We suggest a urinary refractometer is a more reliable<br />
clinical measure <strong>of</strong> U sg and should be used in conjunction with change in body mass and U col to<br />
monitor the hydration status <strong>of</strong> at-risk athletes exercising in extreme environmental conditions.
References<br />
1. Casa DJ, Armstrong LE, Hillman SK, et al. National Athletic Trainers’ Association position<br />
statement: fluid replacement for athletes. J Athl Train. 2000;35:212-224.<br />
2. American <strong>College</strong> <strong>of</strong> Sports Medicine. Joint position statement: nutrition and athletic performance.<br />
Med Sci Sports Exerc. 2000;32:2130-2145.<br />
3. Oppliger RA, Bartok C. Hydration testing <strong>of</strong> athletes. Sports Med. 2002;32:959-971.<br />
4. National Center for Catastrophic Sport Injury Research. Twenty-third annual report fall 1982-spring<br />
2005.<br />
5. Armstrong LE. Hydration Assessment Techniques. Nutr Rev. 2005;63:S40-S54.<br />
6. Chadha V, Garg U, Alon US. Measurement <strong>of</strong> urinary concentration: a critical appraisal <strong>of</strong><br />
methodologies. Pediatr Nephrol. 2000;16:374-382.<br />
7. de Buys Roessingh AS, Drukker A, Guignard J-P. Dipstick measurements <strong>of</strong> urine specific gravity<br />
are unreliable. Arch Dis Child. 2001;85:155-157.<br />
8. McCrossin T, Roy LP. Comparison <strong>of</strong> hydrometery, refractometry, osmometry, and Ames N-<br />
Multistix SG in estimation <strong>of</strong> urinary concentration. Aust Paediatr J. 1985;21:185-188<br />
9. Popowski LA, Oppliger RA, Lambert GP, Johnson RF, Johnson AK, Gisolfi CV. Blood and urinary<br />
measures <strong>of</strong> hydration status during progressive acute hypohydration. Med Sci. 2000;747-753.<br />
10. Zaloga GP. Part 1: Rapid, accurate urine testing at the bedside.<br />
11. Gounden D, Newall RG. Urine specific gravity measurements: comparison <strong>of</strong> a new reagent strip<br />
method with exisiting methodologies, as applied to the water concentration/dilution tests. Curr Med<br />
Res Opin. 1983;8:375-381.<br />
12. Hensey OJ, Cooke RW. Estimation <strong>of</strong> urine specific gravity and osmolality using a simple reagent<br />
strip. Br Med J. 1983;286:6358.<br />
13. Ito K, Niwa M, Koba T. Study <strong>of</strong> urinary specific gravity by reagent strip method. Tokai J Exp Clin<br />
Med. 1983;8:247-255.<br />
14. National Collegiate Athletic Association Wrestling Rules Committee. 1998-1999 wrestling weight<br />
certification program. Indianapolis, IN: National Collegiate Athletic Assocation; 1998.<br />
15. Stuempfle KJ, Drury DG. Comparison <strong>of</strong> 3 methods to assess urine specific gravity in collegiate<br />
wrestlers. J Athl Train. 2003;38(4):315-319.<br />
16. Oppliger RA, Magnes SA, Popwoski LA, and Gisolfi CV. Accuracy <strong>of</strong> urine specific gravity and<br />
osmolality as indicators <strong>of</strong> hydration status. Int J Sport Nutr. 2005;15:236-251.<br />
17. Finn JP, Wood RJ. Incidence <strong>of</strong> pre-game hypohydration in athletes competing at international event<br />
in dry tropical conditions. Nutr Deit. 2004;61:221-225.<br />
18. Armstrong LE, Maresh CM, Castellani JW, et al. Urinary indices <strong>of</strong> hydration status. Int J Sport Nutr.<br />
1994;4:265–279.<br />
19. Armstrong LE, Soto JAH, Hacker FT Jr, Casa DJ, Kavouras SA, Maresh CM. Urinary indices during<br />
hypohydration, exercise, and rehydration. Int J Sport Nutr. 1998;8:345–355.<br />
20. Shirreffs SM. Markers <strong>of</strong> hydration status. Eur J Clin Nutr. 2003;57:S6-S9.<br />
21. National Athletic Trainers’ Association <strong>Education</strong> Council. Clinical Pr<strong>of</strong>iciency Definitions.<br />
Retrieved on March 13, 2006. www.nataec.org<br />
22. Costill DL, Sparks KE. Rapid fluid replacement following thermal hypohydration. J Appl Physiol.<br />
1973;34:299-303.<br />
23. Sawka MN, Convertino VA, Eichner ER, Schnieder SM, Young AJ. Blood volume: importance and<br />
adaptations to exercise training, environmental stresses, and trauma/sickness. Med Sci Sports Exerc.<br />
2000;32:332-348.<br />
24. Adams LJ. Evaluation <strong>of</strong> Ames Multistix-SG for urine specific gravity versus refractometer specific<br />
gravity. Am J Clin Pathol. 1983;25:512-514.<br />
25. Brandon CA. Urine specific gravity measurement: reagent strip versus refractometer. Clin Lab Sci.<br />
1994;7:308-310.<br />
26. Dorizzi RM, Caputo M. Measurement <strong>of</strong> urine relative density using refractometer and reagent strips.<br />
Clin Chem Lab Med. 1998;36:925-928.
27. McCrossin T, Roy LP. Comparison <strong>of</strong> hydrometery, refractometry, osmometry, and Ames N-<br />
Multistix SG in estimation <strong>of</strong> urinary concentration. Aust Paediatr J. 1985;21:185-188.<br />
28. Wilson LA. Urinalysis. Nurs Stand. 2005;19(35):51-54.<br />
29. Zack JF Jr. Evaluation <strong>of</strong> a specific gravity test strip. Clin Chem. 1983;29:210.<br />
Table 1. Urine Indices<br />
Trial 1 n=55 Mean SD<br />
USG Clinical Refractometer 1.026 0.010<br />
RS1 1.020 0.006<br />
Trial 2 n=5 Mean SD<br />
USG Clinical Refractometer 1.028 0.008<br />
RS2 1.019 0.008<br />
RS3 1.022 0.007<br />
Urine Color 5.6 1.6<br />
Table 2. Pearson r Correlations<br />
Trial 1 n= 69 Trial 2 n= 55<br />
USG Clinical<br />
Refractometer<br />
URS1 URS2 URS3<br />
r= 0.491 r= 0.712 r= 0.689<br />
p< 0.01 p< 0.01 p< 0.01
Review <strong>of</strong> Research on Spiritual and Religious Formation in<br />
Higher <strong>Education</strong><br />
Angelique Montgomery-Goodnough and Suzanne J. Gallagher<br />
St. Thomas <strong>University</strong>, USA<br />
Abstract: <strong>College</strong> students have diverse ways <strong>of</strong> expressing their spirituality. The<br />
purpose <strong>of</strong> this review is to examine and critique the research used to study college<br />
students’ spiritual and religious formation. Implications for faculty, student affairs<br />
pr<strong>of</strong>essionals, and ministers doing research on spiritual formation in higher education are<br />
discussed.<br />
The current generation <strong>of</strong> college students’ spiritual and religious development is<br />
markedly different from that <strong>of</strong> previous generations as evidenced by their decreased church<br />
attendance and lack <strong>of</strong> identification with a particular denomination (Zinnbauer & Pargament,<br />
1998). However, “students have very high levels <strong>of</strong> spiritual interest and involvement. Many are<br />
actively engaged in a spiritual quest and in exploring the meaning and purpose <strong>of</strong> life” (Higher<br />
<strong>Education</strong> Research Institute [HERI], 2005, Executive Summary, 4). <strong>College</strong> students report<br />
that a significant amount <strong>of</strong> their religious experiences and discussions occur with friends (78%),<br />
in nature (73%), and while listening to music (64%), or participating in athletic events (30%),<br />
meditating (30%), or viewing art (36%), which have not always been classified as religious<br />
experiences in past research (HERI, 2005). <strong>College</strong> students are spiritual and religious seekers<br />
that are less inclined to attend church as they progress through education, more inclined to talk to<br />
friends about their experiences and doubts, and likely to undergo a significant amount <strong>of</strong> psychic<br />
trauma as they develop (HERI, 2005; Hindman, 2002; Schafer, 1997; Zinnbauer & Pargament,<br />
1998). The purpose <strong>of</strong> this review is to examine and critique the research used to study college<br />
students’ spiritual and religious formation.<br />
Method<br />
A review <strong>of</strong> the literature for a 9-year period was conducted. This period was chosen to<br />
encompass both the studies which define and measure college student spirituality and religiosity<br />
and well as the most current research <strong>of</strong> college students’ spirituality and religiosity (HERI,<br />
2006; Shafer, 1997; Zinnbauer & Pargament, 1998). The descriptors used were students’<br />
religious life, conversion, higher education, and spirituality. The studies were selected from the<br />
Journal for the Scientific Study <strong>of</strong> Religion, Review <strong>of</strong> Religious Research, <strong>International</strong> Journal<br />
for the Psychology <strong>of</strong> Religion Journal <strong>of</strong> <strong>College</strong> and Character, and Religious <strong>Education</strong>, and<br />
two additional studies were chosen from ERIC, for a total <strong>of</strong> 11 research studies. An analysis <strong>of</strong><br />
the research method <strong>of</strong> each study was conducted based on a critique <strong>of</strong> the research design, data<br />
collection method, data analysis, and results <strong>of</strong> the research.<br />
Discussion<br />
The Higher <strong>Education</strong> Research Institute (2005) at the <strong>University</strong> <strong>of</strong> California at Los<br />
Angeles has initiated a multi-year mixed model longitudinal study <strong>of</strong> college students’ search for<br />
meaning and purpose. The most recent phase <strong>of</strong> the study is based on a survey administered to a<br />
representative sample <strong>of</strong> 112,000 college freshmen at 240 colleges and universities in the fall <strong>of</strong><br />
2004. This survey was followed by a qualitative component “designed to assess the spiritual life<br />
<strong>of</strong> college students in more depth by conducting individual and focus group interviews” (HERI,<br />
2005, The Survey 3). The survey instrument was developed based on a pilot survey completed<br />
Montgomery-Goodnough, A., & Gallagher, S. J. (<strong>2007</strong>). Review <strong>of</strong> research on spiritual and religious formation in<br />
higher education. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 60-65). Miami: <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
in 2003. The survey was designed to be sensitive to religious affiliation, gender, political<br />
orientation and engagement, socioeconomic status, and spiritual quest. The survey and sample is<br />
silent on ethnicity, cultural diversity, and the unchurched (except to note the spectrum <strong>of</strong> more<br />
religious to less religious). The results are correlated to academic performance, degree<br />
aspirations, self-esteem, physical health, satisfaction with college, and psychological distress.<br />
The determinations <strong>of</strong> spirituality, physical health and psychological distress were self-rated.<br />
This study will continue with the same student population in the spring <strong>of</strong> <strong>2007</strong> (junior year) for<br />
longitudinal comparison. The resources applied to this study make it significant in the on-going<br />
study <strong>of</strong> college student spiritual formation; however, the limitations <strong>of</strong> sampling criteria make it<br />
less valuable for ethnically diverse and multi-cultural populations. The limits <strong>of</strong> survey<br />
complexity (even in a 4 page, 32 question format) leave gaps in the description <strong>of</strong> students’<br />
spiritual and religious experience and do not address the spiritual formation or needs <strong>of</strong> those<br />
who do not self-identify as religious.<br />
Another national longitudinal study that is related to student spiritual and religious<br />
development and used by many <strong>of</strong> the subsequent studies is <strong>College</strong> Students Helping America<br />
(Corporation for National & Community Service, 2006). This study is <strong>of</strong>ten cited as evidence <strong>of</strong><br />
increased student spirituality by virtue <strong>of</strong> increased student volunteerism. Drawn from the<br />
Current Population Survey <strong>of</strong> 60,000 households conducted by the U.S. Census Bureau, this<br />
study reveals that the rate <strong>of</strong> volunteering by college students has risen 2002 to 2005 by 20%,<br />
over twice the increase <strong>of</strong> the adult population. Although the study states that its strength is in the<br />
size <strong>of</strong> the sample which “permits narrowly defined subpopulations” (p. 18), the research did not<br />
identify the demographics <strong>of</strong> any subpopulations except by age <strong>of</strong> the students.<br />
Zinnbauer and Pargament’s (1998) research is also a foundational study for much <strong>of</strong> the<br />
current research on college student spirituality in a mixed method design. Participants at a<br />
Midwestern state university were identified by a screening questionnaire about religious<br />
experience that identified Christian undergraduates (214) who had responded positively to the<br />
question: Do you consider yourself to be a religious person The participants, who were then<br />
selected by a nonrandom process <strong>of</strong> being identified by teaching assistants as verbally skilled,<br />
were given research credit in psychology for participation in a more detailed survey and openended<br />
interview. The interview questions were designed by the researcher to “allow the students<br />
to tell their own story” (Zinnbauer & Pargament, 1998, 170). The results were analyzed on the<br />
basis <strong>of</strong> self-reported religious change over time. The initial hypothesis that students<br />
experiencing religious conversion would present with high psychological stress was moderately<br />
supported by the research. Correlations were made to gender, age, and class status. The study<br />
was silent on ethnic and multi-cultural populations and did not attempt to measure religious or<br />
spiritual experiences or psychological distress in students who did not self-identify as religious.<br />
Genia (2001) published an evaluation <strong>of</strong> the Spiritual Well-Being Scale (Paloutzain &<br />
Ellison, 1982), with a religiously heterogeneous sample <strong>of</strong> college students. According to Genia,<br />
the scale is widely used in psychological study <strong>of</strong> religion, is not based on a specific religious<br />
orientation, and has been tested for consistency and construct validity. However, it has been<br />
found to be less reliable with use among evangelical Protestants (ceiling effect) and has not been<br />
verified with use in non-Protestant populations. The participants for this study were recruited by<br />
faculty, campus ministers, and residence hall assistants at American <strong>University</strong> in Washington,<br />
DC. Even with the attempt to identify a religiously heterogeneous sample, 47% <strong>of</strong> the<br />
respondents were not Protestant and 24% identified themselves as unaffiliated or non-Judeo-<br />
Christian. A new category was developed for the last group and identified as “nontraditionally<br />
61
eligious”(p.26). The sample was predominantly female (69%) and predominantly white (81%).<br />
Although the scales used were described in detail, as well as the measures used to analyze the<br />
data, the study does not describe how the scales were administered. The hypothesized ceiling<br />
effects were supported by the research in Christian respondents; however, the research on Jewish<br />
and nontraditional students was inconclusive. No attempt was made to isolate the data for the<br />
non-White respondents. The study supported the assumption that the results being measured by<br />
the Spiritual Well Being Scale are not reliable for most <strong>of</strong> the populations identified.<br />
Winings (1999) summarizes a study <strong>of</strong> college students’ response to the efficacy <strong>of</strong><br />
campus ministry and religious groups. The researcher surveyed four religious groups (i.e.,<br />
Protestant-Methodist, Catholic, Jewish, and Evangelical-Baptist) with personal interviews and a<br />
multi-page questionnaire. The sample criteria considered the geographic location <strong>of</strong> the<br />
respondent, gender, ethnicity, and type and size <strong>of</strong> the university. She also surveyed campus<br />
ministers and spiritual directors with the same criteria. The data was analyzed by religious group<br />
and student versus pr<strong>of</strong>essional. The study results were described as a list <strong>of</strong> students’ responses,<br />
resulting in specific recommendations including a service-learning program outline. The study<br />
findings included the students’ lack <strong>of</strong> interest in denominationalism and their desire to learn in a<br />
service-oriented environment. The pr<strong>of</strong>essionals were less forthcoming in their responses while<br />
the “students <strong>of</strong>ten wrote on the back <strong>of</strong> the page and on additional sheets” (Winings, 1999, 334).<br />
McCrohan and Bernt (2004) utilized the Catholic Faith Inventory and the Religious Life<br />
Inventory at a Catholic university. This study differentiated between religion and spirituality and<br />
based on traditional worship and service models among groups identified as a service group, a<br />
worship group, and an uncommitted group. The service and worship group participants were<br />
identified by campus ministry, and the uncommitted group was drawn from the school’s human<br />
subjects pool in a psychology class. A questionnaire was administered to the three groups and<br />
results were quantified based on sex, age, religious denomination (except for the uncommitted<br />
group), and year in school. The criteria were silent on ethnicity and culture <strong>of</strong> the participants.<br />
The findings were mixed and revealed that the “uncommitted group may not be accurately<br />
described and completely uninvolved, but rather not so intensely involved” as either <strong>of</strong> the other<br />
two groups (McCrohan & Brent, 2004, 282). Further findings indicated that the “values<br />
identified as important [by the students] was clearly a function <strong>of</strong> the specific values <strong>of</strong> the<br />
particular university and <strong>of</strong> the programs identified by the institution.” (p. 283).<br />
Dalton, Eberhardt, and Echols (2006) attempt to identify “contemporary forms and<br />
patterns <strong>of</strong> student spirituality” (p.1) related to spiritual search using ethnographic methods <strong>of</strong><br />
review <strong>of</strong> student blogs and content analysis <strong>of</strong> university websites regarding activities and<br />
course content on spirituality. The study was silent on sampling criteria. The student comments<br />
derived from online blogs was descriptive but unverifiable as to author and biographic make up.<br />
However, this study did attempt to be responsive to student-driven needs and expressions <strong>of</strong><br />
spirituality in an open format, albeit loosely defined. The study was silent on how the blogs were<br />
derived and identified as spiritual in nature. The review <strong>of</strong> institutional spiritual content was<br />
taken from the institution’s website and no attempt was described to verify the <strong>of</strong>ferings or<br />
evaluate their efficacy. This study was most informative in illustrating the difficulty in<br />
identifying college students’ spiritual development in an objective, verifiable method that<br />
provides for the wide range <strong>of</strong> spiritual definitions and practices.<br />
Continuing on the topic <strong>of</strong> spirituality and service, Andolina, Meents-Decaigny, and Nass<br />
(2006) explored the relationship <strong>of</strong> civic engagement to spiritual attitudes. The study relied upon<br />
unspecified scales adapted from other national studies (the study cites the HERI study in other<br />
62
places), and then compared the responses to other national studies. The survey was administered<br />
by email to all degree-seeking undergraduates at DePaul <strong>University</strong>. The survey results only<br />
weakly supported the hypothesis that students who placed a high value on religion or spirituality<br />
would also be more politically active. There was a relationship between religiosity and<br />
volunteering, but it did not extend to civic engagement such as voting, protesting, or petitioning.<br />
Researchers at a medium-sized Midwestern Evangelical university studied student<br />
spirituality as expressed in three different intentional communities where students, and in some<br />
cases, faculty have chosen to live out a life <strong>of</strong> daily prayer, shared meals, and service to the<br />
immediate neighborhood (Mulder, Bouman, Marion, & DeBraaf, 2006). This ethnographic study<br />
was conducted by means <strong>of</strong> telephone interviews to 45 participants selected through snowball<br />
sampling for two <strong>of</strong> the communities and random sampling for the third community. The<br />
respondents (almost equally divided between men and women) had lived in one <strong>of</strong> three<br />
intentional communities existing at the college during different periods from 1971 to the present.<br />
The interviews focused on the students’ experiences living in poor neighborhoods and interacting<br />
with the community, rather than on the students’ own spiritual development. Therefore, the<br />
findings are negatively skewed to the students who did not have a positive experience interacting<br />
with the neighborhood or did not feel that they were effective in the neighborhood. When the<br />
respondents focused on their own spiritual development, however, the responses were<br />
overwhelming positive with regard to the growth the students’ experienced by living in<br />
community and how this growth was either enhanced or limited by the involvement <strong>of</strong> the<br />
mentors and the institution. The generalizability <strong>of</strong> the study is limited due to the convenience<br />
sampling and the small sample size. However, the findings do indicate that intentional<br />
community is a viable option for student spiritual development, especially when the concept is<br />
supported and fostered by the institution administration and faculty.<br />
Another model <strong>of</strong> intentional community was presented in a Jesuit university setting by<br />
Calderwood (2005). The qualitative study reviewed a sample <strong>of</strong> students, staff, and faculty at a<br />
foundation-funded residential learning community which houses 130 students representing 25%<br />
<strong>of</strong> the sophomore class called Ignatian Residential <strong>College</strong> (IRC). The ethnographic research<br />
utilized interviews with students, staff, and faculty, surveys and other media such as student<br />
essays, bulletin boards, website, and artwork within the community. The findings had a number<br />
<strong>of</strong> implications for current and future structure and development <strong>of</strong> the IRC which has been<br />
deemed an overall success in its first two years <strong>of</strong> operation. One interesting finding was that<br />
with no intentional diversity criteria, the IRC population had a higher percentage <strong>of</strong> African-<br />
American, Hispanic, Asian, and Native American students than the campus average. These<br />
students indicated that they were drawn to the community concept to establish relationships that<br />
had eluded them in their first year on campus. All students reported a need for community and<br />
connection as primary criteria for choosing the IRC. It should be noted that the institutional goal<br />
for the IRC is to develop student leaders in this intense environment that will then return to the<br />
general population and no attempt is made to identify students who may have spiritual and<br />
development needs that would be best served in the intentional community environment<br />
Implications<br />
Research in college student spiritual and religious development is evolving in an attempt<br />
to quantify and describe the changing nature <strong>of</strong> how students define, express, and search for<br />
spiritual and religious meaning. The HERI (2006) study provides a platform for some <strong>of</strong> the<br />
research, but important sampling and design questions are raised in a number <strong>of</strong> the studies<br />
researched.<br />
63
Sampling criteria relied upon students self-identifying as religious or students were<br />
selected by campus ministers. In large quantitative studies the sampling could be better<br />
controlled by first establishing objective criteria for religiosity for use in screening participants.<br />
Within the participant pool the demographics are heavily weighted towards white,<br />
Midwestern Protestants, especially if total sample size in all studies is considered. United States<br />
college demographics should be studied to determine how to select a sample that includes ethnic,<br />
religious, and cultural diversity. The studies reveal the diminishing role <strong>of</strong> denominalism among<br />
college students, and this trend should be honored in the research.<br />
Quantitative research has dominated the literature on college student spirituality until the<br />
last three years when ethnographic research has begun to appear. Future research methods need<br />
to take into account the innate complexity and individuation <strong>of</strong> the exploration <strong>of</strong> religious and<br />
spiritual issues and to allow for new expressions <strong>of</strong> the religion and spirituality on the part <strong>of</strong><br />
students. Ethnographic research, including participant-observer research, would <strong>of</strong>fer the<br />
flexibility needed to capture the specific and distinct descriptions and manners <strong>of</strong> expression <strong>of</strong><br />
student spiritual development (Adler & Adler, 1994).<br />
Current research on college student spirituality focuses primarily on those students who<br />
self-identify as spiritual or religious and ignores the reality that spiritual formation is the pursuit<br />
<strong>of</strong> personal identity, making it problematic for many students to self-identify as subjects for<br />
research. Most <strong>of</strong> the studies did not consider the unchurched in the sample or data analysis until<br />
that population surfaced as problematic for the research. Since the student population is<br />
redefining religious expression as something that may occur outside the church itself, the<br />
unchurched student must be specifically identified as a discreet participant group and studied in a<br />
wide variety <strong>of</strong> settings. In any comprehensive approach to spirituality that takes place outside<br />
the church building the students’ residential environment must be considered. Intentional and<br />
learning communities are an excellent starting point for future ethnographic and participantobserver<br />
research (Adler & Adler, 1994).<br />
What once was thought to be a distinct rebellion against religion by our youth is now<br />
identified as a paradigm shift in an engaged and questing generation that is overtly spiritual<br />
(Dalton, 2006). What an exciting time in the college student community to initiate research that<br />
is not only revelatory but transformational.<br />
References<br />
Adler, P. A., & Adler, P. (1994). Observational techniques. In N. K. Denzin & Y. S. Lincoln<br />
(Eds.), Handbook <strong>of</strong> qualitative research (pp. 377-392). Thousand Oaks, CA: Sage.<br />
Andolina, M., Meents-Decaigny, E., & Nass, K. (2006). <strong>College</strong> students, faith and the public<br />
realm: The relationship between religious attitudes and civic and political engagement.<br />
Journal <strong>of</strong> <strong>College</strong> and Character, 8, 1-10.<br />
Calderwood, P. (2006). Living and learning in community: Blending intentional and learning<br />
community on campus. Journal <strong>of</strong> <strong>College</strong> and Character, 7, 1-15.<br />
Corporation for National & Community Service. (2006). <strong>College</strong> students helping America.<br />
Washington, DC: Author. Retrieved from http://www.nationalservice.gov/pdf/06_1016<br />
_RPD_college_full.pdf<br />
Dalton, J. C. (2006). The place <strong>of</strong> spirituality in the mission <strong>of</strong> work <strong>of</strong> college student affairs. In<br />
A. W. Chickering, J. C. Dalton, & L. Stam (Eds.), Encouraging authenticity and spirituality<br />
in higher education (pp.145-164). San Francisco, CA: Jossey-Bass.<br />
Dalton, J. C., Eberhardt, J. B., & Echols, K. (2006). Inward journeys: Forms and patterns <strong>of</strong><br />
college student spirituality. Journal <strong>of</strong> <strong>College</strong> and Character, 8, 1-22.<br />
64
Genia, V. (2001). Evaluation <strong>of</strong> the spiritual well-being scale in a sample <strong>of</strong> college students.<br />
<strong>International</strong> Journal for the Psychology <strong>of</strong> Religion, 11, 25-33.<br />
Higher <strong>Education</strong> Research Institute. (2006). Spirituality in higher education: A national study <strong>of</strong><br />
college students' search for meaning and purpose. Los Angeles: Author. Retrieved from<br />
http://www.gseis.ucla.edu/heri/spirituality.html<br />
Hindman, David M. (2002). From splintered lives to whole persons: facilitating spiritual<br />
development in college students. Religious <strong>Education</strong>, 97, 165-182.<br />
McCrohan, B., & Bernt, F. M. (2004). Service and worship as modes <strong>of</strong> religious expression<br />
among Catholic college students. <strong>International</strong> Journal for the Psychology <strong>of</strong> Religion, 14,<br />
273-284.<br />
Mulder, M., Bouman, J., Marion J. V., & DeBraaf, D. (2006). Connecting the mind, heart and<br />
hands through intentional community at Calvin <strong>College</strong>. Journal <strong>of</strong> <strong>College</strong> and Character,<br />
8, 1-13.<br />
Paloutzian, R.F., & Ellison, C.W. (1982). Loneliness, spiritual well-being and the quality <strong>of</strong> life.<br />
In L.A. Peplan & D. Pearlman (Eds.), Loneliness: a sourcebook <strong>of</strong> current theory, research<br />
and therapy. New York: Wiley.<br />
Schafer, W. E. (1997). Religiosity, spirituality, and personal distress among college students.<br />
Journal <strong>of</strong> <strong>College</strong> Student Development, 38, 633-644.<br />
Winings, K. (1999). Campus ministries and new paradigms for educating religiously. Religious<br />
<strong>Education</strong>, 94, 329-344.<br />
Zinnbauer, B. J., & Pargament, K. I. (1998). Spiritual conversion: A study <strong>of</strong> religious change<br />
among college students. Journal for the Scientific Study <strong>of</strong> Religion, 37, 161-180.<br />
65
Special <strong>Education</strong> Teachers: What Keeps Them in the Field<br />
Whitney Moores-Abdool and Jorine Voigt<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: The dilemma <strong>of</strong> securing a special education teacher supply is a critical<br />
issue. Understanding causes <strong>of</strong> attrition is vital to addressing the problem. This<br />
review analyzes literature and identifies factors for teacher retention/attrition<br />
while overlaying the concept <strong>of</strong> Maslow’s hierarchy <strong>of</strong> needs to understand this<br />
phenomenon from a psychological perspective.<br />
Between 1992 to 1999, students identified for special education swelled by 20.3%, while<br />
the general education population increased by only 6.8% (McLeskey, Tyler, & Flippin, 2004).<br />
Annually, the federal government appropriates about $90 million on recruitment <strong>of</strong> special<br />
education teachers for students with disabilities (Brownell, Hirsh, & Seo, 2004). Despite<br />
government spending, from 1999 through 2001, there were 28,300 special education teachers<br />
who left the field, and 33,000 who moved from their current positions (National Center for<br />
<strong>Education</strong> for <strong>Education</strong> Statistics, 2000-01). Across the country, 98% <strong>of</strong> school districts<br />
indicated special education teacher shortages; the projected need for these teachers by 2008<br />
exceeds 135,000 (Center on Personnel Studies in Special <strong>Education</strong>, 2005).<br />
The national dilemma <strong>of</strong> securing a solid special education teacher supply has become a<br />
leading educational policy concern (Allen, 2004). As a result, researchers and legislators have<br />
focused on teacher attrition. Persistent turnover is attributed equally between attrition, those who<br />
desert the field; and migration, those who transfer to other teaching positions (Ingersoll & Smith,<br />
2003). Special education crossover rates to general education are 10 times higher than crossover<br />
rates from general education to special education (Council for Exceptional Children, 2005).<br />
Reasons attributed to teacher attrition and migration includes school personnel staffing issues,<br />
teachers’ family concerns, and undesirable work environments (Ingersoll, 2003).<br />
Understanding reasons teachers abandon special education is important; moreover, it is critical<br />
for school districts and administrators to identify and cultivate teacher retention strategies. This<br />
paper is divided in two sections: method and discussion <strong>of</strong> themes. The method section will<br />
describe the process used in the structured literature review. The discussion <strong>of</strong> themes will<br />
include a review <strong>of</strong> literature that identifies (a) causal factors for teacher retention and attrition in<br />
special education, (b) ingredients for establishing effective mentoring relationships, and (c) a<br />
rationale for teachers’ mentoring needs using Maslow’s Hierarchy <strong>of</strong> Needs.<br />
Method<br />
The structured literature review consisted <strong>of</strong> the following process: deciding on keyword<br />
descriptors, choosing databases, establishing database search criteria, performing the database<br />
searches, choosing relevant articles, and evaluating articles.<br />
Deciding on Keyword Descriptors<br />
The two search descriptors chosen for the database searches were special education<br />
teacher and retention. Although retention is usually discussed within the context <strong>of</strong> teacher<br />
shortage, this descriptor was avoided to prevent unrelated articles to special education teachers<br />
exclusively. Descriptors from IDEA were chosen for the database search to be combined<br />
individually with special education teacher and retention. These descriptors included other<br />
health impaired, emotionally disturbed, orthopedic impairment, autism, specific learning<br />
Moores-Abdool, W., & Voigt, J. (<strong>2007</strong>). Special education teachers: What keeps them in the field In S. M. Nielsen<br />
& M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference:<br />
Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 66-71). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
disability, mentally retarded, deaf, speech and language impairment, blind, multiple handicap,<br />
developmental delays, deaf and blind, and traumatic brain injury.<br />
Choosing Databases<br />
Six educational databases were selected: ERIC- <strong>Education</strong> Resource Information Center,<br />
Expanded Academic ASAP, Social Sciences Full Text, PsychINFO, Social Science Full Text,<br />
and ISI Web <strong>of</strong> Knowledge.<br />
Establishing Database Search Criteria<br />
Database searches consisting <strong>of</strong> all types <strong>of</strong> articles using the previously indicated<br />
descriptors were performed. This was done not to exclude information from symposiums,<br />
national surveys, and research briefs which might be relevant to our research topic. Database<br />
records chosen had to contain reasons contributing to attrition or retention <strong>of</strong> special education<br />
teachers. Search dates were limited to 2000 through 2006 to coincide with the federal No Child<br />
Left Behind Act, which put into law that special education teachers must be highly qualified, and<br />
may therefore be a factor correlated with teacher retention.<br />
Performing Database Searches<br />
Database searches were conducted on May 31, 2006. Articles associated with teacher<br />
retention, programs to support new teachers, and teacher preparation programs were selected for<br />
review. The combined database searches yielded 260 hits. The search that resulted in the highest<br />
number <strong>of</strong> hits was Social Sciences (111). Thereafter, the database hits occurred in the following<br />
descending order: ERIC (107), PsychINFO (32), Expanded Academic Info (5), ISI Web <strong>of</strong><br />
Knowledge (4), and Social Sciences Full Text Omni (1). An additional search was performed on<br />
June 7, 2006 designed to refine the literature review to determine if one disability was associated<br />
with an increased rate <strong>of</strong> teacher attrition or retention. Students identified in IDEA legislation<br />
represent the student population that special education teachers instruct. This search was<br />
comprised <strong>of</strong> IDEA (2004) disability descriptors which included mental retardation, deaf, blind,<br />
orthopedic impairment, other health impaired, emotionally disturbed, specific learning<br />
disability, speech and language impairment, mental health, developmental disability, deaf and<br />
blind, autism, and traumatic brain injury. Each word was combined in a Boolean search with the<br />
descriptors special education teacher and retention. However, it should be noted that the second<br />
series <strong>of</strong> searches resulted in no significant hits.<br />
Choosing Relevant Articles<br />
Following the database search, we chose articles germane to our topic, special education<br />
and teacher retention. Articles not related specifically to special education and teacher retention<br />
were removed from further consideration.<br />
Identifying Themes in the Literature<br />
Recurring themes were reviewed in the literature to determine factors correlated to<br />
teacher retention. “A theme is a pattern found in the information that describes and organizes<br />
observations” (Rocco, 2003, p. 7). Emerging patterns in the text are then identified, grouped, and<br />
condensed to represent the most significant ideas in the research.<br />
Discussion <strong>of</strong> Themes<br />
The emerging themes included lack <strong>of</strong> administrative support, overwhelming caseloads<br />
and teacher isolation, which continues to contribute to the increasing rates <strong>of</strong> teacher attrition<br />
(Carpenter & Dyal, 2001; Kennedy & Burstein, 2004; Otto & Arnold, 2005). These factors all<br />
seem to point to unmet psychological needs in the workplace.<br />
Causal Factors for Teacher Retention and Attrition in Special <strong>Education</strong><br />
67
Evidence suggests that overwhelming caseloads continue to exacerbate the retention<br />
problem in the field <strong>of</strong> special education (Russ, Chiang, Rylance, & Bongers, 2001). When one<br />
feels overwhelmed by work, it leads to feelings <strong>of</strong> stress. People generally avoid stress because it<br />
creates a psychological imbalance that affects optimal functioning (Kaplan & Sadock, 1998). If<br />
less time were devoted to paperwork, teachers and support personnel could spend more time<br />
designing quality lessons and programs that are aimed to remediate rather than compensate.<br />
Special education paperwork is becoming increasingly difficult to manage. Special education<br />
teachers are frustrated by both the amount and nature <strong>of</strong> the paperwork required (Haser &<br />
Nasser, 2003).<br />
Induction programs are a structured form <strong>of</strong> support for beginning educators. Teachers<br />
who participate in induction programs are more committed, having higher satisfaction with their<br />
jobs; therefore they are more likely to remain in the pr<strong>of</strong>ession (Kennedy and Burstein, 2004). It<br />
is widely accepted that people who feel supported have a sense <strong>of</strong> psychological well being,<br />
increase their productivity, and have a higher likelihood <strong>of</strong> being motivated (Ormrod, 2006).<br />
Therefore, induction programs should be designed according to the needs and characteristics <strong>of</strong><br />
different groups <strong>of</strong> educators, keeping psychological factors in mind. A teacher induction<br />
program can help new teachers improve practice, learn pr<strong>of</strong>essional responsibilities and<br />
ultimately positively affect student learning (Wong, 2002). Induction programs also have the<br />
potential <strong>of</strong> elevating the teaching pr<strong>of</strong>ession and fostering a collaborative learning community<br />
for all educators. Good induction practices, including mentoring, will increase teacher<br />
effectiveness, improve student achievement and retain teachers in the pr<strong>of</strong>ession. More<br />
experienced teachers mentoring less experienced teachers has become a relatively common<br />
practice in many states and school districts, particularly as a part <strong>of</strong> induction programs for new<br />
teachers (Westling & Duffy, 2003).<br />
Ingredients for Establishing Effective Mentoring Relationships<br />
The literature illustrates an effort to decrease negative aspects <strong>of</strong> mentoring by outlining<br />
necessary ingredients for establishing effective mentoring relationships. A definition <strong>of</strong> the<br />
mentoring relationship <strong>of</strong>fered by Amos (2005) combined with new teacher insights and<br />
corroboration in the literature for this framework will be presented.<br />
Amos (2005) applies a journalistic definition <strong>of</strong> the mentoring relationship by using the<br />
five W’s <strong>of</strong> (a) Who (b) When (c) Where (d) What and (e) Why to set parameters. “Who”<br />
refers to a competent, experienced, pr<strong>of</strong>essional special educator possessing a global<br />
understanding <strong>of</strong> all aspects <strong>of</strong> special education related to instruction, laws, curriculum,<br />
resources, and district policies (Amos, 2005). Pr<strong>of</strong>essionalism <strong>of</strong> the mentor is an important<br />
piece <strong>of</strong> the mentor relationship. Building relationships that allow for growth and return on<br />
investment allows a district to grow and become a solid support system for both novice and<br />
veteran teachers alike.<br />
The second question, “When,” corresponds to the time factor which comprises mentor<br />
availability for one-on-one communication opportunities and provision <strong>of</strong> emotional support to<br />
the mentee (Amos, 2005). A correlation between frequency <strong>of</strong> mentor contact and the perception<br />
<strong>of</strong> mentor effectiveness was found in one South Carolina study on mentoring (Whitaker, 2000a).<br />
Likewise, six school districts in the Georgia Systematic Teacher <strong>Education</strong> Program who<br />
surveyed new teachers in 2003 and 2004 discovered that new teachers wanted the opportunity<br />
observe their more experienced colleagues; this finding supports national surveys on the same<br />
subject (Gilbert, 2005).<br />
68
The third question <strong>of</strong> “Where” means the proximity <strong>of</strong> the mentor to the mentee, which<br />
would preferably be in the same school to facilitate modeling and observation opportunities<br />
(Amos, 2005). The administration needs to ensure that the mentor has time and coverage to<br />
observe and meet with the mentee throughout the school year to provide continuous pr<strong>of</strong>essional<br />
development to the novice teacher. Pr<strong>of</strong>essional development <strong>of</strong> special educators must include<br />
the component <strong>of</strong> collaboration with experienced teachers (Carpenter & Dyal, 2001). Many<br />
districts understand that having a mentor in the special education field is important, but they are<br />
not always able to assign a teacher at the same school. An innovative strategy dealing with the<br />
dilemma <strong>of</strong> the need to assign a special education mentor from another school has been to also<br />
assign a co-mentor at the beginning teachers’ school campus. Other forms <strong>of</strong> support through e-<br />
mail and the telephone can be used to supplement communication when direct contact cannot be<br />
made.<br />
Principal or administrative support also play a very important role in the retention <strong>of</strong><br />
special education teachers to help reduce the frustrations the teacher feels. When special<br />
educators feel their administrator engages in meaningful, substantive conversions with them,<br />
they do not feel as isolated from the other teachers (Otto & Arnold, 2005). Administrators must<br />
be familiar with available resources to support the diverse needs <strong>of</strong> students, families and staff<br />
and must know how to access additional support to ensure appropriate education for all students<br />
and support for all teachers.<br />
If schools are to succeed in retaining teachers, proper infrastructure should be in place<br />
that allows teachers to focus most <strong>of</strong> their time and energy on teaching. With this in mind, school<br />
leaders should give new teachers less <strong>of</strong> a workload, and fewer responsibilities so they can<br />
concentrate on their students. Induction programs typically provide an array <strong>of</strong> supports to<br />
facilitate the transition into teaching (Boyer & Gillespie, 2002). Teachers who participate in<br />
induction programs are more committed and satisfied with their jobs and more likely to remain<br />
in the pr<strong>of</strong>ession (Kennedy & Burstein, 2004).<br />
“What” involves a mentor program that is structured, but affords flexibility for the<br />
mentor and mentee to determine meeting times and topics to be addressed (Amos, 2005).<br />
Mentors should be able to maintain regular contact with new teachers, and a shared planning<br />
time provides needed support for the new teacher (Whitaker, 2000b). Mentors can also help new<br />
teachers in finding scarce classroom supplies or classroom resources as most novice teachers<br />
enter the classroom with only a handful <strong>of</strong> lesson plans that were written in college and little<br />
else. Novice teachers should be able to use the mentor as a sounding board for ideas as well as<br />
someone they can aspire to become.<br />
Lastly, “Why” focuses on the correlation between good mentoring and special education<br />
teacher retention. Experienced teachers may have instructional expertise, but the ability to selfassess,<br />
defining good teaching, and to talk to colleagues in an unbiased manner is critical to<br />
developing good mentors. Since many new teachers have little confidence in their ability to<br />
effectively manage a classroom, mentoring these new teachers not only gives them the extra<br />
training and confidence that they need but may also help district retention <strong>of</strong> novice teachers.<br />
A Rationale for Teachers’ Mentoring Needs Using Maslow’s Hierarchy <strong>of</strong> Needs<br />
Emerging themes in our literature review <strong>of</strong> special education teacher retention appeared<br />
to have one overriding commonality: teachers’ psychological needs. Simply put, when<br />
psychological needs were met, teachers were more likely to stay. However, when psychological<br />
needs went unmet, teachers were more likely to leave. It was decided that interlocking Maslow’s<br />
Hierarchy <strong>of</strong> Needs with uncovered themes in the literature would result in peeling away the<br />
69
layers <strong>of</strong> complexity surrounding the special education teacher retention challenge. Therefore,<br />
themes related to administrative support, mentoring, induction and retention will be placed in the<br />
psychological context <strong>of</strong> Maslow’s Hierarchy <strong>of</strong> Needs (Kaplan & Sadock, 1998). Maslow’s<br />
Hierarchy <strong>of</strong> Needs (1998) outlines five levels <strong>of</strong> need: the first four categories include<br />
deficiency needs, and the fifth category defines the need for growth. This section will define the<br />
five categories <strong>of</strong> Maslow’s Hierarchy <strong>of</strong> Needs (1998) fitting relevant items from each theme<br />
into corresponding levels <strong>of</strong> the hierarchy.<br />
Physiological needs comprise the first level <strong>of</strong> need in the hierarchy. This level consists<br />
<strong>of</strong> needs related to biological functions like breathing, eating, sleeping, and regulation <strong>of</strong> body<br />
temperature. Safety needs, which are dependent on physiological needs being met, are listed on<br />
the second level <strong>of</strong> the hierarchy. Love/belonging needs, which is Maslow’s third level, comprise<br />
social relatedness, acceptance and inclusion in the larger community.<br />
Beginning teachers especially need to feel supported by peers and administration to build<br />
the fourth level <strong>of</strong> Maslow’s hierarchy, self esteem. Special educators feel that when their<br />
administrator engages in meaningful, substantive conversations with them, they are not as<br />
isolated from other teachers (Otto & Arnold, 2005). This support allows the novice teacher to<br />
feel safe and confident in his or her role. It is clear that mentoring/induction programs help to<br />
provide social relatedness by allowing for growth <strong>of</strong> new and veteran teachers.<br />
However, in our society, especially in the field <strong>of</strong> education, it has been assumed that a<br />
teacher's sense <strong>of</strong> self-worth can be developed from a sense <strong>of</strong> personal achievement that is<br />
independent <strong>of</strong> the teacher's sense <strong>of</strong> belonging. If we concur with Maslow, however, we see that<br />
self-worth can arise only when an individual is grounded in community, in our case a school.<br />
Teachers in the field <strong>of</strong> special education benefit from induction programs and guidance from<br />
veteran teachers. A sense <strong>of</strong> belonging is needed for teachers to stay committed to the field. This<br />
sense <strong>of</strong> belongingness will evolve into a more confident and committed teacher. Ultimately,<br />
when teachers reach the last level <strong>of</strong> Maslow’s hierarchy, self-actualization, their need for<br />
supports decreases because they are able to problem solve, exerting their pr<strong>of</strong>essional and<br />
knowledge creatively with confidence.<br />
References<br />
Allen, M., (2002). Improving teacher preparation, recruitment, and retention. In G. J. Whitehurst<br />
. (Ed.), Symposium: Trends in <strong>Education</strong> Reform: Vol. 75. Spectrum: The Journal <strong>of</strong> State<br />
Government (pp. 8-11). Lexington, KY: The Council <strong>of</strong> State Governments.<br />
Boyer, L., & Gillespie P. (2002). Keeping the committed. Teaching Exceptional Children, 33(1),<br />
10-15.<br />
Brownwell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demands for highly qualified<br />
special education teachers during severe shortages: What should policymakers consider<br />
Journal <strong>of</strong> Special <strong>Education</strong>, 38, 56-62.<br />
Carpenter, L. B., & Dyal, A. (2001). Retaining quality special education: A prescription for<br />
school principals in the 21 st century. Catalyst for Change, 30(3), 5-7.<br />
Center for Personnel Studies in Special <strong>Education</strong> (2005, February).Growing and improving the<br />
special education teacher workforce; A focus on beginning teachers can help (Issue Brief<br />
No. PB-22). Gainesville, Fl: Author.<br />
Council for Exceptional Children, (2005, November 11). New study on special education<br />
working conditions. Retrieved May 17, 2006 from http://www.cec.sped.org.<br />
Haser, S. G., & Nasser, I. (2003). Teacher job satisfaction in a year-round school. <strong>Education</strong>al<br />
Leadership, 60(8), 65-67.<br />
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Kaplan, H. I., & Sadock, B. J. (1998). Kaplan and Sadock's synopsis <strong>of</strong> psychiatry; Behavioral<br />
sciences/ Clinical psychiatry (8th ed.). Baltimore, MD: Williams & Wilkins.<br />
Kennedy, V. & Burstein, N. (2004). An induction program for special education teachers.<br />
Teacher <strong>Education</strong> and Special <strong>Education</strong>, 27(4), 444-447.<br />
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. <strong>Education</strong>al<br />
Leadership, 60(8), 30-33.<br />
Ingersoll, R. M. (2003). The teacher shortage: Myth or reality <strong>Education</strong>al Horizons 81(3),<br />
146-152.<br />
McLeskey, J., Tyler, N., & Flippin, S. S. (2004). The supply and demand for special education<br />
teachers: A review <strong>of</strong> research regarding the chronic shortage <strong>of</strong> special education<br />
teachers. Journal <strong>of</strong> Special <strong>Education</strong>, 38, 5-22.<br />
National Center for <strong>Education</strong> Statistics. (2004). Teacher attrition and mobility: Results from the<br />
follow-up survey, 2000-01 (NCES Publication No. NCES 2004-301). Washington, DC:<br />
Author.<br />
Omrod, J. E. (2006). <strong>Education</strong>al psychology, developing learners (5 th ed.). NJ: Pearson<br />
Merrill Prentice Hall.<br />
Otto, S. J., & Arnold, M. (2005). A study <strong>of</strong> experienced special education teachers’ perceptions<br />
<strong>of</strong> administrative support. <strong>College</strong> Student Journal, 39(2), 253-259.<br />
Russ, S., Chiang, B., Rylance, B., & Bongers, J. (2001). Caseload in special education: An<br />
integration <strong>of</strong> research findings. The Council for Exceptional Children, 67(2), 161-172.<br />
Westling, D. L., & Duffy, K. C. (2003). The Western Carolina <strong>University</strong> teacher support<br />
program: A multi-component program to improve and retain special educators. Teacher<br />
<strong>Education</strong> and Special <strong>Education</strong>, 26(2), 154-158.<br />
Wong, H. (2002). Induction: The best form <strong>of</strong> pr<strong>of</strong>essional development. <strong>Education</strong>al<br />
Leadership, 59(6), 52-54.<br />
71
Social Justice as a Disposition for Teacher <strong>Education</strong> Programs:<br />
Why is it Such a Problem<br />
Hilary Landorf and Ann Nevin<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: The authors question the actions <strong>of</strong> National Council for Accreditation<br />
<strong>of</strong> Teacher <strong>Education</strong> (NCATE) leadership for removing social justice in the<br />
glossary <strong>of</strong> terms to describe dispositions for education graduates, trace the<br />
origins <strong>of</strong> the multiple discourses surrounding social justice, and argue for<br />
problematizing social justice issues.<br />
“The challenge <strong>of</strong> social justice is to evoke a sense <strong>of</strong> community that we need to make<br />
our nation a better place, just as we need to make it a safe place” (Edelman, n.d.).<br />
The challenge <strong>of</strong> social justice as described by Marian Edelman in the quote above has<br />
been addressed by many scholars and practitioners who are re-conceptualizing teaching and<br />
teacher education in terms <strong>of</strong> social justice (Cochran-Smith, 1999; Noddings, 2005). Previously,<br />
we have raised a series <strong>of</strong> thorny questions that permeate the social justice discourses (Landorf &<br />
Nevin, under review; Landorf, Rocco, & Nevin, <strong>2007</strong>). Is social justice about leveling the<br />
playing field or giving the same rights to everyone Are there cases where one person’s demand<br />
for social justice takes away another person’s equal rights Where do issues <strong>of</strong> cultural<br />
difference fit into the notion <strong>of</strong> social justice In other words, what does social justice mean<br />
Social justice is a complicated, knotty concept which teacher educators as well as k-12 teachers<br />
and their students must constantly question.<br />
Ironically, social justice for teacher education has become a politically incorrect term in<br />
the United States. For the last decade or so, the term social justice was included in a glossary that<br />
the National Council for Accreditation <strong>of</strong> Teacher <strong>Education</strong> (NCATE) provided as an example<br />
<strong>of</strong> a disposition a program might consider when evaluating a teaching candidate’s disposition<br />
and classroom readiness. Pr<strong>of</strong>essional dispositions are defined as behaviors that support student<br />
learning and development and are consistent with ideas <strong>of</strong> fairness and the belief that all students<br />
can learn, and are important ways <strong>of</strong> interacting that undergird pr<strong>of</strong>essional interactions with<br />
students, colleagues, parents, and community.<br />
However, when appearing before the U. S. <strong>Education</strong> Department’s National Advisory<br />
Committee on Institutional Quality and Integrity in June, Wise (2006), the president <strong>of</strong> NCATE,<br />
categorically denied that NCATE has a mandatory social justice standard, saying instead that<br />
NCATE does not endorse any political and social ideologies. Wise’s statement makes it very<br />
clear that there is no pr<strong>of</strong>essional mandate or national policy with respect to the role <strong>of</strong> social<br />
justice in teacher education. NCATE leadership’s decision to remove references to social justice<br />
from descriptions <strong>of</strong> NCATE accreditation standards stands in sharp contrast with leading<br />
educational researchers who call for social justice in teacher education (e.g., Banks, 2003; 2004;<br />
Cochran-Smith, 1999). Although tracing other sources and the history <strong>of</strong> the term in the glossary<br />
is beyond the scope <strong>of</strong> this article, we believe that part <strong>of</strong> the reason there is resistance to include<br />
social justice in national policy is precisely that it is a complicated notion. As the term social<br />
justice is usually used, it implies the increase <strong>of</strong> rights for the marginalized, which by so doing,<br />
may seem to exclude the majority, who then become the other.<br />
Landorf, H., & Nevin, A. (<strong>2007</strong>). Social justice as a disposition for teacher education programs: Why is it such a<br />
problem In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 49-53). Miami: <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
Problematizing Social Justice<br />
For some, social justice is a virtue, defined as moral excellence (Merriam-Webster,<br />
<strong>2007</strong>). When social justice is defined in this way, the term can be ascribed only to the reflective<br />
and deliberate acts <strong>of</strong> individuals rather than to a social system. Social justice as a virtue refers to<br />
processes in which an individual works with and/or organizes others for the good <strong>of</strong> a<br />
community. Social justice rooted in individual virtue is not a goal toward which individuals and<br />
institutions should converge by law. Others define social justice as a societal ideal, based on the<br />
idea <strong>of</strong> a society which gives fair treatment a just share <strong>of</strong> its benefits to all individuals and<br />
groups. When social justice is defined in this way, the term refers to an egalitarian notion in<br />
which historical inequities ins<strong>of</strong>ar as they affect current injustices should be corrected until the<br />
actual inequities no longer exist or have been perceptively "negated."<br />
We do not take a stand on the definition <strong>of</strong> social justice. Instead, we recognize, and<br />
embrace, the dialectic in the processes <strong>of</strong> social justice. One way to frame the dialectic is in<br />
terms <strong>of</strong> equity vs. equality. That is, the promotion <strong>of</strong> equity typically addresses injustices<br />
suffered by oppressed classes, whereas the promotion <strong>of</strong> equality typically attempts to meet the<br />
needs <strong>of</strong> all members <strong>of</strong> society. Another way to frame the dialectic is in terms <strong>of</strong> the placement<br />
<strong>of</strong> morals. Typically, morals within the individual reflect issues <strong>of</strong> equity, whereas morals placed<br />
within the community reflect issues <strong>of</strong> equality. We recognize the dialectic <strong>of</strong> social justice and<br />
encourage teacher educators, teachers, and students to wrestle with different notions <strong>of</strong> social<br />
justice as part <strong>of</strong> the curriculum.<br />
We use the term ironically when referring to the NCATE decision to remove the term<br />
social justice as one example <strong>of</strong> dispositions precisely because the history <strong>of</strong> American education<br />
can trace changes that have resulted on behalf <strong>of</strong> marginalized others gaining access to<br />
education. The very existence <strong>of</strong> schools in the 13 colonies can be laid on the doorstep <strong>of</strong><br />
activists who sought refuge on the shores <strong>of</strong> the frontier so as to free themselves from religious<br />
oppression in England and Europe. In fact, Uriah Levy, an American naval hero who banned<br />
flogging as an example <strong>of</strong> an egregious failure <strong>of</strong> social justice, once said, “Social justice is the<br />
hallmark <strong>of</strong> democracy” (as cited in a documentary aired by the Public Broadcasting System,<br />
2006, December).The extension <strong>of</strong> the right to an education to women as per the Nineteenth<br />
Amendment to the Constitution (1920), children from culturally and linguistically diverse<br />
families as per Brown vs. Board <strong>of</strong> <strong>Education</strong> (1954), and children with disabilities as per P.L.<br />
94-142, <strong>Education</strong> for All Handicapped Children Act (1975) stem from a sense <strong>of</strong> social justice.<br />
Social Justice Dispositions in Teacher <strong>Education</strong> Programs<br />
Johnson (n.d.), a pr<strong>of</strong>essor <strong>of</strong> history at CUNY-Brooklyn, searched the mission<br />
statements <strong>of</strong> teacher education programs which included social justice terminology for their<br />
teacher candidates. Excerpts from mission statements from two programs identified by Johnson<br />
(n.d.) illustrate the terminology and intent <strong>of</strong> the term. At George Mason <strong>University</strong> in Virginia,<br />
teachers must demonstrate a disposition for a “commitment to democratic values and social<br />
justice,” including such inherently political requirements as understanding “systemic issues that<br />
prevent full participation” and “advocate for practices that promote equity and access” (Johnson,<br />
n.d., 35). At the <strong>University</strong> <strong>of</strong> Vermont, “The ultimate purpose <strong>of</strong> these activities [in the<br />
<strong>Education</strong> Program] is to create a more humane and just society, free from oppression, that<br />
fosters respect for ethnic and cultural diversity, and maximizes human potential and the quality<br />
<strong>of</strong> life for all individuals , families and communities” (Johnson, n.d., 34).<br />
The particular virtues related to social justice that were cited, although different, included<br />
democratic values, humane and just communities, educational equity, and social responsibility.<br />
50
As a conceptual framework, social justice is alive and well. We conclude that social justice<br />
issues continue to intrigue scholars, researchers, and teacher educators. As shown in the<br />
excerpted mission statements, both undergraduate and graduate programs in the preparation <strong>of</strong><br />
education pr<strong>of</strong>essionals indicate that social justice as a conceptual framework is alive and well.<br />
Examples <strong>of</strong> Social Justice Issues for Teacher Educators<br />
In this section, to anchor the concepts <strong>of</strong> social justice, we describe two current issues<br />
facing American educators, notably k-12 public schools as well as universities where teacher<br />
education programs are housed, that remain unresolved — racial preference quotas and inclusion<br />
<strong>of</strong> special education students in mainstream classrooms. Both issues illustrate the complexity <strong>of</strong><br />
the notion and implementation <strong>of</strong> social justice, and for this reason, we find them to be ripe for<br />
study in teacher education programs.<br />
Issue #1: Racial Preference Quotas<br />
On December 4, 2006, the U.S. Supreme Court heard two K - 12 cases involving the use<br />
<strong>of</strong> race in deciding school assignments. The high court heard appeals from a Seattle parents<br />
group and a Kentucky parent. Both appellants claim public schools implemented programs to<br />
achieve racial diversity that unjustly discriminated when selecting students for acceptance.<br />
Issue #2: Inclusion <strong>of</strong> Special <strong>Education</strong> Students in Mainstream Classrooms<br />
Multiple forces such as legal and legislative mandates drive the inclusion <strong>of</strong> students with<br />
disabilities in general education classrooms. One reason is the disproportionate placement <strong>of</strong><br />
Blacks in segregated special education classrooms nationwide, as well as Hispanic students who<br />
are taken out <strong>of</strong> mainstream classes and placed into special education classes in certain states<br />
(USDOE: Office for Civil Rights, 1997). Historically, Reid and Knight (2006) argue that the<br />
disproportionality problem in k-12 special education can be traced to the intersection <strong>of</strong><br />
disability and other identity factors with the ideology <strong>of</strong> normalcy and the dominant medical<br />
model approach to special education.<br />
Implications<br />
This issues represent the complexities <strong>of</strong> the diverse notions <strong>of</strong> social justice. They both<br />
<strong>of</strong>fer many points <strong>of</strong> entry into the process <strong>of</strong> problematizing social justice. The first issue<br />
concerns using race as a factor in school plans. Currently, in both Louisville, KY and Seattle,<br />
WA, students are <strong>of</strong>fered a choice <strong>of</strong> schools but can be denied admission based on their race if<br />
their enrollment at a particular school would upset the pre-established racial balance <strong>of</strong> that<br />
school. In both cases, the issue is denial <strong>of</strong> entry into school based on race. The question for the<br />
Supreme Court justices is whether measures designed to achieve or maintain racial integration<br />
should be subjected to the same scrutiny as measures that were put into place after Brown vs.<br />
Board <strong>of</strong> <strong>Education</strong> to end segregation. In other words, in Brown vs. Board <strong>of</strong> <strong>Education</strong>, the<br />
Supreme Court ruled that students cannot be denied entry into school because <strong>of</strong> race. The social<br />
justice issue in that case was one <strong>of</strong> equity, in which the Supreme Court ruling addressed an<br />
injustice suffered by an oppressed class. In the current cases, the plaintiffs are framing the social<br />
justice issue as one <strong>of</strong> equality – they think that entry into their local school should be regardless<br />
<strong>of</strong> race. In Brown vs. Board <strong>of</strong> <strong>Education</strong> and the current cases, a plaintiff advocates for not<br />
being excluded from school on the basis <strong>of</strong> race. Yet, those arguments in Brown vs. Board <strong>of</strong><br />
<strong>Education</strong> and those arguing in the current cases are polar opposites in their perspectives <strong>of</strong> what<br />
constitutes social justice.<br />
The second issue focuses on the policies and practices <strong>of</strong> including students with<br />
disabilities in the general education classroom. This issue, similar to the first, is rife with<br />
arguments that appear to be polar opposites—perhaps the hallmarks <strong>of</strong> what critical pedagogy<br />
51
theory refers to as conscientization (Freire, 1990). For example, Smith (2004) refers to the<br />
multiple histories <strong>of</strong> special education and researchers in the area <strong>of</strong> the sociology <strong>of</strong> disability<br />
who document how meaning is ascribed to individuals through labeling and stereotyping and<br />
how all aspects <strong>of</strong> a culture pervade its treatment <strong>of</strong> individuals with disabilities. This has led to a<br />
general dissatisfaction with the way that special education has been conceptualised, how research<br />
and service delivery are conducted, and how results <strong>of</strong>ten pathologize and further their exclusion<br />
and their marginal identities. In fact, some people with disabilities, in their role as self-advocates,<br />
say, “Nothing about us without us!” In contrast, inclusive education <strong>of</strong>fers a process that sets up<br />
a sense <strong>of</strong> belonging for all children and youth with differences. In a critical analysis <strong>of</strong> the<br />
discourses <strong>of</strong> inclusion, Dyson (1999) categorized the discourses as either justification (reasons<br />
for an inclusive educational system) or implementation (ways to carry out an inclusive model).<br />
Artiles, Harris-Murri, and Rostenberg (2006) point out that the justification discourse, based on a<br />
rights and ethics discourse, critiques the dual educational system as a barrier to systemic changes<br />
that would make education responsive to an increasingly diverse society and privileges<br />
pr<strong>of</strong>essional groups who resist inclusion efforts. In comparison, an efficacy discourse critiques<br />
segregated models on the grounds <strong>of</strong> its failure to promote student learning while the<br />
implementation discourse, built on the political discourse, argues that political actions must<br />
address inequitable conditions. Finally, a pragmatic discourse focuses on the classroom practices<br />
that provide effective instruction (e.g., Skrtic, 1991). Polar opposites such as represented by the<br />
multiple discourses must be openly discussed in order to gain a democratic resolution which<br />
leads to the query, “Can a democracy exist in the absence <strong>of</strong> social justice”<br />
In conclusion, regardless <strong>of</strong> which moral stance teacher educators choose, we contend<br />
that it is wrong to remove the term social justice from the NCATE glossary <strong>of</strong> terms that serve as<br />
examples <strong>of</strong> dispositions for teacher educators. In fact, even if the term never reappears, the<br />
concepts and mission statements <strong>of</strong> those teacher education programs and teachers who have<br />
graduated are likely to keep the social justice issue at the forefront <strong>of</strong> their work. They believe,<br />
as do we, that it is imperative to advance the multiple discourses <strong>of</strong> social justice so that both<br />
teacher education faculty and prospective teachers learn to grapple with the complexity <strong>of</strong> social<br />
justice because, as an issue, social justice discourse is emblematic <strong>of</strong> democratic discourse.<br />
References<br />
Artiles, A. J., Harris-Murri, N, & Rostenberg, D. (2006). Inclusion as social justice: Critical<br />
notes on discourses, assumptions, and the road ahead. Theory into Practice, 45(3), 260-<br />
268.<br />
Banks, J. (2004). Teaching for social justice, diversity, and citizenship in a global world. The<br />
<strong>Education</strong>al Forum, 68, 289-298.<br />
Banks, J. (2003). Teaching literacy for social justice and global citizenship. Language Arts,<br />
81(1), 18-19.<br />
Cochran-Smith, M. (1999). Learning to teach for social justice. In G. Griffin (Ed.), Ninety-eighth<br />
yearbook <strong>of</strong> the National Society for the Study <strong>of</strong> <strong>Education</strong>—Part 1 (pp. 114-144).<br />
Chicago: <strong>University</strong> <strong>of</strong> Chicago Press.<br />
Dyson, A. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. In H.<br />
Daniels and P. Garner (Eds.), World yearbook <strong>of</strong> education 1999: Inclusive education<br />
(pp. 36-53). London: Kogan Page.<br />
Edelman, M. W. (n.d.). Children’s Defense Fund. Retrieved March 22, <strong>2007</strong> from<br />
http://www.childrensdefense.org/site/PageServer<br />
Freire, P. (1970). Pedagogy <strong>of</strong> the oppressed. NY: Seabury.<br />
52
Johnson, K. C. (n.d.). History <strong>of</strong> Dispositions, <strong>Education</strong> Programs, and the Social Justice<br />
Requirement. Retrieved March 22, <strong>2007</strong> from<br />
http://academic.brooklyn.cuny.edu/history/johnson/dispositions.html.<br />
Landorf, H., & Nevin, A. (under review). Global education and special education: Worlds apart<br />
COMPARE: The Journal <strong>of</strong> the British Association <strong>of</strong> <strong>International</strong> and Cultural<br />
<strong>Education</strong>.<br />
Landorf, H., Rocco, T., & Nevin, A. (<strong>2007</strong>). Creating permeable boundaries: Teaching &<br />
learning for social justice in a global society. Teacher <strong>Education</strong> Quarterly, Winter.<br />
Levy, U. (as cited in Documentary aired by Public Broadcasting System, 2006, December). They<br />
Came for Good—Jews in US from mid-17 th Century to 1880. Retrieved March 22, <strong>2007</strong><br />
from http://www.pbs.org/<br />
Merriam-Webster. (<strong>2007</strong>). Definition for virtue. Retrieved March 22, <strong>2007</strong> from http://www.mw.com/dictionary/virtue<br />
Noddings, N. (2005). Global citizenship: Promises and problems. In N. Noddings (Ed.).<br />
Educating citizens for global awareness (pp. 1-21). NY: Teachers <strong>College</strong>.<br />
Reid, D. K., & Knight, M. G. (2006). Disability justifies exclusion <strong>of</strong> minority students: A<br />
critical history grounded in disability studies. <strong>Education</strong>al Researcher, 35(6), 18-23.<br />
Skrtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard<br />
<strong>Education</strong>al Review, 61, 148-206.<br />
Smith, J. D. (2006). The historical contexts <strong>of</strong> special education: Framing our understanding <strong>of</strong><br />
contemporary issues. In Critical issues in special education: Access, diversity, and<br />
accountability (pp. 1-15). NY: Pearson.<br />
United States Department <strong>of</strong> <strong>Education</strong>, Office for Civil Rights. (1997). Washington, DC:<br />
Author.<br />
Wise, A. (2006). Inside Higher Ed. Retrieved March 22, <strong>2007</strong> from<br />
http://www.insidehighered.com/news/2006/06/06/disposition<br />
53
Female Secondary School Leaders:<br />
At the Helm <strong>of</strong> Democratic Schooling and Social Justice<br />
Anthony H. Normore and Gaetane Jean-Marie<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: We chose the philosophical tradition <strong>of</strong> phenomenology as the<br />
qualitative methodology to study four women school leaders. Semi-structured<br />
interview data indicated that their pr<strong>of</strong>essional experiences impacted how their<br />
leadership practices advance social justice in their education organizations,<br />
espouse the belief that equity matter, and exemplify the torchbearers <strong>of</strong><br />
democratic ideals.<br />
The impact <strong>of</strong> major political agendas and policies that emerged since the 1954 landmark<br />
Brown v. Board <strong>of</strong> <strong>Education</strong> (Ogletree, 2004) decision have prompted many school leaders to<br />
assume a more active role with respect to the economic, social, and political struggles <strong>of</strong><br />
marginalized students (Jean-Marie, James, & Bynum, 2006; Valverde, 2003). Based on<br />
interviews with four female secondary school leaders (two Black, two White) who are committed<br />
to social justice and democracy, this paper begins to document how these women engage in their<br />
work within two specific contexts, urban and suburban. The study aims to: (a) identify how these<br />
four women leaders engaged in social justice leadership and democratic schooling with focus on<br />
ethical responsibilities as guiding forces in their actions, and (b) capture their motivations and<br />
actions for engaging in core values <strong>of</strong> social justice, democracy, and equity.<br />
Theoretical Framework<br />
The theoretical framework was drawn from three themes: (a) socialization, (b) social<br />
justice, and (c) democratic schooling.<br />
Socialization and Women<br />
Socialization involves the processes by which school leaders learn the skills, knowledge,<br />
and dispositions required to perform their role in an effective manner (Normore, 2004). Because<br />
<strong>of</strong> how the socialization process unfolds, women have developed values and beliefs that translate<br />
into specific behaviours arising in their leadership styles (Furman & Sheilds, 2005; Noddings,<br />
1992; Trinidad & Normore, 2005). Research has indicated that women are socialized to show<br />
their emotions, feelings, compassion, patience, and intuition - that female leadership styles in<br />
education are more democratic, participative, inclusive and collaborative (Shakeshaft, 1993).<br />
Furthermore, women leaders value having influence more than having power (Brunner, 1998).<br />
This is where the non-traditional view <strong>of</strong> power meets the gender-role expectations that women<br />
are not dominant or in charge. When teaching in classrooms, women have learned to motivate<br />
students without the need to use domination. Other researchers (e.g., Trinidad & Normore, 2005)<br />
have asserted that women leaders in education incorporate ‘power with’ into the transformational<br />
leadership model through empowerment. Power also serves to build an environment <strong>of</strong> mutual<br />
trust and respect and is linked to the principles <strong>of</strong> social justice, fairness, and responsible<br />
behaviour towards others (Noguera, 2003).<br />
Social Justice Leadership<br />
The discourse <strong>of</strong> social justice and leadership are inextricably linked which calls to<br />
question if there exists a definition for social justice leadership. Some research (e.g., Bogotch,<br />
2005) insists that social justice has no one specific meaning. According to Bogotch (2005), “its<br />
multiple a posterori meanings emerge[d] differently from experiences and contexts” (p. 7).<br />
Normore, A. H., & Jean-Marie, G. (<strong>2007</strong>). Female secondary school leaders: At the helm <strong>of</strong> democratic schooling<br />
and social justice. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 72-77). Miami: <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
Furman and Shields (2005) argue the “need for social justice to encompass education that is not<br />
only just, democratic, emphatic, and optimistic, but also academically excellent” (p. 123). While<br />
a review <strong>of</strong> the literature on leadership and/or social justice does not present a clear definition <strong>of</strong><br />
social justice, there is a general framework for delineating social justice leadership. Lee and<br />
McKerrow (2005) <strong>of</strong>fer such framework in two dimensions: First, social justice is defined “not<br />
only by what it is but also by what it is not, namely injustice. . . by seeking justice, we anticipate<br />
the ideal. . .by questioning injustice, we approach it. . . by integrating both, we achieve it” (p. 1).<br />
The second dimension focuses on the practice <strong>of</strong> social justice. Individuals for social justice seek<br />
to challenge political, economic, and social structures that privilege some and disadvantage<br />
others. They challenge unequal power relationships based on gender, social class, race, ethnicity,<br />
religion, disability, sexual orientation, language, and other systems <strong>of</strong> oppression. Interest in<br />
social justice is a renewed, and many women in leadership are advancing its causes.<br />
Democratic Schooling<br />
Lum (1993) suggests that “human beings are not objectively determined in their<br />
existential condition by universal laws <strong>of</strong> nature, but they are phenomenal ‘happenings’ as a<br />
consequence <strong>of</strong> a plurality <strong>of</strong> socio-historical effective forces, mindful purposes, and cultural<br />
conditions” (p. 39). Such a claim suggests that for democratic leaders, their being and becoming<br />
are socially constructed through the very practices in which they engage, thereby encouraging a<br />
leadership praxis <strong>of</strong> self-reflection (Lather, 1986) and ethical self-understanding not gained<br />
through merely observing facts but in their value-laden narrative renderings <strong>of</strong> those facts<br />
(Lightfoot & Gourd, 2004). Consequently, a transformation <strong>of</strong> the democratic leader’s self<br />
unfolds through the interaction with the social relations and daily struggles considered necessary<br />
for promoting a democratic culture in schools. Democratic schooling includes issues related to<br />
civil, political, and social rights (Freire, 1998; Giroux, 2002) as well as values associated with<br />
concepts such as “deep democracy” (Furman & Shields, 2005, p. 126). According to Furman and<br />
Shields, social justice is not possible without deep democracy nor is democracy possible without<br />
social justice because each holds within itself the notion <strong>of</strong> both individual rights and the good <strong>of</strong><br />
the community. These and other (e.g., Lather, 1986; Valverde, 2003) researchers further assert<br />
that educational leaders need to create conditions under which all children can learn well, within<br />
a socially just, moral, and democratic context.<br />
Research Design<br />
We chose the philosophical tradition <strong>of</strong> phenomenology as the qualitative methodology<br />
for this study. Because the phenomenological approach probes only for participants’ perceptions<br />
<strong>of</strong> a subject, in this case, how leadership evolved in the pr<strong>of</strong>essional experiences <strong>of</strong> school<br />
practitioners, it was an appropriate construct to guide the interviews (Creswell, 1998; Moustakas,<br />
1994). The original study examined the pr<strong>of</strong>essional experiences <strong>of</strong> eleven female secondary<br />
principals. The purposeful sampling <strong>of</strong> female principals represented six urban and suburban<br />
districts with two or more high schools located in each district. Aligned with Patton (1990), the<br />
participants in the original study were generated from a purposeful sample <strong>of</strong> 15 women (i.e.,<br />
secondary school principals), <strong>of</strong> which eleven chose to participate. Open-ended semi-structured<br />
interviews were used to guide the original research. Similar to Skrla, Reyes, & Scheurich (2000),<br />
all participants were provided with opportunities to reflect on their experiences as female<br />
secondary school leaders. Interviews were subsequently transcribed and analyzed according to<br />
Giorgi, Fischer, & Murray (1975) phenomenological steps.<br />
For purposes <strong>of</strong> this article, we revisited the original data to conduct secondary analyses<br />
(Heaton, 1998) <strong>of</strong> specific experiences <strong>of</strong> four women – two Black (pseudonyms - Gertrude and<br />
73
Jocelyn) and two White (pseudonyms - Linda and Annette). These women were selected because<br />
they exemplified a values-orientation around issues <strong>of</strong> social justice in their leadership practices<br />
and warranted further analysis. First, we revisited each transcript to get an overall sense <strong>of</strong> the<br />
whole and then identified transitions in the experience (each transition signifying a separate unit<br />
<strong>of</strong> meaning). Second, we eliminated redundancies in the units <strong>of</strong> meaning and began to relate the<br />
remaining units to one another. As further themes and patterns were developed, we transformed<br />
the participants’ language into the language <strong>of</strong> science (Giorgi et al., 1975). Finally, we<br />
synthesized the insights into a description <strong>of</strong> the entire experience <strong>of</strong> leadership practices.<br />
Findings and Discussion<br />
The four female principals in our study identified how they engaged in transformative<br />
leadership that supports social justice, democratic, and equitable schools. They described their<br />
leadership experiences through their own understanding <strong>of</strong> social justice and democratic<br />
schooling, motivations, and actions from a values-orientation exemplified in their practices. They<br />
closely paid attention to the silenced voice <strong>of</strong> marginalized students and brought their struggles<br />
to the forefront <strong>of</strong> school policies and initiatives without negating the needs <strong>of</strong> more privileged<br />
students. For these women, their interest in students’ success began with how they engaged in<br />
self-reflection and how they developed an authentic relationship between themselves as school<br />
leaders and their students. Two dominant themes emerged from data analysis: (a) a social justice<br />
agenda for democratic schooling and (b) leadership praxis.<br />
A Social Justice Agenda for Democratic Schooling<br />
All four women promoted discourse through their leadership practices about various<br />
aspects <strong>of</strong> social justice. The discourse had a huge influence toward gaining a better<br />
understanding <strong>of</strong> experiences that best promoted democratic schooling, equity, and social justice.<br />
They were opened to critique and engaged in democratic discourse and practices by creating<br />
identities informed by principles <strong>of</strong> equality and social justice (Giroux, 2002). In support <strong>of</strong><br />
Furman and Sheilds (2005) and Noddings (1992), these women leaders worked to create a<br />
climate, culture, and community that exemplified values they espoused. Gertrude explained that<br />
she provided instructional time and development programs for low-performing students: “Some<br />
<strong>of</strong> the programs to help students succeed include ‘Saturday for Success’ – which is a two hour<br />
program scheduled on Saturdays for students who have less than a C average. We also have<br />
academic lunchtime for students who need individualized instruction by the myself and assistant<br />
principal, and, some afterschool tutoring.” Gertrude articulated the importance <strong>of</strong> fostering high<br />
academic achievement for all students by rewarding students (i.e., academic lunch bunch),<br />
recognizing higher achievers as an ‘academic bowl’ (i.e., all subject-area preparation for ACTs),<br />
and giving a ‘letter jacket’ (i.e., indication <strong>of</strong> school pride) at school assemblies to motivate<br />
students. Echoing a similar sentiment, Linda emphasized an equity focus for ‘all’ students. She<br />
explained:<br />
There’s no elitism. We don’t engage in the practice <strong>of</strong> ‘good for some kids, and not good<br />
for others’. . . the kind <strong>of</strong> education provided for all children ought to be one that ‘touches<br />
another person’s life’. . . raising students’ self esteem. . . broadening horizons and<br />
awareness <strong>of</strong> diverse issues. . . providing opportunities to change a life…doing something<br />
right for each child – as long as each child has a fair chance for success.<br />
They continued to critique the definition and enactment <strong>of</strong> democracy in order to develop<br />
school initiatives that were inclusive, understanding, and supportive <strong>of</strong> diverse constructs and<br />
knowledge <strong>of</strong> all students and parents. Both Annette and Jocelyn shared their perspectives about<br />
quality education for every student despite students’ past and present life circumstances. Annette<br />
74
discussed a commitment to recruit teachers who were interested in her Black, Latino, Asian<br />
students – all students. She commented: “My school is 88% Black.” With a cynicism towards<br />
culturally insensitive teachers, she asserted:<br />
I call administration at the Board and request that they not send me teachers who don’t<br />
want to come to my Black school because they’re uncomfortable. They’re also culturally<br />
disconnected and can’t make it here…anyone who is recuited for this school must want to<br />
be here. Otherwise, an unhappy teacher makes an unhappy student which is reflected in<br />
the teaching and learning process.<br />
Jocelyn believed the responsibility for educating and caring for all students is attainable<br />
through a collective commitment with her staff. Drawing from research-based knowledge (i.e.,<br />
Marzano et al’s., 2001 instructional strategies, Pass Key, Skill Banks, etc.), she asserted, “We<br />
[teachers] are doing book studies on classroom instructions that work and on building<br />
background knowledge. We also engage in pr<strong>of</strong>essional learning communities really stressing<br />
the emphasis on teacher pr<strong>of</strong>essional development.” Similarly, Annette challenged her staff to be<br />
the ‘experts’ <strong>of</strong> their content areas, to be civil rights advocates, continuously ‘work in the ideas’<br />
and set high expectations for all students. For both Annette and Jocelyn, the critical focus <strong>of</strong><br />
attention was on the behavior <strong>of</strong> teachers as they engage in instructional practices and activities<br />
that directly improve the students’ quality <strong>of</strong> life.<br />
The actions <strong>of</strong> the four women leaders were representative <strong>of</strong> how they instructed,<br />
guided, and led on a daily basis (i.e., Gertrude’s hands-on approach on teaching about and<br />
modeling diverse learning styles; Linda’s study groups on instruction, black achievement, and<br />
diversity issues; Jocelyn’s staff development on Marzano’s instructional strategies for the<br />
organizational health <strong>of</strong> her faculty; Annette’s recruitment <strong>of</strong> culturally sensitive teachers and<br />
practice <strong>of</strong> teaching students about the Civil Rights Movement). These actions are further<br />
supported by a growing number <strong>of</strong> scholars who have pointed out that in order to address<br />
inequities for diverse student populations, educational leaders must be reflective practitioners<br />
and have a heightened awareness <strong>of</strong> social justice issues in a field struggling to meet the needs <strong>of</strong><br />
all children (Bogotch, 2005).<br />
Leadership Praxis<br />
According to a body <strong>of</strong> research, praxis involves self-reflection, critical thinking (Freire,<br />
1998; Lather, 1986), values-orientation within democracy (Furman & Shields, 2005), and social<br />
justice and equity (Freire, 1998; Giroux, 2002; Valverde, 2003). The four women in this study<br />
were concerned with exercising democracy in their leadership practices. They engaged in forms<br />
<strong>of</strong> self reflective, critical, and collaborative work relationships which created conditions that<br />
empowered people with whom they worked. To ensure that their schools were led in a<br />
democratic and ethical manner, they encouraged leadership practices among many actors (i.e.<br />
teachers, students, parents, and community). The learning and democratic leading practices <strong>of</strong><br />
the four women helped them to foster a transformative culture. Notions <strong>of</strong> caring and<br />
collaborative working relationships resonated with the principals because they believed that their<br />
teachers needed to take ownership <strong>of</strong> the school. The choices these women made on a daily basis<br />
in their actions and interactions shaped their ability to affect change beyond the school into the<br />
broader local school community. Practicing an ethic <strong>of</strong> care towards those who work for and<br />
with them was a critical dimension <strong>of</strong> their transformative leadership style. As leaders, these<br />
women demonstrated a selfless desire to both serve and prepare others and simultaneously<br />
created an organizational system that was committed to developing relationships that drove<br />
goodness. Annette stated:<br />
75
Recently, a teacher committed suicide. It was tragic for the school community. I met with<br />
my teachers and invited ministers to come and lead us in prayer. After the prayer, I<br />
explained to the children the importance <strong>of</strong> sharing truths about suicide. We talked about<br />
what happened and shared some positive things about the teacher. While it’s risky to do<br />
that in public schools, I believe if you live in a God-like fashion, then your spiritual<br />
connection is solid.<br />
Upon reflecting on their roles as school leaders, Linda explained that her spiritual beliefs<br />
helped and guided her work as a school leader. She stated, “The Lord doesn’t promise us it’s<br />
[leadership] going to be an easy path. . . sometimes I just wish it were easier. . . I think that you<br />
develop a following by being kind to people. I try to guide them on the right path – even if I’ve<br />
helped a few kids I’ve made a difference.” Jocelyn echoed a similar belief: “My relationship with<br />
my Lord determines how I interact with everybody.” Gertrude mentioned, “I didn’t talk about<br />
my religious belief during our conversation because I didn’t think it was appropriate to do so.<br />
But, how I lead is influenced by my religious beliefs and values, and practices.” Although<br />
Gertrude was silenced about how her religion connected to her leadership, she was sensitive to<br />
her beliefs and sometimes was willing to refrain from engaging in a religious-oriented discourse<br />
in their schools. These women leaders’ acts <strong>of</strong> hope were extensions <strong>of</strong> their spiritual and<br />
religious beliefs and practices.<br />
Conclusion and Implications<br />
In broad terms, there are implications from this study that have to do with school reform<br />
– a need to shift the focus from the leadership <strong>of</strong> the principal alone to a more inclusive form <strong>of</strong><br />
leadership, to the collaborative empowerment <strong>of</strong> school leaders, and to the recognition <strong>of</strong> the<br />
importance <strong>of</strong> community and commitment in promoting social justice, democratic schooling,<br />
and positive relationships. There is a clear focus on leadership praxis that includes critical<br />
reflection about issues <strong>of</strong> inclusion, social justice, diversity, and expansion <strong>of</strong> the opportunities<br />
for diverse leadership styles and religious convictions. Efforts to increase the capacity <strong>of</strong> schools<br />
by broadening educators’ work beyond conventional notions <strong>of</strong> teaching and administration<br />
would be improved by paying attention to how, in concert, a social justice and democracy<br />
agenda shape and influence possibilities and desires for careers in education and educational<br />
leadership. These mutually inclusive concepts are indispensable ingredients to improving schools<br />
for the benefit <strong>of</strong> all students and for a democratic society. Given the demographic shift <strong>of</strong> the<br />
U.S. population, which is becoming increasingly more diverse, and to commit to Brown’s 1954<br />
legacy <strong>of</strong> advancing social justice and democracy, there is a need to look at practices (i.e., the<br />
types <strong>of</strong> discourse, experiences, processes, and structures) that promote the development and<br />
support <strong>of</strong> principals committed to social justice and democratic principles. Policy makers and<br />
practitioners have an opportunity to share in discourse about how to shape the quality <strong>of</strong> leaders<br />
they help produce for the good <strong>of</strong> society if the Brown legacy is to resume its advance.<br />
References<br />
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possibilities. Paper presented at the annual meeting <strong>of</strong> the <strong>University</strong> Council <strong>of</strong><br />
<strong>Education</strong>al Administration, Nashville, TN.<br />
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Administration, 36(4), 160-182.<br />
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five research<br />
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Freire, P. (1998). Pedagogy <strong>of</strong> freedom: Ethics, democracy and civic courage. (P. Clarke, Trans.)<br />
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superintendents speak up and speak out. <strong>Education</strong>al Administration Quarterly, 36(1),<br />
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77
Leadership Styles, Behaviors, and Outcomes <strong>of</strong> Athletic Training <strong>Education</strong><br />
Program Directors<br />
Michelle L. Odai, Jennifer L. Doherty-Restrepo<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Context: With the increase in athletic training education programs, the demand for a<br />
highly qualified faculty member to serve as program director (PD) and fill the multiple<br />
roles and responsibilities <strong>of</strong> the position has increased. A successful PD must possess<br />
leadership skills crucial for the evolving academic environment. Research suggests that<br />
educational leaders must provide both transactional and transformational leadership if<br />
athletic trainers are to secure a legitimate place as healthcare providers. Objective: To<br />
describe the leadership styles and behaviors <strong>of</strong> athletic training education PDs and to<br />
describe the associations between leadership style, behavior, outcome, and experience.<br />
Design: We will utilize a survey design to identify the leadership styles, behaviors,<br />
outcomes, and experiences <strong>of</strong> athletic training education PDs. Setting: On-line<br />
questionnaire. Participants: The population <strong>of</strong> this study will be limited to the academic<br />
PDs <strong>of</strong> the 360 accredited entry-level athletic training education programs in the United<br />
States. Intervention The investigation will utilize the Multifactor Leadership<br />
Questionnaire (MLQ). The MLQ is a validated tool composed <strong>of</strong> 45 items that identify<br />
and measure key leadership and effectiveness behaviors shown to be strongly linked with<br />
both individual and organizational success. In addition to the leader, it is recommended<br />
that all persons working above, below, and directly at the same organizational level as the<br />
leader rate the leader. Raters evaluate how frequently, or to what degree, they have<br />
observed the leader engage in 32 specific behaviors. Main Outcome Measure(s):<br />
Statistical analysis will be utilized to describe the associations between leadership styles,<br />
behaviors, outcomes, and experiences. Key words: Multifactor Leadership<br />
Questionnaire, Full-Range Model, 360 0 measurement<br />
Athletic Training was <strong>of</strong>ficially recognized by the American Medical Association as an<br />
allied health pr<strong>of</strong>ession in 1990. Certified Athletic Trainers (AT) are allied healthcare<br />
pr<strong>of</strong>essionals whose scope <strong>of</strong> practice includes meeting the healthcare needs <strong>of</strong> individuals<br />
involved in physical activity. To practice as an AT, one must be certified by the Board <strong>of</strong><br />
Certification, Inc., which is the national pr<strong>of</strong>essional credentialing agency for the athletic<br />
training pr<strong>of</strong>ession. In addition, many states also require the AT to obtain licensure to practice.<br />
ATs practice in a variety <strong>of</strong> settings, including secondary schools, colleges and universities,<br />
pr<strong>of</strong>essional sports organizations, hospitals, sports medicine clinics, and corporate and industrial<br />
work settings. 1<br />
An aspiring AT must be educated and skilled in several practice domains including:<br />
prevention <strong>of</strong> athletic injuries, recognition, evaluation, immediate care, rehabilitation, healthcare<br />
administration, and education and guidance. 1 To be eligible to sit for the national certification<br />
exam, one must graduate from an accredited entry-level program, either at the undergraduate or<br />
graduate level. Currently, there are 345 Commission on Accreditation <strong>of</strong> Athletic Training<br />
<strong>Education</strong> (CAATE) accredited undergraduate athletic training education programs in the United<br />
States. In addition, there are fifteen CAATE accredited entry-level master degree programs and<br />
twenty programs applying for accreditation. Just ten years ago, there were only 84 accredited<br />
programs. With this influx <strong>of</strong> accredited programs comes an influx <strong>of</strong> program directors.
With the growth <strong>of</strong> athletic training education programs in colleges and universities, the<br />
demand for a highly qualified faculty member to serve as the program director (PD) and fill the<br />
multiple roles and responsibilities <strong>of</strong> the position has increased. The athletic training education<br />
PD is the AT responsible for the organization and administration <strong>of</strong> all aspects <strong>of</strong> the educational<br />
program. This includes, but is not limited to, curricula planning and development, fiscal and<br />
budgetary input and management as determined by the institution, distribution <strong>of</strong> educational<br />
opportunities at all clinical and classroom sites, and recognizable institutional responsibility or<br />
oversight for the day-to-day operation, coordination, supervision, and evaluation <strong>of</strong> all<br />
components <strong>of</strong> the athletic training education program (ATEP). 2 The 2005 CAATE standards<br />
require that the PD be a full-time employee <strong>of</strong> the sponsoring institution and have faculty status,<br />
rights, responsibilities, and privileges as defined by institution policy, consistent with other<br />
similar positions at the institution. The PD must also have programmatic administrative and<br />
supervisory responsibility recognized as a department assignment consistent with other similar<br />
assignments at the institution and must have an amount <strong>of</strong> released/reassigned workload that is<br />
necessary to meet the administrative responsibilities <strong>of</strong> the assignment, also consistent with<br />
similar assignments at the institution. In addition, the PD must hold current national<br />
certification, have a minimum <strong>of</strong> five years experience as a BOC certified AT, possess a current<br />
state athletic training credential for those states that require pr<strong>of</strong>essional credentialing for athletic<br />
trainers, and must demonstrate teaching, scholarship, and service consistent with institutional<br />
standards. 2<br />
In the past 20 years, the PD position has undergone significant changes in administrative<br />
responsibilities and institutional expectations. 3 The duties and responsibilities <strong>of</strong> PDs are<br />
multiple and highly diversified. In addition to the minimal CAATE requirements, the PD is<br />
involved in recruiting and retaining students; mentoring; assessing; resolving conflicts;<br />
innovating and monitoring change; supervising students and staff; abiding by and applying<br />
regulations; preparing accreditation materials; and teaching. 3,4 <strong>Education</strong>al reform in the field <strong>of</strong><br />
athletic training has placed great demands upon PDs and their faculty members to adapt to new<br />
didactic and clinical accreditation standards. 5 A successful PD must possess leadership skills<br />
crucial for the evolving academic environment. 4<br />
Modifications to the Standards for the Accreditation <strong>of</strong> Entry-Level Athletic Training<br />
<strong>Education</strong> Programs have strengthened the position <strong>of</strong> the PD, yet the requirements for PDs fail<br />
to equal the rigor <strong>of</strong> other health care pr<strong>of</strong>essions. Athletic Training is a relatively new<br />
pr<strong>of</strong>ession (as compared to its health care pr<strong>of</strong>ession counterparts) and is still striving for<br />
recognition and respect amongst other health care pr<strong>of</strong>essions. To be perceived as equal in<br />
stature, Athletic Training PDs must be held to the same standards as other health care<br />
pr<strong>of</strong>essions.<br />
The Commission on Accreditation in Physical Therapy <strong>Education</strong> (CAPTE) is the<br />
accrediting body for physical therapy programs and outlines in great detail the requirements for<br />
their program administrator (program director). 6 One major difference is that an athletic training<br />
education PD must only possess a bachelor’s degree, whereas a physical therapy program<br />
administrator (program director) must possess a doctoral degree. In 1997, the National Athletic<br />
Trainers’ Association <strong>Education</strong> Task Force made several recommendations to reform athletic<br />
training education. 7 This task force included three reasons for the need for more doctoraleducated<br />
ATs. First, there needs to be an increase in doctoral-educated ATs in senior faculty and<br />
administration positions to affect higher education policy. Second, athletic training doctoral<br />
programs provide leadership in guiding research pertinent to the advancement <strong>of</strong> the athletic
training pr<strong>of</strong>ession. Third, athletic training doctoral education programs will provide the next<br />
generation <strong>of</strong> athletic training educators. Currently, there are a few schools that <strong>of</strong>fer doctoral<br />
degrees in the area <strong>of</strong> Athletic Training. Earning a terminal degree has been recommended for<br />
those ATs aspiring to become PDs. 8 Doctoral programs designed specifically for ATs must<br />
continue to evolve. In conjunction with educational facets and advanced clinical knowledge, an<br />
athletic training doctoral program should also provide the student with thorough research,<br />
leadership, and administrative training to prepare the student for a career in higher education. 9<br />
Another major difference between athletic training and physical therapy accreditation<br />
standards is that CAPTE requires that the program administrator (program director) provides<br />
effective leadership for the program. The standards for an athletic training education PD do not<br />
refer to leadership. Leadership in athletic training has become an important issue facing the<br />
pr<strong>of</strong>ession because <strong>of</strong> the rapidly changing educational environment. PDs must possess effective<br />
leadership skills that inspire and allow faculty members and students to perform at high levels. 10<br />
Leadership<br />
Leadership can be viewed as the focus <strong>of</strong> group processes, from a personality<br />
perspective, or as an act or behavior. It can also be defined in terms <strong>of</strong> the power relationship<br />
between leaders and followers, as an instrument <strong>of</strong> goal achievement, or from a skills<br />
perspective. 11 Leadership is a process whereby an individual influences a group <strong>of</strong> individuals to<br />
achieve a common goal. 11 Leadership is different, however, from management.<br />
According to Nellis (1994), leadership has five main points which differentiate it from<br />
management. 12 A leader must really know his or herself and have a realistic, pragmatic<br />
understanding <strong>of</strong> his or her skills, abilities, and attributes. An effective leader must also lead by<br />
example. Commitment, pr<strong>of</strong>essionalism, enthusiasm, dependability, and courage are examples<br />
<strong>of</strong> actions and behaviors that may be contagious. A good leader must also know their pr<strong>of</strong>ession<br />
and their people to be able to gain confidence and trust from his/her followers. The final aspect<br />
<strong>of</strong> leadership described by the author is “loyalty, encouragement, reprimand”. 12 By practicing<br />
these skills, the leader can build greater trust, confidence, and motivation in their followers.<br />
Management skills are necessary for any organization to run efficiently, and athletic<br />
training is no different. Management is concerned with organization, communication, and the<br />
development <strong>of</strong> the facility’s mission. Effective management skills combined with effective<br />
leadership skills can provide a solid base for organizational success. 12<br />
Transactional Leadership<br />
Transactional leaders motivate associates by exchanging rewards for services rendered. 13<br />
Bass extended the definition <strong>of</strong> a transactional leader to the military, industrial, public, and<br />
educational sectors. 14,15 He described transactional leaders as those who: 1) recognize what their<br />
associates want to get from their work, and try to see that they get it, if their performance<br />
warrants; 2) exchange rewards and promises <strong>of</strong> reward for appropriate levels <strong>of</strong> effort; and 3)<br />
respond to the needs and desires <strong>of</strong> associates as long as they are getting the job done. 14,15<br />
Transactional leadership can also be described as working with individuals or groups, setting up<br />
and defining agreements or contracts to achieve specific work objectives, discovering<br />
individual’s capabilities, and specifying the compensation and rewards that can be expected upon<br />
successful completion <strong>of</strong> the tasks. 16<br />
Transformational Leadership<br />
Transformational leadership is a new and encompassing approach to leadership. It is<br />
concerned with the process <strong>of</strong> how certain leaders are able to inspire followers to accomplish<br />
great things. This approach stresses that leaders need to understand and adapt to the needs and
motives <strong>of</strong> followers. Transformational leaders are change agents, are good role models, can<br />
create and articulate a clear vision for an organization, empower followers to achieve at higher<br />
standards, act in ways that make others want to trust them, and give meaning to organizational<br />
life. 11<br />
A transformational leader differs from a transactional one by not merely recognizing<br />
associates’ needs, but by attempting to develop those needs from lower to higher levels <strong>of</strong><br />
maturity. 16 Bass described transformational leaders as those who: 1) raise associates’ level <strong>of</strong><br />
awareness <strong>of</strong> the importance <strong>of</strong> achieving valued outcomes and the strategies for reaching them;<br />
2) encourage associates’ to transcend their self-interest for the sake <strong>of</strong> the team, organization, or<br />
larger policy; and 3) develop associates’ needs to higher level in such areas as achievement,<br />
autonomy, and affiliation, which can be both work related and not work related. 14,15<br />
Transformational leadership encourages others to develop and perform beyond standard<br />
expectations. 16<br />
Bass’ Full-Range <strong>of</strong> Leadership Model<br />
Bass proposed a model for the relationship between transactional and transformational<br />
leadership. 14 The full-range <strong>of</strong> leadership model incorporates a broad continuum <strong>of</strong> behaviors<br />
used to assess one’s leadership style through the Multifactor Leadership Questionnaire (MLQ).<br />
Bass’ model includes nine distinct leadership behaviors which form this continuum and includes<br />
five transformational behaviors [idealized influence (attributed), idealized influence (behavior),<br />
inspirational motivation, intellectual stimulation, individualized consideration], two transactional<br />
behaviors [contingent reward, management-by-exception (active)], and two passive avoidant<br />
behaviors [management-by-exception (passive), and laissez-faire]. The MLQ also measures three<br />
leadership outcomes: follower extra effort, leader effectiveness, and follower satisfaction. 16<br />
Transactional leadership provides a basis for effective leadership, but a greater amount <strong>of</strong> extra<br />
effort, effectiveness, and satisfaction is possible from followers by augmenting transactional<br />
leadership with transformational leadership. 14<br />
As educational reform and growth continues in athletic training, the characteristics and<br />
roles and responsibilities <strong>of</strong> PDs are constantly evolving. Peer and Rakich stated that<br />
educational leaders must provide both transactional and transformational leadership if ATs are to<br />
secure a legitimate place as healthcare providers in a highly competitive managed care<br />
environment. 17 Although present at all times, transformational leaders are more likely to emerge<br />
in times <strong>of</strong> growth, change, and crisis; flourishing under these conditions to initiate change and<br />
improvements. 16 The purpose <strong>of</strong> this study is to describe the leadership styles and behaviors <strong>of</strong><br />
the current population <strong>of</strong> athletic training PDs. Another purpose is to describe the associations<br />
between leadership style, behavior, outcome, and experience.<br />
Methods<br />
Experimental Design<br />
This research investigation will utilize a survey research design. The research questions<br />
that we will attempt to answer through this investigation are: (1) What is the association between<br />
leadership style and leadership outcome (2) What is the association between leadership<br />
behavior and leadership outcome (3) What is the association between experience and leadership<br />
outcome<br />
Participants<br />
The population <strong>of</strong> this study was limited to the PDs <strong>of</strong> the 360 accredited entry-level athletic<br />
training education programs in the United States. Institutions were identified using the list <strong>of</strong><br />
accredited athletic training education programs posted on the Commission on Accreditation <strong>of</strong>
Athletic Training <strong>Education</strong> (CAATE) website (www.caate.net). The investigators will seek<br />
approval from the <strong>Florida</strong> <strong>International</strong> <strong>University</strong> Institutional Review Board.<br />
Instrument<br />
The investigation will utilize the Multifactor Leadership Questionnaire (5X-Short). The<br />
MLQ is a validated tool composed <strong>of</strong> 45 items that identify and measure key leadership and<br />
effectiveness behaviors shown in prior research to be strongly linked with both individual and<br />
organizational success. The factor structure <strong>of</strong> the MLQ has been validated by both<br />
discriminatory and confirmatory factor analysis. In addition to the leader completing the<br />
questionnaire, it is recommended that all persons working above, below, and directly at the same<br />
organizational level as the leader rate the leader. Raters completing the MLQ evaluate how<br />
frequently, or to what degree, they have observed the leader engage in 32 specific behaviors. It<br />
should take each rater approximately 15 minutes to complete the questionnaire. 16<br />
Procedures<br />
The principal investigator will send an email to each academic PD requesting their<br />
participation in this study. The purpose <strong>of</strong> the study and an explanation <strong>of</strong> the PD’s role in the<br />
study will be contained in the body <strong>of</strong> the email. If the PD agrees to participate, he or she will<br />
be instructed to reply to the initial email, identify an approximate number <strong>of</strong> participants from<br />
their respective institution, and complete the demographic questionnaire attached to the email.<br />
The principal investigator will email the PDs who agree to participate in the study a survey<br />
webpage created by Mind Garden, Inc. The PD they will complete the MLQ survey and enter the<br />
email addresses <strong>of</strong> the raters (one immediate supervisor, all students in their final year <strong>of</strong> the<br />
program, and at least 3 colleagues) who will also participate in the study. Each rater will receive<br />
a separate survey webpage from Mind Garden, Inc., from which they can complete the MLQ<br />
survey and submit it directly to Mind Garden, Inc. Two weeks from the initial email, a reminder<br />
will be sent to those that did not respond to the request for participation. A reminder will also be<br />
sent to those who did agree to participate but who have not completed the surveys approximately<br />
two weeks after receiving the survey webpage.<br />
Statistical Analysis<br />
Statistical analysis for the quantitative data will be completed in Statistical Package for<br />
Social Sciences (SPSS 13.0) utilizing descriptive statistics and correlational analysis.<br />
Null Hypothesis<br />
1. There will be no association between leadership style and leadership outcome.<br />
2. There will be no association between leadership behavior and leadership outcome.<br />
3. There will be no association between experience and leadership outcome.<br />
References<br />
1. The National Athletic Trainers’ Association. Available at: http://nata.org. Accessed<br />
December 1, 2006.<br />
2. The Commission on Accreditation <strong>of</strong> Athletic Training <strong>Education</strong>. The Accreditation<br />
Standards page. Available at: http://caate.net/ss_docs/standards.6.8.2006.pdf. Accessed<br />
December 1, 2006.<br />
3. Perkins SA, Judd MR. Dilemmas <strong>of</strong> program directors: then and now. J Athl Train.<br />
2001;36:396-400.<br />
4. Bordage G, Foley R, Goldyn S. Skills and attributes <strong>of</strong> directors <strong>of</strong> educational<br />
programmes. Medical <strong>Education</strong>. 2000; 34:106-110.
5. Mangus B. The evolving roles <strong>of</strong> athletic training educators and clinicians. J Athl Train.<br />
1998; 22:308-309.<br />
6. The Commission on Accreditation in Physical Therapy <strong>Education</strong>. The Accreditation<br />
Handbook page. Available at:<br />
http://www.apta.org/AM/Template.cfmSection=CAPTE1&TEMPLATE=/CM/Content<br />
Display.cfm&CONTENTID=35141. Accessed December 1, 2006.<br />
7. National Athletic Trainers’ Association <strong>Education</strong> Task Force. Recommendations to<br />
reform athletic training education. NATA News. 1997; 2:16-24.<br />
8. Leard JS, Booth CS, Johnson JC. A study <strong>of</strong> career pathways <strong>of</strong> NATA curriculum<br />
program directors. J Athl Train. 1991; 26:211-214.<br />
9. Hertel J, West T, Buckley W, Denegar C. <strong>Education</strong>al history, employment<br />
characteristics, and desired competencies <strong>of</strong> doctoral-educated athletic trainers. J Athl<br />
Train. 2001; 36(1):49-57.<br />
10. Zuest G. Transformational and Transactional Leadership by Athletic Training <strong>Education</strong><br />
Program Directors [dissertation]. Gainesville, Fl: <strong>University</strong> <strong>of</strong> <strong>Florida</strong>; 2003.<br />
11. Northouse PG. Leadership: Theory and Practice. Thousand Oaks, CA: Sage<br />
Publications, Inc.; 2004.<br />
12. Nellis SM. Leadership and management: techniques and principles for athletic training. J<br />
Athl Train. 1995; 29(4):328-335.<br />
13. Burns JM. Leadership. New York, NY: Harper Colophon; 1978.<br />
14. Bass BM. Leadership and Performance Beyond Expectations. New York, NY: Free<br />
Press; 1985.<br />
15. Bass BM. Leadership: good, better, best. Organizational Dynamics. 1985; 13:26-41.<br />
16. Avolio BJ, Bass BM. Multifactor Leadership Questionnaire Sampler Set. Palo Alto, CA:<br />
Mind Garden, Inc.; 2006<br />
Figure 1. Bass’ Full-Range <strong>of</strong> Leadership Model<br />
Effective<br />
4 “I”s<br />
CR<br />
Passive<br />
MBE- A<br />
MBE- P<br />
Frequency<br />
LF<br />
Active<br />
Legend<br />
Passive/Avoidant<br />
LF Laissez-Faire<br />
MBE-P Mgmt by Exception Passive<br />
Transactional<br />
MBE-A Mgmt by Exception Active<br />
CR Contingent Reward<br />
Transformational<br />
Idealized Influence<br />
Inspirational Motivation<br />
Intellectual Stimulation<br />
Individualized Consideration<br />
Ineffective
Third Space Theory:<br />
Reconceptualizing Content Literacy Learning<br />
Debra M. Pane<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This paper develops, through a literature review, a conceptual<br />
framework for a study in process <strong>of</strong> the literacy views and practices <strong>of</strong> youth<br />
<strong>of</strong>fenders. The framework <strong>of</strong>fers a reconceptualized view <strong>of</strong> literacy to increase<br />
opportunities for content literacy learning with marginalized youth.<br />
Twenty-first century literacy in the United States is a paradoxical phenomenon evident in<br />
the discrepancy between youths’ in-school and out-<strong>of</strong>-school literacy engagement and success.<br />
In-School Literacy<br />
In-school literacy is defined and sustained by current legislation, government reports, and<br />
regular mass media stories about failure in literacy (Strickland & Alvermann, 2004). The notion<br />
<strong>of</strong> illiteracy supports an autonomous model <strong>of</strong> literacy based on a predetermined set <strong>of</strong> cognitive<br />
skills and competencies. An autonomous model <strong>of</strong> literacy is a “‘neutral’ mechanism for<br />
achieving functional ends…to ensure the mechanical functioning <strong>of</strong> [the state’s] institutions”<br />
(Street, 1997, p. 11). According to this view, people who are marginalized, or unsuccessful, in<br />
school fail to reach the correct literacy standards (Pardoe, 2000).<br />
Out-<strong>of</strong>-School Literacy<br />
Out-<strong>of</strong>-school literacy, on the other hand, is a dynamic construct developed by youth and<br />
their communities. Literacy occurs in everyday cultural, social, linguistic, and community<br />
contexts. Youth proactively engage in and successfully learn new literacies with social networks<br />
in particular situations for authentic reasons (e.g., spoken- word performance, My Space).<br />
An ideological model <strong>of</strong> literacy acknowledges literacy as social practices, embedded in culture<br />
and power relationships (Street, 1997). The multiple resources, or everyday funds <strong>of</strong> knowledge<br />
(e.g., prior knowledge, cultural practices), that students bring to school and draw on to try to<br />
make sense <strong>of</strong> classroom texts are valued as important influences on how oral and written texts<br />
are understood or produced in and out <strong>of</strong> school (Moll, 1992).<br />
Statement <strong>of</strong> the Problem<br />
Culturally responsive teaching is an ideological approach for in-school literacy learning<br />
used successfully with younger students, but is underutilized with youth, ages 14 to 18 (Lee,<br />
2005). Culturally responsive teachers are aware <strong>of</strong>, place value on, and build on the everyday<br />
“funds <strong>of</strong> knowledge and Discourse that shape and inform literate practice <strong>of</strong> youth learners”<br />
(Moje & Hinchman, 2004, p. 322). Discourses with a capital “D” (Gee, 1996) are shared ways <strong>of</strong><br />
knowing “thinking, believing, acting, and communicating” (Moje & Lewis, <strong>2007</strong>, p. 3) that are<br />
present in and out <strong>of</strong> school and influence how people teach and learn in school. Responsive<br />
teachers continually draw from students’ everyday funds and Discourses to integrate “different,<br />
and sometimes competing, academic and everyday knowledges and Discourses” (Moje et al.,<br />
2004, p. 42). Integrating funds is essential when teachers and their students draw from different<br />
backgrounds and experiences.<br />
The field <strong>of</strong> youth content literacy has begun to focus on how youths’ out-<strong>of</strong>-school<br />
literacy practices may inform in-school literacy learning (Strickland & Alvermann, 2004).<br />
Literacy practices and Discourses <strong>of</strong> incarcerated youth have rarely been studied (Wilson, 2003).<br />
Pane, D. (<strong>2007</strong>). Third space theory: Reconceptualizing content literacy learning. In S. M. Nielsen & M. S.<br />
Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and<br />
<strong>International</strong> <strong>Education</strong> Section (pp. 78-83). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
Literacy practices and Discourses <strong>of</strong> youth <strong>of</strong>fenders—a particular culture <strong>of</strong> other students who<br />
are in-between incarceration and education—have not been studied.<br />
Conceptual Framework<br />
Conceptualized with critical social theory (Foucault, 1977; Freire, 1970) and hybridity<br />
theory (Bhabha, 1994; Soja, 1996), third space theory (Lefebvre, 1991) will frame this study.<br />
Third space theory (Lefebvre, 1991) is (a) situated in postcolonial Discourse, (b) related to<br />
culturally responsive teaching, (c) defined by power relations, and (d) applicable to marginalized<br />
youth literacy learning.<br />
Critical Social Theory<br />
A critical social theory <strong>of</strong> literacy reconceptualizes literacy learning as an ideological<br />
construct rather than as an autonomous set <strong>of</strong> cognitive skills students possess or lack. Literacy<br />
practices are (a) culturally constructed and historically situated, (b) representative <strong>of</strong> people’s<br />
social identities, and (c) produced in and shaped by social institutions and power relationships.<br />
Some “literacies [e.g., Standard English] are more dominant, visible, and influential than others<br />
[e.g., vernacular language]” (Barton & Hamilton, 2000, p. 12).<br />
Hybridity Theory<br />
Hybridity theory acknowledges the difficulty <strong>of</strong> examining people’s different “spaces and<br />
literacies” (Moje et al., 2004, p. 42). People in any community are assumed to have access to and<br />
draw from multiple funds or resources to make sense <strong>of</strong> the world. Being “in-between” (Moje et<br />
al., 2004, p. 1) various funds <strong>of</strong> knowledge and Discourses can be both fruitful and limiting for<br />
development <strong>of</strong> identities and literate, social, and cultural practices.<br />
Third Space Theory<br />
Third space theory, like hybridity theory, reconceptualizes the first and second spaces <strong>of</strong><br />
human interaction (Moje et al., 2004). First and second spaces are binary, <strong>of</strong>ten competing,<br />
categories where people interact physically and socially. Binaries in literacy are the first and<br />
second spaces <strong>of</strong> everyday versus academic knowledges. Third spaces are the in-between, or<br />
hybrid, spaces where the seemingly oppositional first and second spaces work together to<br />
generate new third space knowledges, Discourses, and literacy forms.<br />
Situated in postcolonial Discourse. Drawing from postcolonial Discourse, third space<br />
challenges the fixed notions <strong>of</strong> certain signs and symbols which represent the dominant views <strong>of</strong><br />
culture and language. Third space generates new interpretations <strong>of</strong> both everyday and academic<br />
knowledges as it is “produced in and through language as people come together” (Moje et al.,<br />
2004, p. 43). The struggle to integrate competing knowledges and Discourses can be fruitful if<br />
the people are not defined according to the dominant Discourse.<br />
Related to culturally responsive teaching. Third space can be used to explore literacy<br />
learning as a bridge, or scaffold, and navigational tool to move students through their zones <strong>of</strong><br />
proximal development from marginalized (e.g., everyday) to privileged (e.g., dominant) content<br />
academic knowledges and Discourses (Gutiérrez, Baquedano-López, & Tejeda, 2003).<br />
Furthermore, third space can be used in ways to “challenge, destabilize, and expand literacy<br />
practices that are typically valued in school” (Moje et al., 2004, p. 44).<br />
Defined by power relations. Third space theory is practical for studying the complexity <strong>of</strong><br />
spaces populated by groups <strong>of</strong> unequal power (Wilson, 2003). It has been used to understand the<br />
dissonance between the first space <strong>of</strong> <strong>of</strong>ficial prison discourse and the second spaces <strong>of</strong><br />
prisoners’ intense, unvoiced thoughts about families, identities, and time. For example, juveniles<br />
used third spaces they created while incarcerated (e.g., writing letters and poetry, taping greeting<br />
cards to cell walls) to reflect on life with new possibilities.<br />
79
Applied to marginalized youth literacy learning. The construction <strong>of</strong> third space in the<br />
field <strong>of</strong> youth content literacy learning “merges the ‘first space’ <strong>of</strong> people’s home, community,<br />
and peer networks with the ‘second space’ <strong>of</strong> the Discourses they encounter in more formalized<br />
institutions such as…school…” (Moje et al., 2004, p. 41). In this study, first space will be the<br />
space which is marginalized—the everyday world and literacy views and practices common to<br />
juvenile <strong>of</strong>fenders; second space will be the privileged or dominant space <strong>of</strong> the <strong>of</strong>ficial<br />
curriculum in an alternative education program (Wilson, 2003).<br />
Literature Review<br />
The New Literacy Studies (NLS) and Youth Literacies, Cultures, and Identities (YLCI)<br />
Studies support the framework for this study.<br />
The New Literacy Studies<br />
The NLS challenge taken-for-granted deficit accounts <strong>of</strong> literacy found in mass media,<br />
political discourse, and research (Pardoe, 2000). In the NLS, “reading, writing, and meaning are<br />
always situated within specific social practices within specific Discourses” (Gee, 2000, p. 189)<br />
and focus on the idea that reading and writing make sense only when studied in the context <strong>of</strong><br />
social, cultural, historical, political, and economic practices rather than <strong>of</strong> individual cognitive<br />
tasks. Recent NLS focus on “local situated literacies [where local means] the site at which people<br />
– in tandem with words, deeds, objects, tools, symbols, settings, times, and ways <strong>of</strong> being, doing,<br />
thinking, and valuing – work out…work on…and rework the projects” (Gee, 2000, p. 194).<br />
Youth Literacies, Cultures, and Identities Studies<br />
YLCI studies support a critical sociocultural stance which suggests that literacy is found<br />
in multiple contexts and forms, makes sense to those involved, and is “always part <strong>of</strong> other<br />
social, cultural, and political practices, and is therefore, never autonomous or decontextualized”<br />
(Moje, draft, in press, <strong>2007</strong>, p. 5). YLCI approaches begin with what youth already and want to<br />
know, do, read, and write outside <strong>of</strong> what they struggle with in academic literacy learning. The<br />
focus is on “what and why texts matter to youth and on how youth texts and literacy practices<br />
might inform academic literacy development” (Moje, draft, in press, <strong>2007</strong>, p. 1). The notion <strong>of</strong><br />
the so-called struggling secondary reader and writer and how to teach them is reconsidered. All<br />
students from mainstream and nonmainstream backgrounds are assumed to bring rich funds <strong>of</strong><br />
knowledge, cultural practices, and Discourses to school.<br />
Purpose <strong>of</strong> the Study<br />
This critical ethnographic study will describe how interactions among Discourses within<br />
the classroom cultures <strong>of</strong> an alternative school inform teachers’ pedagogies and youth <strong>of</strong>fenders’<br />
in-school literacy learning.<br />
Research Questions<br />
The primary research questions are: How do Discourses interact within the classroom<br />
cultures <strong>of</strong> an alternative education school for youth <strong>of</strong>fenders How do interactions among<br />
Discourses inform teachers’ pedagogies and youth <strong>of</strong>fenders’ in-school literacy learning<br />
Research Design<br />
This critical ethnographic study will embed an ecologically valid design (Lee, 2005), the<br />
methodological principle <strong>of</strong> symmetry (Pardoe, 2000), and critical sociocultural methods <strong>of</strong><br />
analysis for literacy learning (Moje & Lewis, <strong>2007</strong>) within five recommended stages <strong>of</strong> critical<br />
ethnographic, or qualitative, research (Carspecken, 1996). Ecologically valid designs are<br />
sensitive to the uniqueness <strong>of</strong> real students in real situations with real teachers. The principle <strong>of</strong><br />
symmetry validates marginalized youths’ literacy practices and texts as rational, coherent, and<br />
true in specific contexts rather than dismissing them as unsuccessful in deficit terms.<br />
80
Critical Ethnographic Research<br />
Critical ethnography is a particular genre <strong>of</strong> qualitative social research framed within<br />
critical social theory (Carspecken, 1996). Qualitative social researchers attempts to “understand,<br />
interpret, and explain complex and highly contextualized social phenomena such as classroom<br />
cultures” (Kamberelis & Dimitriadis, 2005, p. 17) by focusing on the meanings and practices<br />
involved in how people experience themselves in their worlds. Critical epistemology links<br />
power, knowledge, and truth. Critical ethnography emphasizes the innovative production <strong>of</strong><br />
cultural themes and cultural structures from social actors (Carspecken, 1996).<br />
Research Stages<br />
Five recommended stages <strong>of</strong> critical ethnographic research are (a) data collection for the<br />
primary record, (b) preliminary reconstructive analysis, (c) dialogical data generation, (d)<br />
examination <strong>of</strong> systems relations, and (e) explanation <strong>of</strong> findings (Carspecken, 1996).<br />
Data Collection and Analysis<br />
“Stages one through three emphasize social integration….four and five emphasize system<br />
integration and the relationship between social and system integration” (Carspecken, 1996, p.<br />
190). In stage four, several related sites will be examined; in stage five, findings will be<br />
explained through social-theoretical models and may yield revisions. For this study,<br />
ethnographic methods will document the details <strong>of</strong> people, actions, things, and accounts to<br />
enable the researcher to articulate specific literacy practices, events, and Discourses <strong>of</strong> people in<br />
a classroom culture rather than their skills and competencies (Maybin, 2000). Details will enable<br />
the researcher to clearly express the link between everyday literacies and the social institutions<br />
and power relations that are more dominant than them.<br />
Data Collection<br />
Passive observations will be the method for compiling the primary record, using a<br />
primary record notebook and a field journal as recording tools. Methods for generating dialogical<br />
data will be (a) interviews, using an interview protocol for guidance; (b) group discussions; (c)<br />
artifacts, such as written texts produced by students, body literacy, and clothing (Moja et al.,<br />
2004); and (d) Interpersonal Process Recall (IPR), with videotapes as the recording tool. IPR<br />
solicits metacognitive thoughts from participants (Carspecken, 1996).<br />
Analysis<br />
Critical sociocultural theory, informed by cultural historical activity, critical discourse,<br />
and cultural studies theories, provides the rationale for analysis in this study. Cultural historical<br />
activity theory (CHAT) highlights how hybrid contexts mediate teaching and learning, calling<br />
for practice and activity to be the units <strong>of</strong> analysis (Lee & Ball, 2005). Critical discourse theory<br />
provides tools for understanding how interactions among Discourses both shape and are<br />
informed by power relationships and ideologies in people’s learning lives. Cultural studies<br />
provides a basis for studying cultural practices from the people’s perspectives and for<br />
recognizing that power is produced in everyday lives in and through societal institutions.<br />
Various types <strong>of</strong> interactions in the classroom will be coded, pulled together into themes,<br />
and categorized through rigorous reconstructive principles (Carspecken, 1996). Systems analysis<br />
is open to as many cultural contributions as possible, influenced by cultural, political, and<br />
economic power. For example, hybrid examples <strong>of</strong> counterscripts, <strong>of</strong>ten considered <strong>of</strong>f task<br />
Discourse in classrooms, will be analyzed as third space opportunities for learning situated in<br />
content area literacy (Gutiérrez et al., 2003).<br />
81
Findings, Results, and Implications<br />
This study will contribute to third space theory and critical sociocultural literacy research<br />
with implications for curriculum development and teacher preparation.<br />
Third Space Theory<br />
Third space may be developed most fully by building on everyday and/or popular culture<br />
funds linked to academic funds (Lee, 2005). In this study, multiple outside-<strong>of</strong>-school texts may<br />
be tools for connecting youth <strong>of</strong>fenders to the commonly unwelcoming <strong>of</strong>ficial space <strong>of</strong> content<br />
area literacy learning (Strickland, & Alvermann, 2004).<br />
Critical Sociocultural Literacy Research<br />
Attempts will be made to connect youth <strong>of</strong>fenders’ everyday funds, ethnic identity, and<br />
Discourses <strong>of</strong> community networking to academic content area funds as they relate to the social,<br />
political, and economic realm. For example, marginalized youth whose families worked in the<br />
dry cleaning or farming business understood the implications <strong>of</strong> poor water quality on their lives<br />
even when the academic concepts were taught as simple definitions (Moje et al., 2004).<br />
Curriculum Development<br />
Insights may be yielded into developing and enacting responsive curricula and teaching<br />
for youth <strong>of</strong>fenders when the current focus for all students is on high-stakes accountability<br />
measures and discipline. The ways everyday funds do or do not connect to academic funds have<br />
implications for curriculum development and for developing third space “in which everyday and<br />
school knowledges and Discourses inform one another” (Moje et al., 2004, p. 64).<br />
Teacher Preparation<br />
Teacher preparation programs which address ways for engaging, supporting, and<br />
enhancing youth <strong>of</strong>fenders’ literacy learning by linking out-<strong>of</strong>-school literacies with in-school<br />
literacy expectations are nonexistent. It is rare for students, especially youth <strong>of</strong>fenders, to<br />
volunteer their everyday funds unless the teacher understands deeply and welcomes hybridity<br />
and third space in the classroom. Teachers who actively construct third space (a) understand<br />
literacy as a complex construct which consists <strong>of</strong> social and cultural practices, and (b) are able to<br />
connect academic content to the lives <strong>of</strong> their students and help them strategically renegotiate<br />
knowledge for increased opportunities in learning (Gutiérrez et al., 2003).<br />
This study <strong>of</strong>fers practical implications for teacher preparation. Teachers can be<br />
encouraged to “confront why they think as they do about themselves as teachers— especially in<br />
relation to the social, cultural, political, economic, and historical world around them”<br />
(Kincheloe, 2005, p. 155). Critically reflecting on how one’s ethnic identities and Discourses<br />
have been socially constructed can empower teachers to be able to reconceptualize literacy<br />
learning and, subsequently, transform their own lives and the lives <strong>of</strong> their students.<br />
References<br />
Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R.<br />
Ivanič (Eds.), Situated literacies: Reading and writing in context (pp. 7-15). New York:<br />
Routledge.<br />
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2 nd ed.). London:<br />
Falmer.<br />
Gee, J. P. (2000). The new literacy studies: From ‘socially situated’ to the work <strong>of</strong> the<br />
social. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and<br />
writing in context (pp. 180-196). New York: Routledge.<br />
Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (2003). Rethinking diversity: Hybridity and<br />
hybrid language practices in the third space. In S. Goodman, T. Lillis, J. Maybin, & N.<br />
82
Mercer (Eds.), Language, literacy and education: A reader (pp. 171-187). Trent, UK:<br />
Trentham Books.<br />
Kamberelis, G., & Dimitriadis, G. (2005). Qualitative inquiry: Approaches to language and<br />
literacy research. New York: Teachers <strong>College</strong> Press.<br />
Kincheloe, J. (2005). Auto/biography and Critical Ontology: Being a Teacher, Developing a<br />
Reflective Teacher Persona. In W.-M. Roth (Ed.), Auto/biography and Auto/ ethnography:Praxis<br />
<strong>of</strong> Research Method (pp. 155-174). Rotterdam, The Netherlands: Sense.<br />
Lee, C. (2005). The state <strong>of</strong> knowledge about the education <strong>of</strong> African Americans. In J. E. King<br />
(Ed.), Black education: A transformative research and action agenda for the new century<br />
(pp. 45-72). Mahwah, NJ: Lawrence Erlbaum.<br />
Lee, C., & Ball, A. (2005). All that glitters ain’t gold: CHAT as a design and analytical tool in<br />
literacy research. In R. Beach, J. L. Green, M. L. Kamil, & T. Shanahan (Eds.),<br />
Multidisciplinary perspectives in literacy research (2 nd ed.) (pp. 101-132). Urbana, IL:<br />
National conference on Research in English & National Council <strong>of</strong> Teachers <strong>of</strong> English.<br />
Maybin, J. (2000). The New Literacy Studies: Context, intertextuality and discourse. In D.<br />
Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and writing in<br />
context (pp. 197-211). New York: Routledge.<br />
Moje, E. B. (Draft, in press, <strong>2007</strong>). Youth literacies, identities, and cultures in and out <strong>of</strong><br />
school. Handbook <strong>of</strong> Research in Teaching the Visual and Communicative Arts, 1-36.<br />
Retrieved November 14, 2006, from http://wwwpersonal.umich.edu/~moje/pdf/Book/YouthLiteracyCultureIdentity.pdf<br />
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T.<br />
(2004). Working toward third space in content area literacy: An examination <strong>of</strong> everyday<br />
funds <strong>of</strong> knowledge and Discourse. Reading Research Quarterly, 39(1), 38-70.<br />
Moje, E. B., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning.<br />
Retrieved November 3, 2006, from<br />
http://www-personal.umich.edu/~moje/publicationsChapters.html<br />
Moje, E. B., & Lewis, C. (<strong>2007</strong>). Examining opportunities to learn literacy: The role <strong>of</strong> critical<br />
sociocultural literacy research. Retrieved November 1, 2006, from http://wwwpersonal.umich.edu/~moje/pdf/Journal/ExaminingOpportunitiesToLeanLiteracy.pdf<br />
Moll, L. C. (1992). Literacy research in community and classrooms: A sociocultural approach. In<br />
R. Beach, J. L. Green, M. L. Kamil, & T. shanahan (Eds.), Multidisciplinary perspectives<br />
in literacy research (pp. 211-244). Urbana, IL: NCTE.<br />
Pardoe, S. (2000). Respect and the pursuit <strong>of</strong> ‘symmetry’ in researching literacy and student<br />
writing. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and<br />
writing in context, (pp. 149-166). New York: Routledge.<br />
Street, B. (1997). Introduction: the new literacy studies. In B. Street (Ed.), Cross-cultural<br />
approaches to literacy, (pp. 1-21). Cambridge: Cambridge <strong>University</strong> Press.<br />
Strickland, D. S., & D. E. Alvermann. (2004). Learning and teaching literacy in grades 4-12:<br />
Issues and challenges. In D. S. Strickland & D. E. Alvermann (Eds.), Bridging the<br />
literacy achievement gap grades 4-12, (pp1-14). New York: Teachers <strong>College</strong> Press.<br />
Wilson, A. (2000). There is no escape from third-space theory: borderland discourse and the ‘inbetween’<br />
literacies <strong>of</strong> prisons, In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated<br />
literacies: Reading and writing in context, (pp. 54-69). New York: Routledge.<br />
83
The Predictive Power <strong>of</strong> Homework Assignments on<br />
Student Achievement in Mathematics<br />
Raquel Pelletier and Anthony H. Normore<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This study examined the relationship between homework performance<br />
(percent <strong>of</strong> homework completed and percent <strong>of</strong> homework correct), student<br />
characteristics (Stanford Achievement Test score, gender, ethnicity, and socio-economic<br />
status), perceptions, and challenges and academic achievement determined by the<br />
students’ average score on weekly tests and their score on the <strong>Florida</strong> Comprehensive<br />
Assessment Test (FCAT) Norm Reference Test (NRT) mathematics assessment.<br />
Homework has been a subject <strong>of</strong> controversy to education researchers for the past 75<br />
years (Cooper & Valentine, 2001). The literature demonstrates that homework practices have<br />
been popularized notions tied to changing educational philosophies and theories. Early in the 20 th<br />
century, homework was seen as exercise for the mind, and memorization was the key to<br />
acquiring new knowledge. Since memorization could be easily accomplished at home,<br />
homework was the answer. The 1940s brought a shift in attitude towards homework. Increasing<br />
and improving student initiative along with interest in learning was the focus. Homework was<br />
viewed as an intrusion on student’s extracurricular activities (Cooper, 2001). However, the<br />
launch <strong>of</strong> Sputnik by the Russians in 1957 sparked the movement for increased academic rigor<br />
and encouraged homework as a means to accelerate learning. However, by the mid 1960s the<br />
movement once again reversed, and homework was seen as too much pressure for students<br />
(Cooper, Lindsay, Nye, & Greathouse, 1998). Another reversal was brought on in the mid 1980s<br />
by the publication <strong>of</strong> A Nation at Risk (National Commission on Excellence in <strong>Education</strong>, 1983)<br />
that cited homework as a means to end the mediocrity <strong>of</strong> U.S. education. However, in recent<br />
years homework has been once again viewed by many as an inconvenience and intrusion into<br />
family life and as an impediment to a full and active social life for children (Cooper, 2001).<br />
The purpose <strong>of</strong> this study was to examine variables related to homework that appear to<br />
make the most difference in results <strong>of</strong> academic achievement among grade levels: (a) difficulty,<br />
(b) length, (c) objectives, (d) feedback, (e) support, and (f) scheduling time. This study also<br />
investigated the differences in the academic success <strong>of</strong> students in grade three and the<br />
relationship <strong>of</strong> those differences to: (a) the student’s homework performance (i.e., the percentage<br />
<strong>of</strong> completed mathematics assignments turned in and the percentage <strong>of</strong> mathematics problems<br />
completed correctly), (b) student characteristics (Stanford Achievement Test 9 th ed. mathematics<br />
application score [SAT-9], gender, ethnicity, and socio-economic status), (c) perceptions (i.e.,<br />
difficulty <strong>of</strong> assignment, amount <strong>of</strong> homework, and objectives <strong>of</strong> homework), and (d) challenges<br />
(i.e., homework feedback, support for doing homework, and scheduling time).<br />
Review <strong>of</strong> Literature<br />
Due to the increase in local, state, and national accountability models requirements, such<br />
as those in the No Child Left Behind Act <strong>of</strong> 2002, school administrators and teachers must<br />
develop homework policies that are successful, interact with other goals, and lead to enhanced<br />
achievement in academic areas. Although homework has taken on new significance in light <strong>of</strong><br />
various comparisons between or among schools, the importance <strong>of</strong> this study also takes on added<br />
Pelletier, R., & Normore, A. H. (<strong>2007</strong>). The predictive power <strong>of</strong> homework assignments on student achievement in<br />
mathematics. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 84-89). Miami: <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
significance as it evaluates the extent to which, and how homework is useful in aiding<br />
elementary students’ success in mathematics<br />
Understanding the nature <strong>of</strong> homework and its influences on school achievement can be<br />
attributed to isolating the effects <strong>of</strong> numerous and complex variables affecting homework<br />
assignments and their completion (Cooper & Valentine, 2001). These influences include: (a) the<br />
ways teachers structure and monitor assignments, (b) students’ discretion about whether, when,<br />
and how to complete the assignments, (c) conducive home environments for completing<br />
homework, and (d) competition with community leisure activities competing for the students’<br />
attention.<br />
Homework works because it increases time-on-task. Effective time-on-task is most<br />
important and <strong>of</strong>ten depends upon what is done by the student in processing the homework.<br />
Homework should have an effect on memory because <strong>of</strong> practice requirements. It should have an<br />
effect on transfer to the extent that properly devised application problems are included. The<br />
effectiveness <strong>of</strong> assignments depends on the difficulty <strong>of</strong> the assignment, the facilities for doing<br />
the assignment, and interferences. What is learned (i.e., effectiveness) may be dependent upon<br />
standards (i.e., objectives or goals) represented in the content <strong>of</strong> the assignment and the nature <strong>of</strong><br />
the processing required. The extent to what is learned depends on whether the assignment is<br />
completed and on the amount <strong>of</strong> accuracy and constructive feedback provided to the student.<br />
The amount <strong>of</strong> homework completed has been linked to achievement (Cooper, 1994;<br />
Cooper et al., 1998) with increasing benefits over grades. The benefits <strong>of</strong> homework are<br />
differentially related to school achievement according to grade level (Muhlenbruck, Cooper,<br />
Nye, & Lindsey, 2000). Such benefits are necessary under conditions <strong>of</strong> good monitoring,<br />
parental involvement, ease in doing assignments, and completion <strong>of</strong> assignments (Callahan,<br />
Rademacher, & Hildreth, 1998). The developmental trend is attributed to such explanations that<br />
young children: (a) take longer to finish assignments, (b) have limited ability to keep their<br />
attention focused, and (c) lack good study skills (Cooper, Jackson, & Nye, 2001).<br />
The relationship between homework completion and test scores is indicated in a positive<br />
relation between the frequency <strong>of</strong> completed homework assignments and mathematics<br />
achievement gains; lengthy homework assignments, on the other hand, tend to be negatively<br />
related to achievement gains (Trautwein, Koller, & Schmitz, 2002). Yet, another study by Swank<br />
and Greenwood (1999) showed no relationship between academic performance and homework<br />
completion. A review <strong>of</strong> 100 homework studies (Black, 1997) showed less than expected<br />
improvement on standardized test scores, especially at the lower grades.<br />
These varying results suggest the need to include individual differences in student<br />
attitudes toward homework (i.e., motivation and study habits), the relation <strong>of</strong> homework and<br />
classroom work, the contributions <strong>of</strong> home environment, and the kind <strong>of</strong> feedback given on<br />
assignments (Muhlenbruck et al., 2000).<br />
Methodology<br />
The main analysis was based on a multiple regression <strong>of</strong> average test scores and FCAT<br />
NRT scores on the predictor variables: (a) homework performance, (b) student characteristics,<br />
(c) perceptions and, (d) challenges. Archived data were obtained from a district maintained<br />
database, including gender, ethnicity, SAT-9 score, socio economic status, parent, student, and<br />
teacher questionnaires; classroom test/quiz scores; and standardized test results based on the<br />
statewide test (FCAT). The sample was taken from an elementary school with 928 students<br />
representing a diversity <strong>of</strong> ethnic backgrounds and socioeconomic levels. One hundred fortythree<br />
third grade students in five different homerooms taught by seven different mathematics<br />
85
teachers were studied. The data for this study were collected using non-experimental methods.<br />
The subjects were measured on a variety <strong>of</strong> variables. Therefore, the variables were called<br />
predictors and criterion rather than independent variables and dependent variables, respectively.<br />
This study involved unordered sets <strong>of</strong> predictors which were divided into five different sets: (a)<br />
student characteristics, (b) homework accuracy, (c) homework completion, (d) perceptions, and<br />
(e) challenges. The multiple regression analysis provides a tool to determine the predictive power<br />
<strong>of</strong> some variables over a criterion variable. Hierarchical regression analysis, on the other hand,<br />
provides a mechanism <strong>of</strong> capturing the combined relationship between a set <strong>of</strong> variables and the<br />
criterion variable in incremental steps with a series <strong>of</strong> more inclusive sets <strong>of</strong> variables at each<br />
step. The order in which the predictor variables were entered in the hierarchical regression was<br />
determined by the researcher based on logical considerations and the purpose <strong>of</strong> this study.<br />
Descriptive statistics including means, standard deviations, frequencies, and percentages<br />
were used to summarize data <strong>of</strong> all subjects for student characteristics, homework performance,<br />
perceptions, challenges, average test scores, and FCAT NRT scores. Two theoretical constructs<br />
were proposed in this study: perceptions and challenges <strong>of</strong> homework. Pearson’s correlations<br />
examined the relationship among the survey items in each construct. The associations for the<br />
perception items categorized as difficulty, objective, and amount were all significant. Likewise,<br />
the associations for the challenge items categorized as support, feedback, and scheduling were<br />
also significant. Pearson’s correlations were used to examine associations <strong>of</strong> the predictor<br />
variables (student characteristics, homework performance, perceptions, and challenges) with the<br />
average test scores and the FCAT NRT scores. Additional Pearson’s correlations were computed<br />
to examine the relationships between the different predictor variables.<br />
Regression analyses were carried out to examine the influence <strong>of</strong> all <strong>of</strong> the predictor<br />
variables (student characteristics, perceptions, challenges, and homework performance) on each<br />
<strong>of</strong> the criterion variables (FCAT NRT score and average test score). Hierarchical multiple<br />
regression analyses were performed on the FCAT NRT score and average test score from the<br />
predictor variables. Sets <strong>of</strong> ordered predictors were entered in three steps. At step one, the<br />
student characteristics were entered and tested for significance. At step two, perceptions and<br />
challenges were entered, and at step three, homework performance was added. Correlational and<br />
regression analyses results were considered statistically significant at p < .05. Data analysis was<br />
carried out using SPSS Version 13.0.<br />
Findings<br />
The study explored the effects <strong>of</strong> the percent <strong>of</strong> homework completed as opposed to the<br />
amount <strong>of</strong> time spent on homework as suggested by Cooper et al. (1998). It also looked at the<br />
effects <strong>of</strong> the students’ attitudes about homework based on their responses to the survey<br />
administered which was also suggested by Cooper et al. (1998). This study additionally<br />
addressed the need for further studies using elementary students as the present number <strong>of</strong> these<br />
studies is limited.<br />
In contrast to Muhlenbuck et al. (2000), this study indicates significant correlations<br />
between homework completion and students’ academic success in Grade 3. In addition,<br />
controlling for student characteristics, perceptions and challenges, the percent <strong>of</strong> homework<br />
completed was a strong predictor <strong>of</strong> students’ average test score.<br />
The review <strong>of</strong> the literature, specifically Muhlenbruck et al. (2000), indicated that the<br />
correlation between homework and academic achievement is weak in the lower grades and<br />
grows stronger as children age. Cooper’s (1989) meta-analysis <strong>of</strong> research on the effects <strong>of</strong><br />
homework found that the correlation between homework and academic success <strong>of</strong> students in<br />
86
Grades 3-5 was nearly zero. Yet, it was .07 for students in Grades 5-9 and .25 for high school<br />
students. In contrast, this study <strong>of</strong> students in Grade 3 found that the correlations between<br />
percent <strong>of</strong> homework completed with average test score (r = .61, p < .01) and with the students’<br />
score on the FCAT NRT (r = .41, p < .01) were significant. Similarly, average homework correct<br />
was significantly correlated to average test score (r = .64, p < .01) and to FCAT NRT (r = .46, p<br />
< .01). The higher correlations with average test score could be attributed to fact that the two sets<br />
<strong>of</strong> scores were assigned by the same source, the teacher.<br />
This study suggests a positive relation between the portion <strong>of</strong> homework completed and<br />
student achievement and supports the research by Cooper et al. (1998), which focused on five<br />
sets <strong>of</strong> questions regarding homework and student achievement. Cooper et al. made a<br />
differentiation between the amount <strong>of</strong> assigned homework and the amount that was actually<br />
completed. In contrast to previous studies that did not make this differentiation, the amount <strong>of</strong><br />
homework completed was related to student achievement.<br />
Analysis <strong>of</strong> the regression results indicated that for Grade 3 students the percent <strong>of</strong><br />
homework completed was a statistically significant predictor <strong>of</strong> how the students scored on the<br />
weekly tests and the second most important predictor <strong>of</strong> how the students would perform on the<br />
FCAT NRT. The hierarchical regression analysis demonstrated that homework performance was<br />
significantly related to the students’ average test score and their score on the FCAT NRT after<br />
controlling for the other variables. These findings support those by Cooper et al. (1998), which<br />
suggested a positive relationship between the portion <strong>of</strong> homework completed by students and<br />
their achievement. As in Cooper’s study this relationship was stronger for teacher-made tests<br />
than standardized test scores. This study, however, differed from Swank and Greenwood (1999)<br />
who concluded that homework was not, in general, a significant factor in academic achievement<br />
as demonstrated by teacher-made test scores in math at the fourth grade level.<br />
Cooper et al. (1998) suggested that the causal link between the attitudes <strong>of</strong> the role<br />
players and student achievement should be examined by research. This study found that student<br />
perceptions and student challenges explained 2.7% <strong>of</strong> the variance in average test scores when<br />
student characteristics were controlled, indicating that student attitudes play a limited role in<br />
their academic achievement. When student characteristics were controlled for, student<br />
perceptions and student challenges explained only 1% <strong>of</strong> the variance <strong>of</strong> FCAT score, indicating<br />
it had less importance in predicting students’ FCAT score than average test score.<br />
<strong>Education</strong>al Importance: Conclusions and Implications<br />
This study provided evidence that students’ homework performance is a strong predictor<br />
<strong>of</strong> students’ academic success in mathematics, most notably in the performance in classroom<br />
evaluations developed by the teacher. In addition to homework performance, the students’ scores<br />
on the SAT-9 were also a significant predictor <strong>of</strong> their academic success. Specifically,<br />
controlling for student characteristics, including the level <strong>of</strong> the students’ academic aptitude from<br />
their score on the SAT-9, students’ perceptions, and students’ challenges, the percent <strong>of</strong><br />
homework completed was still a strong predictor <strong>of</strong> the students’ average test score. The<br />
literature supports the view that homework completion has a positive effect on student academic<br />
achievement (Cooper et al., 1998 Muhlenbuck et al., 2000). This study was based on the<br />
assumption that a combination <strong>of</strong> homework performance, student demographics, perceptions,<br />
and challenges would be strong predictor <strong>of</strong> academic success.<br />
Several ideas related to homework can be learned from this study. First, homework<br />
performance is a significant predictor <strong>of</strong> students’ performance on teacher-made tests but not for<br />
standardized tests, such as the FCAT. Although there are much more stringent accountability<br />
87
standards imposed on schools today by all levels <strong>of</strong> government, more homework is not the<br />
answer to higher standardized test scores. This study suggests that two hypotheses are plausible<br />
for why the correlation between homework performance and average test score is stronger than<br />
the relationship between homework performance and FCAT. First, the teacher designs, creates,<br />
and scores both the classroom evaluations and the homework. Thus, it is likely that both are very<br />
similar and that the teacher emphasizes those objectives which will be tested. In contrast, the<br />
FCAT and any other standardized test is developed by a publisher and the teacher is never<br />
exactly certain what topics will be covered and how the questions will be phrased.<br />
Second, the scores for students on classroom tests may be artificially inflated.<br />
Specifically, the students may be permitted to retake tests, may receive assistance from peers or<br />
the teacher, may be permitted to use notes or the text, or may be scored on a curve. However,<br />
standardized tests are only administered once and scored objectively by computers or persons<br />
who are not familiar with the students.<br />
Future research should utilize a larger set <strong>of</strong> criteria to determine the effectiveness <strong>of</strong><br />
homework on achievement. Researchers should not only look at performance on evaluations,<br />
whether teacher developed or standardized, but also at other outcomes that can be viewed as<br />
successes. Some <strong>of</strong> these other outcomes are improved motivation, better study habits, and<br />
improved critical thinking skills. Homework is a universal practice in many areas <strong>of</strong> education. It<br />
is a variable <strong>of</strong> manipulability. Teachers and administrators control whether to assign homework,<br />
what homework to assign, and how much to assign. Its design and purpose should be clearly<br />
understood. The research on homework has been limited, specifically at the elementary level,<br />
thus future studies should examine a larger population across different grade levels to assist in<br />
the determination <strong>of</strong> amount, design, and purpose <strong>of</strong> homework assignments.<br />
References<br />
Black, S. (1997). Doing our homework on homework. The <strong>Education</strong> Digest, 62, 36-39.<br />
Callahan, K., Rademacher, J. A., & Hildreth, B. L. (1998). The effect <strong>of</strong> parent participation in<br />
strategies to improve the homework performance <strong>of</strong> students who were at risk. Remedial<br />
and Special <strong>Education</strong>, 19(3), 131-141.<br />
Cooper, H. M. (1994). Homework research and policy: A review <strong>of</strong> the literature. Center for<br />
Research and <strong>Education</strong>al Improvement, 2, 2. Retrieved June 1, 2004, from<br />
http://<strong>Education</strong>.unm.edu/CAREI/Reports/Rpractice/Summer94/Homework/htm.<br />
Cooper, H. M. (2001). Homework for all-in moderation. <strong>Education</strong>al Leadership, 58(7), 34-38.<br />
Cooper, H. M., Jackson, K., & Nye, B. A. (2001). A model <strong>of</strong> homework’s influence on the<br />
performance evaluations <strong>of</strong> elementary school students. Journal <strong>of</strong> Experimental<br />
<strong>Education</strong>, 69(2), 181-99.<br />
Cooper, H. M., Lindsay, J. J., Nye, B. A., & Greathouse, S. (1998). Relationships among<br />
attitudes about homework assigned and completed and student achievement. Journal <strong>of</strong><br />
<strong>Education</strong>al Psychology, 90, 70-83.<br />
Cooper, H. M., & Valentine, J. C. (2001). Using research to answer practical questions about<br />
homework. <strong>Education</strong>al Psychologist, 36(3), 143-53.<br />
Muhlenbruck, L., Cooper, H. M., Nye, B., & Lindsay, J. J. (2000). Homework and achievement:<br />
Explaining the different strengths <strong>of</strong> relation at the elementary and secondary school<br />
levels. Social Psychology <strong>of</strong> <strong>Education</strong>, 3, 295-317.<br />
National Commission on Excellence in <strong>Education</strong>. (1983). A nation at risk: The imperative for<br />
educational reform. Washington DC: U.S. Department <strong>of</strong> <strong>Education</strong>.<br />
No Child Left Behind Act <strong>of</strong> 2001, Pub. L. No. 107-110, 115 Stat. 1425. (2002). Retrieved<br />
88
September 6, 2005, from http://www.ed.gov/legislation/ESEA02/<br />
Norusis, M. (2005). SPSS 13.0 guide to data analysis. Boston, MA: Pearson/Allyn & Bacon.<br />
Swank, A., & Greenwood, L. (1999). The effects <strong>of</strong> weekly math homework on fourth grade<br />
student math performance. Tennessee: Johnson Bible <strong>College</strong>. (ERIC Document<br />
Reproduction Service No. ED433234)<br />
Trautwein, U., Koller, O., & Schmitz, B. (2002). Do homework assignments enhance<br />
achievement A multilevel analysis in 7 th grade mathematics. Contemporary <strong>Education</strong>al<br />
Psychology, 27(1), 26-50.<br />
89
Unity and Diversity: High School Students’ Perceptions on Multiculturalism<br />
and the Intercultural <strong>University</strong> <strong>of</strong> the State <strong>of</strong> Guerrero, Mexico<br />
M. Fernanda Pineda<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This is a mixed methods study conducted in Guerrero, Mexico, at the<br />
end <strong>of</strong> the academic year 2005-2006. The purpose <strong>of</strong> this study was to capture<br />
the perceptions held by high school students, <strong>of</strong> both indigenous and nonindigenous<br />
background, regarding the intercultural university, as well as their<br />
conceptualization <strong>of</strong> multiculturalism.<br />
The indigenous population in Mexico has long struggled to be recognized inclusively in<br />
the nation, especially in the field <strong>of</strong> education. Nowadays, the public education system is<br />
transforming itself to address a multicultural Mexico in higher education. The gradual creation <strong>of</strong><br />
intercultural universities exemplifies this transformation. One <strong>of</strong> these intercultural universities,<br />
the Intercultural <strong>University</strong> <strong>of</strong> the State <strong>of</strong> Guerrero, will be created in the state <strong>of</strong> Guerrero,<br />
forming part <strong>of</strong> the intercultural universities network. The university seeks to acknowledge the<br />
diverse voices <strong>of</strong> Mexico, and for students to gain an understanding <strong>of</strong> their culture and those <strong>of</strong><br />
others (CNDPI, 2006). The modest but ambitious project <strong>of</strong> IUSG (and <strong>of</strong> the intercultural<br />
universities, in general), represents a landmark in the education system <strong>of</strong> the nation.<br />
President Fox (2006) stated that the project sought to create “universities… <strong>of</strong> high<br />
quality for indigenous youth. In doing this, a debt that dates from long ago is being paid. This is<br />
a debt that the country has with the indigenous communities, this debt <strong>of</strong> forgetting… [and]<br />
discriminating…” (CNDPI, 2006). Taylor (1994) adequately frames Fox’s words regarding the<br />
project in his theoretical discussion <strong>of</strong> politics <strong>of</strong> recognition. His guiding principles on<br />
interculturalism, and notions <strong>of</strong> unity and diversity, steered the research presented here.<br />
According to him, “The demand for recognition… is given urgency by the supposed links<br />
between recognition and identity” (p. 25). He argues that “our identity is partly shaped by<br />
recognition or… by the misrecognition <strong>of</strong> others… Nonrecognition or misrecognition… can be a<br />
form <strong>of</strong> oppression, imprisoning someone in a… distorted… mode <strong>of</strong> being” (p. 25). Cushner<br />
(1998), Giles (1947), and Banks (1981, 1996, 2004) also provide guiding principles for educators<br />
and for implementing education, as noted in the discussion.<br />
The purpose <strong>of</strong> the study was to explore and capture high school students’ perceptions, <strong>of</strong><br />
both indigenous and non-indigenous background, regarding the intercultural institution, and their<br />
conceptualization <strong>of</strong> multiculturalism. The study was conducted in five locations in Guerrero (in<br />
2006), in eight public high schools. The instrument used to explore their perceptions was a<br />
questionnaire <strong>of</strong> 15 items, including open-ended questions. Students’ responses provided insight<br />
on their attitudes toward national unity and diversity, specifically the open-ended questions. The<br />
responses <strong>of</strong> the Likert scale-only items will be presented as percentages for discussion purposes,<br />
but a more in-depth discussion <strong>of</strong> these will be considered during future research endeavors.<br />
Method<br />
This is a mixed-methods research study that sought to explore high school students’<br />
perceptions using a questionnaire. Out <strong>of</strong> the fifteen items in the questionnaire, twelve statements<br />
had a Likert scale format only, one had both a Likert scale and an open-ended section (item #12)<br />
Pineda, M. F. (<strong>2007</strong>). Unity and diversity: High school students’ perceptions on multiculturalism and the<br />
intercultural university <strong>of</strong> the State <strong>of</strong> Guerrero, Mexico. In S. M. Nielsen & M. S. Plakhotnik (Eds.),<br />
Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong><br />
<strong>Education</strong> Section (pp. 90-95). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
and two were open-ended (#14 and #15). The author personally visited each <strong>of</strong> the schools, and<br />
distributed the questionnaire to participants, ages 18 to 23. Using SPSS and Excel, the author<br />
obtained descriptive statistics and non-parametric tests, searched for repeated words/ideas,<br />
grouped these in categories, and turned them into percentages.<br />
Categories<br />
Item #12 stated, “If everybody in Mexico were from the same culture or spoke the same<br />
language, we would be united. Yes/No, and Why” Items #14 and #15 dealt with the students’<br />
tentative enrollment in the intercultural university. After a description <strong>of</strong> the project, they were<br />
asked (#14), “If this institution were to be established, would you like to enroll Yes/No, and<br />
Why” Question #15 asked, “Would you feel more part or less part <strong>of</strong> Mexico if you attended<br />
this school More/Less, and Why” These open-ended responses were placed in categories. The<br />
responses <strong>of</strong> #15 were combined with #14 in the categories.<br />
The Sample<br />
The questionnaire was distributed in eight public high schools to students 18 to 23 years<br />
<strong>of</strong> age. High schools #1, 9, and 33 are located in the city <strong>of</strong> Chilpancingo, and #7 and 27 are in<br />
Acapulco. School #11 is in the city <strong>of</strong> Tlapa, #26 in Chilapa, and #29 in Tixtla. For the purpose<br />
<strong>of</strong> this study, an urban high school will be that in a large city in which the percentage <strong>of</strong><br />
indigenous language speakers is small, and rural/semi rural is a school in a smaller location, less<br />
populated, and in which the percentage <strong>of</strong> indigenous language speakers is larger than in the<br />
urban. For example, in Tlapa, 56.1% <strong>of</strong> the population speaks an indigenous language (INEGI,<br />
2006).<br />
Limitations <strong>of</strong> the Study<br />
Out <strong>of</strong> the eight high schools, the observed questionnaires <strong>of</strong> four did not match or<br />
surpass the number <strong>of</strong> expected questionnaires, according to the Chi-Square tests. An additional<br />
128 participants would have met the requirements for the study to be representative.<br />
Results<br />
The findings <strong>of</strong> the study revealed that although only a small percentage (17.33%) <strong>of</strong><br />
students considered the project as a means to fight for ethnic and cultural representation, their<br />
responses highlighted the rationale for the creation <strong>of</strong> the IUSG and the urgency for recognition.<br />
In general, the students’ answers to question # 14 (see Method section) were to preserve<br />
dialects/cultures, to highlight cultural diversity, and to foster respect and tolerance. They also<br />
mentioned being proud <strong>of</strong> one's origins, and to learn how to interact better with people different<br />
from you. Participants also said they will enroll in the IUSG to counteract cultural imperialism,<br />
racism or "homogenization,” and to give indigenous communities larger representation in<br />
society. In the case <strong>of</strong> indigenous students, frequent answers were to practice and strengthen their<br />
dialect, learn it better and teach it to others, and to develop skills to serve a community.<br />
Discussion<br />
Taylor (1994) argued that “the demand for equal recognition extends beyond<br />
acknowledging equal value <strong>of</strong> all humans potentially, and comes to include the equal value <strong>of</strong><br />
what [cultures] have made <strong>of</strong> this potential” (p. 42). The concept <strong>of</strong> potentiality highlights<br />
culture as not only a present value, but suggests the long-term vision <strong>of</strong> the culture’s contribution<br />
as a whole. It denotes a procedural inclusiveness that considers multiple, positive reasons for<br />
appreciation and integration. The IUSG represents more than just institutional recognition <strong>of</strong><br />
multicultural students. It also addresses notions <strong>of</strong> equality, respect, the issues <strong>of</strong><br />
“nonrecognition” or “misrecognition” <strong>of</strong> the Mexican society towards ethnic minorities,<br />
something that Taylor (1994) denounced as harmful and oppressive. Similarly, the university<br />
91
gives students the opportunity to develop an understanding <strong>of</strong> their own identities, their<br />
contributions in their communities and their nation. The students will be able to discover their<br />
originality as individuals through a rich process <strong>of</strong> interpersonal relations. For instance, in<br />
expressing his views regarding enrollment, a student <strong>of</strong> Náhuatl descent stated, “We would have<br />
interconnections <strong>of</strong> diverse cultures… [and] This [school] will… help us to know ourselves<br />
better as Mexican indigenous people” (Male, urban high school, strongly agrees to identify<br />
himself as indigenous).<br />
Intercultural <strong>Education</strong>, Identity and Unity<br />
One participant pointed out that “Being Mexican is something to be proud <strong>of</strong>, but there<br />
are some people that instead <strong>of</strong> highlighting this, they feel embarrassed about it” (Female,<br />
rural/semi rural high school, strongly agrees to identify herself as indigenous). Her schoolmate<br />
comments that “many are ashamed <strong>of</strong> their roots and this should not be; but the opposite, we<br />
have to show the greatness <strong>of</strong> our Mexico” (Male, rural/semi rural high school, strongly<br />
disagrees to identify himself as indigenous).<br />
Responses such as these suggest that projects like the IUSG will foster identity<br />
construction through dialogue and interaction. In Taylor’s (1994) words, our “own identity<br />
crucially depends on [our] dialogical relations with others” (p. 34). Interpreted in other words,<br />
we will know ourselves as we have meaningful, personal encounters or discussions (“dialogical<br />
relations”) with others. Vázquez (1994) provides a transition between these dialogical relations<br />
that conduce to identity development and the notion <strong>of</strong> unity. He argues that a “… fundamental<br />
assumption [<strong>of</strong>]… intercultural action… is the one <strong>of</strong> identity,” that, according to him,<br />
“organizes the individual and collective life… [and] Identity provides unity” (p. 34).<br />
Likewise, the responses seem to indicate that there might be more than a transition<br />
towards recognition taking place, but also a discovery <strong>of</strong> our “strength in diversity” (Banks,<br />
1981, p. 266). For example, one <strong>of</strong> the students expressed, “I believe that it is necessary to know<br />
more about our own culture and this will help us respond to the bad conceptualizations we have<br />
about indigenous people” (male, urban high school, neutral about identifying himself as<br />
indigenous). This participant’s comment suggests that knowing oneself better invites others to<br />
view you differently, and challenges misconceptions regarding other people. A Tlapaneco<br />
student, who expressed an interest in enrollment at the university, elaborated on the concepts <strong>of</strong><br />
restoration and maintenance <strong>of</strong> identity. He/she would like to attend IUSG so as “to not lose a<br />
culture like mine: Tlapaneca…” and added that “Mexico is… [composed <strong>of</strong>] indigenous<br />
communities and they should be respected.”<br />
Unity and Diversity, or Just Unity, and No Diversity<br />
Banks (1981) encourages educators to “explore ethnic pluralism in positive, realistic<br />
ways [to] … help students to understand that there is strength in diversity, and that social<br />
cooperation among ethnic groups is not… having identical beliefs, behaviors, and values” (p.<br />
266). In other words, students need educational opportunities to understand that one can be<br />
different and united at the same time. Taylor argues the same, using the idea <strong>of</strong> politics <strong>of</strong> equal<br />
dignity and politics <strong>of</strong> difference in his writings on urgency for recognition. Oftentimes, these<br />
two conflict with each other. One emerges from the other, but they also diverge (Taylor, 1994).<br />
The politics <strong>of</strong> equal dignity deals with the universal notion that we are all the same in terms <strong>of</strong><br />
rights (dignity). On the other hand, the politics <strong>of</strong> difference is a call “to recognize… the unique<br />
identity <strong>of</strong> [an] individual or a group, their distinctness from everyone else” (Taylor, 1994, p.<br />
38). This kind <strong>of</strong> politics counteracts cultural homogenization; it seeks to highlight our<br />
uniqueness.<br />
92
IUSG may represent the opportunity to explore ethnic pluralism, unity and diversity,<br />
opening a forum for the politics <strong>of</strong> equal dignity and difference to take place. For instance, in<br />
response to item #12 (see Method section), several students make reference to the strength found<br />
within cultural diversity. In summary, students believed that cultural diversity is more relevant or<br />
important than having just one language, their main arguments being that each culture has<br />
something to contribute, no matter the race, color, or language. Many agreed that heterogeneity<br />
must exist to have social diversity, and that differences make Mexico richer. In a very powerful<br />
statement, one <strong>of</strong> the students said, “If we all had the same language and the same culture,<br />
Mexico's cultural diversity will simply fade away.”<br />
Not all students, however, considered IUSG as an opportunity to explore cultural<br />
pluralism. Their responses could be interpreted as voicing the conflict between equal dignity and<br />
difference. A high percentage <strong>of</strong> participants revealed a pattern <strong>of</strong> highlighting unity by<br />
overlooking diversity. They used phrases that expressed their concern with inequalities (i.e., “to<br />
end racism,” “to increase understanding”), while articulating at the same time what in Taylor’s<br />
(1994) words, represents “difference-blindness.” As stated before, many responses on item #12<br />
dealt with unity as cultural homogenization. A large percentage <strong>of</strong> students made reference to<br />
unity stemming from “understanding” each other better linguistically, ideologically, and<br />
culturally. Others said that there would be “more” or “better” communication among us if we<br />
were from the same culture or spoke the same language. Others even said that disagreements<br />
would not exist because there would be a sharing <strong>of</strong> similar ideas, knowledge, opinion, language,<br />
and even problems, allowing also for better decision-making.<br />
Surprisingly, many students outwardly expressed that having the same culture will put an<br />
end to racism or discrimination. However, although the students seemed, on paper, to highlight<br />
the positives, they may have inadvertently overlooked the negative effects (socially and<br />
culturally speaking) <strong>of</strong> cultural assimilation <strong>of</strong> homogenization. Students’ responses suggest that<br />
they are being taught to passively accept assimilation <strong>of</strong> minority groups. Internalizing this, they<br />
conclude that linguistic and even cultural differences represent obstacles to “good”<br />
communication, progress, or even national unity. A student voiced her concern about the<br />
possible uncritical acceptance <strong>of</strong> assimilation: “[IUSG] will allow all students from ethnic groups<br />
to be accepted [to be enrolled]…” and she expressed that she would feel more part <strong>of</strong> Mexico<br />
because “As a student, I would be able to speak my dialect without anybody telling me not to”<br />
(urban high school, Mixteco descent, identifies as indigenous). Another student, remaining<br />
neutral about his indigenous identification, wrote that he would enroll in the IUSG “because all<br />
communities will have the opportunity to propose their ideas and <strong>of</strong> being heard; because right<br />
now they are not being heard…” (male, rural/semi rural high school).<br />
As mentioned earlier, intercultural education “strives to eliminate prejudice and racism<br />
by creating an awareness <strong>of</strong> the diversity [and] … thus a rejection <strong>of</strong> absolute ethnocentrism”<br />
(Cushner, 1998, p. 2). The key herein, and in contrast to some <strong>of</strong> the students’ beliefs, is that<br />
eliminating prejudice and racism does not occur through cultural assimilation, but namely<br />
through the celebration <strong>of</strong> differences. Giles’ (1947) contributing definition adds a powerful note<br />
about democracy: Intercultural education “posits the goal <strong>of</strong> democracy, understood as a process<br />
<strong>of</strong> furthering the maximum growth for all” (p. 13). He believes that intercultural education serves<br />
as a catalyst for democracy, assuming that all people will take part in it. He also highlights that<br />
unity occurs when interculturalism is acknowledged, and mutual understanding is fostered. This<br />
contradicts some <strong>of</strong> the rather inexperienced solutions provided by the students. They answered<br />
that we will “understand each other better,” if the same culture existed (culturally<br />
93
homogeneity).” However, Cushner and Giles suggest that understanding comes from knowing<br />
ourselves as unique individuals within a democratic context, where cultural diversity awareness<br />
arises. Banks (1981) surmises both Cushner’s and Giles’ definitions as he states that schools<br />
should assist students in developing insight into “their ethnic group identifications,” forging<br />
connections among ethnicities, and recognizing “implications <strong>of</strong> their ethnic group<br />
identifications …” (Banks, 1981, p. 215).<br />
Banks creates a scenario where neither ethnic minority students nor ethnic majority<br />
students are forced to turn into something they are not. For instance, 97% <strong>of</strong> the students strongly<br />
agreed/agreed to identify themselves as Mexicans, and 94.8% strongly agreed/agreed to feel part<br />
<strong>of</strong> Mexico. These percentages can be labeled as the students’ “identification with the [majority]<br />
ethic group” (Banks, 1981, p. 215). On the other hand, 77.67% responded they would actually<br />
feel more part <strong>of</strong> Mexico by enrolling in IUSG. In projects like IUSG, differences are not only<br />
respected, but celebrated, and national identities will not be put in conflict with ethnic,<br />
individual, or community identities. Here is where the power <strong>of</strong> unity and diversity emerges.<br />
The Rationale for the Intercultural <strong>University</strong> (IUSG)<br />
For a long time, the education system failed to address differences amongst its students.<br />
As a result, they have not had the opportunity to experience the implementation <strong>of</strong> intercultural<br />
practices or curricula at school. Some responses suggest that the educational practices <strong>of</strong> the<br />
mainstream educational system (<strong>of</strong> homogeneity) may have resulted in learned attitudes <strong>of</strong><br />
rejection. For this reason, students given the option to attend an intercultural institution picture it<br />
as “useless.” A comment <strong>of</strong> this nature was: “Honestly, I wouldn’t like to learn dialects, but<br />
rather a language like English or French, which are more useful” (Female, urban high school,<br />
disagreed to identify herself as indigenous).<br />
On the other hand, many expressed that this university will be <strong>of</strong> much “use,” in the sense<br />
that they will grow in awareness <strong>of</strong> Mexico’s roots, interact with different cultures, and be<br />
sensitive towards minorities. A Náhuatl descent student expressed, “I would like to interact with<br />
people that have another way <strong>of</strong> thinking” and “I would create relationships with people <strong>of</strong><br />
different traditions and I would learn from them” (female, urban high school, identifies herself as<br />
indigenous). Another student would like to enroll in the IUSG to not lose his Tlapaneca culture,<br />
and added that, “Mexico is also [composed <strong>of</strong>] indigenous communities and they should be<br />
respected and saved from foreign languages.” (urban high school, identifies herself as indigenous).<br />
Comments as the following also reflect these young people’s desire to keep their culture<br />
alive (in the case <strong>of</strong> indigenous students), and to learn about each other’s culture. For example, a<br />
Mixteco descent student said, “[Attending an intercultural university] will encourage my dialect<br />
not to go extinct [to disappear]” (Mixteco descent, urban high school, strongly agrees to identify<br />
himself as indigenous). A non-indigenous student expressed her desire to learn an indigenous<br />
language, saying: “I don’t speak any dialect and I would like to learn one [to]… understand…<br />
my friends” because “their dialects are what makes Mexico to be recognized, and makes us<br />
proud…” (rural/semi rural high school, strongly disagrees to identify herself as indigenous).<br />
Some students, as expressed earlier, do not consider indigenous culture, knowledge or<br />
language <strong>of</strong> much “use.” However, initiatives like the IUSG will encourage recognition and<br />
understanding as well as embrace the argumentations for intercultural education. Banks (2004)<br />
invites educators to engage in pedagogical initiatives that foster multiculturalism, through which<br />
students develop their identity and establish stronger connections with their cultural<br />
communities. In summary, one student’s comment highlights the rationale <strong>of</strong> having IUSG;<br />
he/she would like to enroll “to know about Prehispanic cultures and in this way, create a synergy<br />
94
etween the modern and the historical so they prevail over time, cultures and languages that are<br />
almost extinct.” He also said, “I will know how our ancestors lived… and it would fill the empty<br />
void that many people [have] for not knowing their culture but that now could be the right<br />
moment.” (urban high school, disagrees to identify as indigenous).<br />
Projects like IUSG might open opportunities for students to develop skills to function in a<br />
multicultural, democratic, and more just society. IUSG will allow for recognition <strong>of</strong> minorities in<br />
a Mexican context. The success <strong>of</strong> a project like the IUSG may not be determined quantitatively<br />
(i.e., massive enrollment). As this study showed, only a small percentage <strong>of</strong> students considered<br />
IUSG a relevant forum for diversity to flourish. A larger number <strong>of</strong> participants considered it<br />
more a language center or regular institution, and yet others did not consider it as an option for<br />
higher education. However, the recommendation for further planning on projects like the IUSG<br />
is to consider striving for quality, not necessarily quantity. Since these kinds <strong>of</strong> institutions are<br />
pioneering an unexplored educational alternative, the intercultural university finds strength in<br />
students who view it as a tool for cultural representation and exchange. Hopefully, the IUSG will<br />
foster the value <strong>of</strong> differences within the nation’s reality, as well as equal dignity. For without<br />
any <strong>of</strong> these, we would miss the opportunity to have unity and diversity in Mexico.<br />
References<br />
Banks, J. (1981). Multiethnic education: Theory and practice. Boston, MA: Allyn and Bacon.<br />
Banks, J. (Ed.). (1996). Multicultural education, transformative knowledge, and action:<br />
Historical and contemporary perspectives. New York: Teachers <strong>College</strong> Press.<br />
Banks, J. (Ed.). (2004). Diversity and citizenship education: Global perspectives. San<br />
Francisco: Wiley.<br />
Casillas, M. de L. (2005). Proyecto universidad intercultural. Creación de nuevas IES.<br />
Retrieved February 9, 2006 from http://eib.sep.gob.mx/files/universidad_intercultural<br />
(apertura).doc<br />
Cushner, K. (1998). Intercultural education from an international perspective. In K. Cushner<br />
(Ed.), <strong>International</strong> perspectives on intercultural education (pp. 1-13). Mahwah, NJ:<br />
Lawrence Erlbaum.<br />
<strong>Education</strong>al Research Information Center. (ERIC). Thesaurus. Retrieved December 3, 2006,<br />
from http://www.eric.ed.gov.<br />
Giles, H. H. (1947). Basic purposes and problems in evaluation <strong>of</strong> intercultural education.<br />
Journal <strong>of</strong> <strong>Education</strong>al Sociology, 21(1), 12-18. Retrieved November 28, 2006, from<br />
http://links.jstor.org/sicisici=0885525%28194709%2921%3A1<br />
%3C12%3ABPAPIE%3E2.0.CO%3B2-4<br />
Comisión Nacional para el Desarrollo de los Pueblos Indígenas (CNDPI). (2006). Colocan la<br />
primera piedra de la Universidad Intercultural de Tabasco. Retrieved November 28,<br />
2006, from http://cdi.gob.mx/index.phpid_seccion=1531<br />
National Institute <strong>of</strong> Statistics, Geography and Data Processing (INEGI). (2000). Data <strong>of</strong> the<br />
National Census <strong>of</strong> 2000. Retrieved February 6, 2006, from http://www.inegi.gob.mx<br />
Office <strong>of</strong> Intercultural and Bilingual <strong>Education</strong> (Coordinación General de Educación<br />
Intercultural Bilíngüe, CGIEB). Retrieved February 6, 2006, from http://eib.sep.gob.mx/<br />
Taylor, C. (1994). The politics <strong>of</strong> recognition. In A. Gutmann (Ed.), Multiculturalism (pp. 25-<br />
73). Princenton, NJ: Princeton <strong>University</strong> Press.<br />
Vázquez Gómez, G. (1994). Es posible una teoría de la educación intercultural In M. Santos<br />
Rego (Ed.), Teoría y práctica de la educación intercultural (pp. 24-41). Barcelona,<br />
Spain: Promociones y Publicaciones Universitarias, S. A.<br />
95
Pilot Implementation <strong>of</strong> a Heat Illness Prevention Program in the<br />
Southeastern US<br />
Daniel J. Ruiz, Lindsey E. Eberman, Michelle A. Cleary, Brady L. Tripp<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, Miami, FL<br />
Objective: To evaluate the ease <strong>of</strong> application <strong>of</strong> a heat illness prevention program<br />
(HIPP). Design: A mixed-method research design was used: questionnaire and semistructured<br />
interview. Setting: Eleven South <strong>Florida</strong> high schools in August (mean<br />
ambient temperature=84.0˚F, mean relative humidity=69.5%) participated in the HIPP.<br />
Participants: Certified Athletic Trainers (AT) (n=11; age=22.2+1.2yr; 63.6% female,<br />
36.4% male; 63.6%) implemented the HIPP with their football athletes which included a<br />
pre-screening tool, the Heat Illness Index Score- Risk Assessment. Data Collection and<br />
Analysis: Participants completed a 17-item questionnaire, 4 <strong>of</strong> which provided space for<br />
open-ended responses. Additionally, semi-structured interviews were voice recorded,<br />
and separately transcribed. Results: Three participants (27.7%) were unable to<br />
implement the HIPP with any <strong>of</strong> their athletes. Of the 7 participants (63.6%) who<br />
implemented the HIPP to greater than 50% <strong>of</strong> their athletes, a majority reported that the<br />
HIPP was difficult (54.5%) or exceedingly difficult (18.2%) to implement. Lack <strong>of</strong><br />
appropriate instrumentation (81.8%, n=9/11), lack <strong>of</strong> coaching staff/administrative<br />
support (54.5%, n=6/11), insufficient support staff (54.5%, n=6/11), too many athletes<br />
(45.5%, n=5/11), and financial restrictions (36.4%, n=4/11) deterred complete<br />
implementation <strong>of</strong> the HIPP. Conclusions: Because AT in the high school setting <strong>of</strong>ten<br />
lack the resources, time, and coaches’ support to identify risk factors, predisposing<br />
athletes to exertional heat Illnesses (EHI) researchers should develop and validate a<br />
suitable screening tool. Further, ATs charged with the health care <strong>of</strong> high school athletes<br />
should seek out prevention programs and screening tools to identify high-risk athletes and<br />
monitor athletes throughout exercise in extreme environments. Key Words: Exertional<br />
heat illness, high school football, prevention program, Heat Illness Index Score<br />
High schools students account for the largest proportion <strong>of</strong> athletes in the United States<br />
today, contributing approximately 6 million athletes from 20,000 schools. 1 The National<br />
Federation <strong>of</strong> State High School Association estimates 53.5% <strong>of</strong> high school students participate<br />
in athletics. 2 Evidence suggests, however, that secondary schools fail to provide adequate<br />
medical coverage from physicians, certified athletic trainers (AT), emergency medical<br />
technicians (EMT) or paramedics. 3 Compared to collegiate and pr<strong>of</strong>essional athletes, the<br />
inadequate medical coverage provided to high school athletes may lead to injuries and medical<br />
conditions going undetected and untreated. Only 10.6% <strong>of</strong> high school football games in<br />
Chicago have a physician present and only 8.5% have an AT on-site. 3 In North Carolina, only<br />
56% <strong>of</strong> private or public high schools provided medical coverage through an AT and only 27%<br />
<strong>of</strong> schools believed the coverage in place was adequate. 4 Currently, high school students outnumber<br />
ATs 800:1 5 and it is nearly impossible to cover every game, let alone every practice.<br />
Compounding the issues caused by inadequate coverage is the frequency <strong>of</strong> injuries occurring<br />
during practice and not competition. 6 The lack <strong>of</strong> medical coverage becomes alarming in sports<br />
with elevated risks for catastrophic injury such as football. 1,6 Poor medical coverage during<br />
athletics concerns health care providers and parents <strong>of</strong> high school participants. The American<br />
Academy <strong>of</strong> Family Physicians recommends the employment <strong>of</strong> ATs at all secondary school
settings “as an integral part <strong>of</strong> the high school athletic program,” to help prevent and manage<br />
athletic injuries. 7 Further, research also indicates that prevention can begin with the preparticipation<br />
physical examination (PPE). 8<br />
Health care pr<strong>of</strong>essionals use PPEs to screen the large number <strong>of</strong> students participating in<br />
high school sports. PPEs help detect underlying pathologies and pre-disposing conditions which<br />
could be exacerbated with athletics. 8-11 The latest research indicates that 49 states require PPEs<br />
before high school students are allowed to participate in athletics. 12 Unfortunately, 78% <strong>of</strong><br />
athletes use the PPE as their yearly check-up, 11,13 which may significantly add to the care<br />
required when administering a PPE. In addition, certain states allow a variety <strong>of</strong> medical<br />
pr<strong>of</strong>essionals the right to conduct a PPE with standards fluctuating between areas <strong>of</strong><br />
specialization. 14 Controversy exists about extending the scope <strong>of</strong> the PPE to include screening<br />
for cardiovascular and respiratory conditions. 8-10 Although cardiovascular abnormalities and<br />
asthma are potential deadly conditions if not immediately detected, prevention may be beyond<br />
the scope <strong>of</strong> a sports medicine pr<strong>of</strong>essional. Additionally, the PPE is neither sport–specific nor<br />
geographically sensitive to the environmental conditions an athlete will endure. Therefore,<br />
current PPE tests and criteria may fail to adequately detect potentially catastrophic conditions<br />
associated with football due to the rising number <strong>of</strong> participants, lack <strong>of</strong> standardized PPE forms,<br />
and the exclusion <strong>of</strong> environmental factors that lead to injury.<br />
Football places unique demands on athletes that far surpass most other sports, and<br />
increase the incidence <strong>of</strong> mild head injuries, 14 cervical fractures, 15 and exertional heat illnesses<br />
(EHI). 16 Exertional heat illnesses commonly occur in football because <strong>of</strong> the intense training<br />
performed during the warm summer months, the protective equipment, and the chronic<br />
dehydration that occurs over the course <strong>of</strong> pre-season conditioning. Although research has<br />
improved training strategies and altered coaching philosophies, many high school coaches still<br />
practice at mid-day, and use water as a reward rather than a necessity. This lack <strong>of</strong> education<br />
creates an advantageous environment for an EHI to occur and is evident by the high number <strong>of</strong><br />
deaths occurring in the secondary school setting. 17 The tragic death <strong>of</strong> two pr<strong>of</strong>essional football<br />
players has raised public awareness about the consequences <strong>of</strong> EHI and football. Although EHIs<br />
are preventable, risk factors may be present precipitating an EHI incident. Such risk factors<br />
include hydration status, body mass index, acclimatization, ergogenic aids, and<br />
pathophysiological conditions such as sickle cell trait. 16 Recent research has demonstrated that<br />
football players report to pre-season conditioning mildly dehydrated (69 veteran football players;<br />
age= 20.1+1.2yr; body mass= 229.7+44.4lb; height= 72.2+2.1in; urine specific gravity=<br />
1.026+0.010μg) (Minton DM, Eberman LE, Cleary MA, Emerson CC, unpublished data,<br />
August, 2006). Therefore, the National Athletic Trainers’ Association (NATA) suggests ATs<br />
should monitor weight changes, and attempt to prevent dehydration levels above 2% during the<br />
course <strong>of</strong> pre-season conditioning. 16 However, few states recommend a urinalysis be performed<br />
during a PPE and it is not recommended by the American Academy <strong>of</strong> Pediatrics as part <strong>of</strong> a<br />
routine screening. 13<br />
Pr<strong>of</strong>essional organizations have sought to address the shortcoming <strong>of</strong> PPEs by publishing<br />
position statements outlining proper medical treatment and the appropriate standard <strong>of</strong> care. 16<br />
For example, the NATA published recommendations for the prevention, recognition, and<br />
treatment <strong>of</strong> EHI. 16 The NATA recommends performing a physician-supervised PPE before the<br />
beginning <strong>of</strong> the season to identify athletes at risk for EHI. 16 The NATA also recommends<br />
educating athletes and coaches regarding all aspects <strong>of</strong> EHI. 16 Although an abundance <strong>of</strong><br />
information is available regarding the effects <strong>of</strong> EHI on performance, little is known on how ATs
implement the recommendations prescribed by the NATA and even less is known about how<br />
effectively ATs comply with the standard <strong>of</strong> care at secondary school settings in the US. The<br />
purpose <strong>of</strong> this investigation was to implement a heat illness prevention program (HIPP) and<br />
evaluate the ease <strong>of</strong> application at a secondary school setting in the subtropical environment <strong>of</strong><br />
South <strong>Florida</strong>.<br />
Methods<br />
Research Design<br />
We used a mixed-methods research design. We surveyed ATs after the first two weeks<br />
<strong>of</strong> preseason football practice. The data collection form used was a 17-item questionnaire, with<br />
4 questions allowing opened ended responses. Following completion <strong>of</strong> the questionnaire,<br />
participants scheduled an individual semi-structured interview with the primary investigator.<br />
The primary investigator and secondary investigator voice recorded each interview session. The<br />
primary investigator and secondary investigator separately transcribed the interviews to ensure<br />
trustworthiness.<br />
Participants<br />
Eleven AT (age=22.2+1.2yr; 63.6% female, 36.4% male; 63.6%) were conveniently<br />
sampled to participate in implementing the HIPP at their current place <strong>of</strong> employment. All ATs<br />
were certified and licensed in the state <strong>of</strong> <strong>Florida</strong> and held graduate assistantship positions at<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>. All participants graduated from an accredited athletic training<br />
education program and all currently worked in a secondary school setting. The majority <strong>of</strong><br />
participants (72.7%, n=8/11) had one year or less experience working in a subtropical<br />
environment.<br />
Instruments<br />
The HIPP is a comprehensive program designed to help athletic trainers identify and<br />
mitigate athletes at risk for developing an EHI <strong>of</strong>ten associated with exercise in a hot, humid<br />
environment. The HIPP is comprised <strong>of</strong> two screening forms and two reporting forms. The<br />
screening forms consist <strong>of</strong> the Initial Athlete Screen, and the Heat Illness Index Score (HIIS)<br />
Risk Assessment. The two reporting forms are the Heat Illness Incident Reporting Form and a<br />
Practitioner Evaluation form. Additional resources in the HIPP include a hydration chart, a urine<br />
color chart, and educational resources for the coaches and athletes.<br />
The primary evaluation tool within the HIPP is the HIIS, recently validated by a panel <strong>of</strong><br />
6 EHI experts using the Delphi survey method. After 3 rounds <strong>of</strong> revisions, 100% <strong>of</strong> the<br />
panelists reported agreeing (n=3/6) or strongly agreeing (n=3/6) with the final instrument. In<br />
addition, researchers validated the HIIS through clinical implementation. Three ATs<br />
implemented the HIIS in a pilot investigation to a team <strong>of</strong> Division I-A collegiate American<br />
football players. During this pilot investigation, investigators excluded seventeen participants<br />
(27.4%) because the athletes failed to complete all parts <strong>of</strong> the HIIS. The ATs used four<br />
indicators to identify 6 at-risk athletes: total HIIS score (14 participants, 33.3%, score>20),<br />
previous history (11 participants, 24.4%, HIIS score>2), body mass index (19 participants,<br />
42.2%, HIIS score=4) and VO 2max Run Test (27 participants, 60.0%, HIIS score=4). And, over<br />
15 days <strong>of</strong> preseason practices, 13 incidents <strong>of</strong> EHI occurred with 61.5% (8/13) <strong>of</strong> the incidents<br />
occurred to the at-risk individuals (Eberman & Cleary, 2006, unpublished data).<br />
Procedures<br />
Researchers provided participants with a policies and procedures manual for the<br />
implementation <strong>of</strong> the HIPP as well as verbal and written directions during a brief familiarization<br />
session. Participants were then instructed to return to their high schools and implement the HIPP
to the best <strong>of</strong> their abilities. The primary investigator instructed ATs to administer the Initial<br />
Athlete Screen to the entire football team. Information from the Initial Athlete Screen aided the<br />
ATs in red flagging athletes who possessed characteristics that may predispose them to an EHI.<br />
Subsequently, the AT completed the HIIS Risk Assessment with any athlete identified as<br />
potentially at-risk. After the AT completed the HIIS with each the red flagged athlete, the AT<br />
tallied the results and allotted a score. The AT categorized the athlete as low, moderate, or high<br />
risk for developing an EHI. Following the completion <strong>of</strong> the HIIS, the score was calculated and<br />
the athlete was categorized as low, moderate, or high risk for developing an EHI.<br />
Following preseason football practices, the primary investigator asked each participant to<br />
complete a 17-item questionnaire designed to identify the ease <strong>of</strong> application <strong>of</strong> the HIPP.<br />
Participants were also asked to contribute additional feedback in a semi-structured interview to<br />
elaborate on their experience <strong>of</strong> implementing the HIPP.<br />
Statistical Analysis<br />
To analyze the quantitative responses from the HIPP Practitioner Feedback Form, we<br />
used descriptive statistics and frequencies <strong>of</strong> responses. The primary investigator and secondary<br />
investigator transcribed the responses from the open ended questions and semi-structured<br />
interviews which were voice recorded and separately transcribed with peer-checking to ensure<br />
trustworthiness. Data were analyzed using open- and closed-coding techniques. The researchers<br />
established and compared themes found within the transcribed interviews and open ended<br />
questions.<br />
Results<br />
All participants attempted to implement the HIPP in a high school setting using the athlete screen<br />
with individual follow-up. Three participants (27.7%) were unable to implement the HIPP to<br />
any athletes; however, several ATs were able to implement the HIPP to at least part <strong>of</strong> their<br />
populations. A majority <strong>of</strong> participants (81.8%, n=9/11) also reported several factors that<br />
prevented their full implementation <strong>of</strong> the HIPP (Table 1). Participants reported that<br />
implementing the HIPP was difficult (27.3%, n=3/11), exceedingly difficult (18.2%, n=2/11), or<br />
easy (18.2%, n=2/11). Further evaluation suggested that the following deterrents prevented full<br />
implementation <strong>of</strong> the HIPP: lack <strong>of</strong> appropriate instrumentation (81.8%, n=9/11), lack <strong>of</strong><br />
coaching staff/administrative support (54.5%, n=6/11), insufficient support staff (54.5%,<br />
n=6/11), too many athletes (45.5%, n=5/11), and financial restrictions (36.4%, n=4/11). Specific<br />
sections prevented ATs from fully implementing the HIIS (Table 2) including the VO 2max Run<br />
Test and obtaining urine samples. Participants reported that collection and analysis <strong>of</strong> urine was<br />
difficult: “The urine samples were difficult to collect so we resorted to utilizing the urine color<br />
chart which was very beneficial in student-athletes monitoring their hydration status.” A lack <strong>of</strong><br />
coaching/administrative support was a common theme found in the open ended responses: “One<br />
head coach stated we did not have time to do the HIPP since the uniforms were not even given<br />
out yet.” One AT stated that “We were unable to conduct the 12 minute run as the coach<br />
indicated that the student-athletes were running the entire summer. It would not be fair to test<br />
them on it now nor did he want to take the time out <strong>of</strong> practices to implement the test.” He said<br />
he feels he does a great job <strong>of</strong> giving the athletes water breaks and keeping them hydrated.”<br />
Another theme found that deterred ATs from implementing the program was lack <strong>of</strong> time. One<br />
AT stated that the appropriate time required for a prevention program <strong>of</strong> this magnitude was an<br />
obstacle: “It’s a little time consuming… requires a lot <strong>of</strong> help… if the only one there working<br />
with your football team at a high school and you’ve got to get you team ready for practice, you<br />
don’t have time to be monitoring urine.”
Discussion<br />
The purpose <strong>of</strong> this investigation was to evaluate the ease <strong>of</strong> application <strong>of</strong> the HIPP in a<br />
secondary school setting. Our results suggest that trained ATs had difficulty implementing the<br />
HIPP because <strong>of</strong> obstacles found within their employment setting. A lack <strong>of</strong> support from the<br />
administration and coaching staff suggests that football coaches are not well educated on the<br />
risks <strong>of</strong> EHI during the early days <strong>of</strong> pre-season football. Lack <strong>of</strong> additional support staff during<br />
pre-season football created a dichotomy for the role and responsibilities <strong>of</strong> a high school AT.<br />
ATs <strong>of</strong>ten face the challenges <strong>of</strong> prioritizing among several responsibilities, yet implementing<br />
the HIPP may have eliminated incidents <strong>of</strong> EHI. Our ATs found the lack <strong>of</strong> support provided by<br />
the coaching staff and administrative staff severely impeded the implementation <strong>of</strong> the program.<br />
Financial restrictions were also identified as an obstruction in the implementation <strong>of</strong> our<br />
prevention program. However, further education about the cost-effectiveness <strong>of</strong> preventative<br />
equipment may enlighten ATs, athletic directors, and coaching staff about how money should be<br />
allocated.<br />
Overall, ATs reported that the HIPP was difficult to implement, but more than half,<br />
(n=7/11) believed the HIPP was a practical approach to preventing EHI. Many ATs appreciated<br />
that HIPP provided greater insight into athletes’ health status before beginning pre-season<br />
football. ATs also suggested they were more aware <strong>of</strong> which athletes may be at higher risk<br />
because the HIPP required them to discuss risk factors for EHI with all their athletes.<br />
Clinical Implications<br />
Exertional heat illnesses are preventable, yet catastrophic events continue to occur in high<br />
risk environments. Coaches and school administrators have to be educated on the prevention <strong>of</strong><br />
EHI. Athletic Trainers play a key role in the educational process and should work to reshape<br />
coaches’ common misconceptions and myths regarding EHI. For instance, it is well known that<br />
dehydration leads to the development <strong>of</strong> an EHI and maintaining fluid balance for young adults<br />
is difficult. 18 However, coaches may not be aware that numerous risk factors exists that have the<br />
potential to increase the likelihood <strong>of</strong> an EHI; such as the intensity <strong>of</strong> practice, duration, schedule<br />
<strong>of</strong> fluid breaks, uniform configuration, and number <strong>of</strong> practices per day. 16 All <strong>of</strong> the<br />
aforementioned are circumstances that a head coach controls but may not necessarily be aware<br />
that in combination with each other could exacerbate the chance <strong>of</strong> developing an EHI. In<br />
addition to further educating coaches and parents, and increasing the educational standards for<br />
becoming a coach could aid in the prevention <strong>of</strong> EHI.<br />
Currently, the state <strong>of</strong> <strong>Florida</strong> requires all coaches become certified in cardiopulmonary<br />
resuscitation, regardless <strong>of</strong> whether the high school has an AT or not. 19 The <strong>Florida</strong> High School<br />
Association treats all sports uniformly. Research suggests that coaches can only recognize<br />
approximately 45% <strong>of</strong> practice injuries and approximately 85% <strong>of</strong> game injuries, 20 clearly<br />
suggesting a need for coaching education. According to the National Youth Sports Safety<br />
Foundation, fewer than 10% <strong>of</strong> the 2.5 million volunteer coaches and 33% <strong>of</strong> interscholastic<br />
coaches have any type <strong>of</strong> formal coaching education. 21 These figures are alarming when taking<br />
into consideration the amount <strong>of</strong> exposure coaches have with athletes and that the majority <strong>of</strong><br />
injuries occur during practice times. 4 Currently, the NATA, 16 National Center for Sports<br />
Safety, 21 and the Inter-Association Task Force on Exertional Heat Illness 22 are in favor <strong>of</strong><br />
increasing the standards for coach education and if a greater emphasis is placed on sports safety,<br />
then the possibility <strong>of</strong> reducing an EHI may be exponentially increased. Increasing awareness is<br />
a responsibility that falls on the shoulders <strong>of</strong> each AT. The NATA in cooperation with other<br />
organizations should to continue their quest to educate all individuals that are involved in
physical activity or coaching the physically active.<br />
References<br />
1. Powell JW, Barber-Foss KD. Injury Patterns in Selected High School Sports: A review <strong>of</strong> the<br />
1995-1997 Seasons. J Athl Train. 1999;34(3):277-284.<br />
2. National Federation <strong>of</strong> State High School Association. NFHS 2006 high school athletics<br />
participation survey. Kansas City, MO: National Federation <strong>of</strong> State High School<br />
Associations, 2006.<br />
3. Tonino PM, Bollier MJ. Medical supervision <strong>of</strong> high school football in Chicago: Does<br />
inadequate staffing compromise healthcare Phys Sportmed. 2004;32(2):37-40.<br />
4. Aukerman DF, Aukerman MM, Browning D. Medical coverage <strong>of</strong> high school athletics in<br />
North Carolina. South Med. 2006;99(2):132-136.<br />
5. Almquist J. A secondary option: Earning a teaching certificate in addition to your ATC title<br />
can help pave the way for a rewarding career in secondary education. Train Conditioning.<br />
2002:12(5):4.<br />
6. Beachy G, Akau CK, Martinson M, Olderr TF. High school sports injuries: A longitudinal<br />
study at Punahou school: 1988 to 1996. AM J Sports Med. 1997;25(5):675-681.<br />
7. American Academy <strong>of</strong> Family Physicians. Athletic trainers for high school athletes.<br />
Available at www.aafp.org/online/en/home/policy/policies/s/sports.html#Parsys0001.<br />
Accessed November 20, 2006.<br />
8. Carek PJ, Mainous A. The preparticipation physical examination for athletics: A systematic<br />
review <strong>of</strong> current recommendations. Br Med J. 2003;327:170-173.<br />
9. Cromer BA, Mclean SC, Heald FP. Preparticipation sports evaluation. J Adolesc Health.<br />
1992;13:61S-65S.<br />
10. Goldberg B, Saranti A, Witman P. Pre-participation sports assessment: An objective<br />
evaluation. Pediatrics. 1980;66:736-745.<br />
11. Glover DW, Maron BJ. Pr<strong>of</strong>ile <strong>of</strong> preparticipation cardiovascular screening for high school<br />
athletes. J Am Med Assoc. 1998;279:1817-1819.<br />
12. Risser WL, H<strong>of</strong>fman HM, Bellah GG JR. Frequency <strong>of</strong> preparticipation sports examination<br />
in secondary school athletes: Are the <strong>University</strong> Interscholastic League guidelines<br />
appropriate Tex Med. 1985;81(7):35-39.<br />
13. Feinstein RA, Soileau EJ, Daniel WA. A national survey <strong>of</strong> preparticipation physical<br />
examination requirements. Phys Sportmed. 1988;16(5):51-59.<br />
14. Guskiewicz KM, Weaver NL, Padua DA, Garrett WE. Epidemiology <strong>of</strong> concussion in<br />
collegiate and high school football players. Am J Sports Med. 2000;28(5):643-650.<br />
15. Torg JS, Guille JT, Jaffe S. Injuries to the cervical spine in American football players. J Bone<br />
Joint Surg Am. 2002;84:112-122.<br />
16. Binkley HM, Beckett J, Casa DJ, Kleiner DM, Plummer PE. National Athletic Trainers’<br />
Association position statement: Exertional heat illnesses. J Athl Train. 2002;37(3):329-343.<br />
17. Mueller FO, Cantu RC. Twentieth Annual Report: Fall 1982-Spring 2005: National Center<br />
for Catastrophic Sport Injury Research, 2003. Available at<br />
http://www.unc.edu/depts/nccsi/AllSport.htm. Accessed on November 20, 2006.<br />
18. Stover EA, Zachwieja J, St<strong>of</strong>an J, Murray R, Horswill CA. Consistently high urine specific<br />
gravity in adolescent American football players and the impact <strong>of</strong> an acute drinking strategy.<br />
Int J Sports Med. 2006;27(4):330-335.<br />
19. Hage P, Moore M. Medical care for athletes: What is the coach’s role Phys Sportsmed.
1991;9(5):140-151.<br />
20. Garrick J, Requa R. Paramedical surveillance <strong>of</strong> high school football practices and games.<br />
Med Sci Sports Exerc. 1974;6:78-82<br />
21. National Youth Sport Safety Foundation. Did You Know. Available at<br />
http://www.nyssf.org/wframeset.html. Accessed February 25, <strong>2007</strong>.<br />
22. Casa DJ, Almquist J, Anderson S, Cleary MA et al. Inter-association task force on exertional<br />
heat illness consensus statement. NATA News. 2003;8:24-29<br />
Table 1. Instruments Available to ATs<br />
% Able to<br />
Instrument<br />
Access<br />
Triple Beam Physician Scale 36.4<br />
Digital Physician Scale 9.1<br />
Sadiometer 9.1<br />
Tape Measure 27.3<br />
Clinical Refroctometer 9.1<br />
Urine Reagent Strips 9.1<br />
Urine Color Chart 63.6<br />
Weigh-in Chart 81.8<br />
Sling Psychrometer 0.0<br />
Digital Psychrometer 18.2<br />
Specimen Cups 36.4<br />
Access to the Internet 36.4<br />
Table 2. HIIS Sections that deterred full implementation<br />
Section Unable to<br />
Implement:<br />
%<br />
Affected<br />
Patient History 36.4<br />
Baseline Height 54.5<br />
Baseline Body Mass 54.5<br />
Urine Specific Gravity with<br />
Clinical Refractometer 72.7<br />
Body Mass Index 63.6<br />
VO 2max Run Test 45.5<br />
Sickle Cell Trait Test 100.0
133<br />
Fashion and the Pr<strong>of</strong>essional Image<br />
Juan M. Santelises<br />
Miami Dade <strong>College</strong><br />
Abstract<br />
Appearance is a growing concern in pr<strong>of</strong>essional settings where fashion—an integral<br />
aspect <strong>of</strong> self-image—plays a vital role. This study suggests that fashion and the<br />
conceptualization <strong>of</strong> the workplace as a field <strong>of</strong> symbolic interaction may enhance or impair<br />
credibility and the way the consumer perceives career practitioners and organizations.<br />
Attire can be a critical aspect <strong>of</strong> the career-image and helps establish strong pr<strong>of</strong>essional<br />
connections and maintain business networks (Santelises, 2004). Women who intend to create a<br />
positive workplace image need to maintain a business wardrobe (Santelises, 2006), and “dressing<br />
with appropriateness frequently seeks to tone down one’s appearance by showing regard and<br />
sensibility for others” (Post, 2004, p. 45).<br />
Communication Theory and Communication Studies articles reviewed echo the intrinsic<br />
relationship between body language, self-image, appearance, personal hygiene, and perception<br />
with regards to the pr<strong>of</strong>essional image (Adler, 2005; Adler, 2006; Hybels & Weaver, <strong>2007</strong>;<br />
Verderber & Verderber, 2005).<br />
The pr<strong>of</strong>essional image should begin in the classroom—not at the workplace—bridging<br />
academe with the career practice. A new conceptualization <strong>of</strong> human resource development<br />
(HRD) should link undergraduate and graduate programs at colleges, polytechnics, and<br />
universities with the design <strong>of</strong> new career-specific curriculum and instruction that integrate<br />
pr<strong>of</strong>essional development programs, interactive seminars, and workshops as part <strong>of</strong> academia.<br />
HRD should re-evaluate and redefine the concepts <strong>of</strong> appearance and image and, hence, how<br />
institutions gain respect and credibility from the consumer.<br />
References<br />
Adler, R. B. (2005). Communicating at work (8 th ed.). New York: McGraw-Hill<br />
Companies.<br />
Adler, R. B. (2006). Understanding human communication (9 th ed.). New York:<br />
Oxford <strong>University</strong> Press.<br />
Hybels, S., & Weaver II, R. L. (<strong>2007</strong>). Communicating effectively (8 th ed.). New York,<br />
NY: McGraw-Hill.<br />
Post, P. (2004). Etiquette (17 th ed.). New York: HarperCollins Publishers.<br />
Santelises, J. (2006). [Written notes gathered from survey on business fashion and<br />
formal attire at Brooks Brothers]. Unpublished raw data.<br />
Santelises, J. (2004). [Written notes gathered from survey on women’s business<br />
attire and body adornment at Ann Taylor]. Unpublished raw data.<br />
Verderber, K. S., & Verderber, R. F. (2005). Communiate! (11 th ed.). Belmont, CA:<br />
Thomson Wadsworth.<br />
Santelises, J. M. (<strong>2007</strong>, April). Fashion and the pr<strong>of</strong>essional image. Poster session presented at the Sixth Annual<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section, <strong>Florida</strong><br />
<strong>International</strong> <strong>University</strong>, Miami. http://coeweb.fiu.edu/research_conference/
Does core strength training influence kinetic efficiency, lower extremity<br />
stability, and 5000m performance in runners<br />
Kimitake Sato, Monique Mokha<br />
Barry <strong>University</strong>, Miami Shores, FL<br />
Context: Core strength training (CST) has been popular in the fitness industry for a<br />
decade. Although strong core muscles are believed to enhance athletic performance,<br />
only few scientific studies have been conducted to identify the effectiveness <strong>of</strong> CST<br />
on improving athletic performance. Objective: Identify the effects <strong>of</strong> a 6-wk CST on<br />
running kinetics, lower extremity stability, and running performance in recreational<br />
and competitive runners. Design and Setting: A test-retest, randomized control<br />
design was used to assess the effect <strong>of</strong> CST and no CST on ground reaction force<br />
(GRF), lower extremity stability scores, and running performance. Participants:<br />
Twenty-eight healthy adults (age, 36.9+9.4yrs, height, 168.4+9.6cm, mass,<br />
70.1+15.3kg) were recruited and randomly divided into two groups. Main outcome<br />
Measures: GRF was determined by calculating peak impact vertical GRF (vGRF),<br />
peak active vGRF, duration <strong>of</strong> the breaking or horizontal GRF (hGRF), and duration<br />
<strong>of</strong> the propulsive hGRF as measured while running across a force plate. Lower<br />
extremity stability in three directions (anterior, posterior, lateral) was assessed using<br />
the Star Excursion Balance Test (SEBT). Running performance was determined by<br />
5000 meter run measured on selected outdoor tracks. Six 2 (time) X 2 (condition)<br />
mixed-design ANOVA were used to determine if CST influences on each dependent<br />
variable, p < .05. Results: No significant interactions were found for any kinetic<br />
variables and SEBT score, p>.05. But 5000m run time showed significant interaction,<br />
p < .05. SEBT scores improved in both groups, but more in the experimental group.<br />
Conclusion: CST did not significantly influence kinetic efficiency and lower<br />
extremity stability, but did influence running performance. Key Words: core<br />
exercise, stability, running performance<br />
Core strength training (CST) is widely practiced by pr<strong>of</strong>essionals with the goals <strong>of</strong><br />
enhancing core stability and increasing core muscular strength, thereby improving athletic<br />
performance. 1-3 It is believed among the health and fitness pr<strong>of</strong>essionals that in order to<br />
improve athletic performance and prevent risk <strong>of</strong> injury, CST is a vital component <strong>of</strong> strength<br />
and conditioning. Limited scientific studies have been conducted to determine the effect <strong>of</strong><br />
CST on lower extremity stability and athletic performance. 1-3 Significant improvement in<br />
core strength have been documented as a result <strong>of</strong> CST. 1-3 However, these same studies failed<br />
to find significant changes in lower extremity stability, mechanics, or performance. 1-3 Results<br />
indicates that CST is a useful tool for strengthening core muscles, but the carryover to<br />
performance needs further investigation.<br />
In a biomechanical analysis <strong>of</strong> running, abnormal range <strong>of</strong> vertical ground reaction<br />
forces (vGRFs) and horizontal GRFs (hGRFs) have been associated with overuse injuries. 4-6<br />
Adequate stability in the lower extremity may have an important role in running efficiency,<br />
since poor stability may be linked to injuries in both athletics and daily living. Therefore, the<br />
purpose <strong>of</strong> this study was to determine the effects <strong>of</strong> 6-weeks <strong>of</strong> CST on GRFs, lower<br />
extremity stability, and overall running performance in runners. We hypothesized that CST<br />
would have the following positive influences: (a) decrease 5000meter run time, (b) increase<br />
star excursion balance test (SEBT) scores, (c) decrease peak impact vGRF, (d) increase peak<br />
active vGRF, (e) decrease the duration <strong>of</strong> breaking hGRF, and (f) increase the duration <strong>of</strong><br />
propulsive hGRF.
Methods<br />
Recreational and competitive runners were recruited via flyers from running clubs and<br />
running shoe stores in south <strong>Florida</strong>. An initial screening took place where potential<br />
participants were tested for core stability using the Sahrmann core stability test in accordance<br />
with Stanton et al. 3 Sahrmann scores are given in levels (1-5) with 5 being the highest level<br />
<strong>of</strong> core stability. Reliability for this test has been reported between .86 and .95. 3,9 Those with<br />
scores level 2 or lower were retained in the study since they would have the potential to<br />
benefit from the CST. Only one potential participant scored above level 2 and thus was<br />
omitted. Twenty-eight rear-foot striking runners (10 males, 18 females) volunteered for the<br />
study (age, 36.9+9.4yrs, height, 1.68+0.09m, mass, 70.1+15.3kg). To identify their running<br />
background, they answered specific questions about training strategies, pace, past injury<br />
history, and type <strong>of</strong> footwear used. Participants were then randomly divided into two groups;<br />
control and CST. Data were collected in a laboratory except the 5000m run which was<br />
completed at selected outdoor tracks.<br />
To determine measures <strong>of</strong> GRF, participants were asked to run across an embedded<br />
AMTI force plate (Advanced Medical Technologies, Inc., Watertown, MA) that sampled at<br />
600Hz. After warm-up, participants performed at least two trials making left foot contact on<br />
the plate at a comfortable running speed (2.65-3.35m/s = 8-10 minutes per mile pace). If they<br />
had abnormal steps prior to reaching the force plate, the trial was discarded, and they<br />
performed another. Peak Motus s<strong>of</strong>tware (ver. 8.2, ViconPeak, Centennial, CO) was used to<br />
reduce the kinetic variables (peak impact vGRF, peak active vGRF, breaking hGRF,<br />
propulsive hGRF) with a Fast Fourier Analysis completing the smoothing. The peak impact<br />
vGRF and the peak active vGRF were obtained at initial contact and push-<strong>of</strong>f, and were<br />
normalized to body weight (BW), and averaged for the groups (Figure 1). The duration <strong>of</strong><br />
breaking hGRF and propulsive hGRF were standardized by percentage (e.g. total foot contact<br />
time @ 0.30 secs = 0.15 secs <strong>of</strong> breaking hGRF and 0.15 secs <strong>of</strong> propulsive hGRF; thus 50%<br />
& 50%).<br />
Lower extremity stability was assessed using the SEBT according to procedures<br />
described by Gribble and Hertel 8 (Figure 2) that includes a measure <strong>of</strong> leg length. The SEBT<br />
was completed barefoot on both legs. Kinzey and Armstrong recommended that the<br />
instruction and demonstration improved the reliability <strong>of</strong> the test (from .67 to .86) with<br />
practice sessions; thus, adequate practice time was provided. 9 Only one trial <strong>of</strong> the 5000m run<br />
test was conducted pre- and post-6 weeks since maximal effort was expected. A 5000m run<br />
was completed at a 400m measured track. The run was done on a separate day than the<br />
laboratory test, but within seven days before and after. After warm-up, the 5000m run was<br />
timed with a stopwatch in mins and secs (e.g., 5000m = 19 min 43 sec). Temperature and<br />
humidity level were recorded for descriptive purposes.<br />
Both groups performed pre- and post-training tests in the same order. The control<br />
group was instructed to maintain their training routine and report any alterations. The<br />
experimental group received the CST program that consists <strong>of</strong> five core-related exercises<br />
performed four times per week for six weeks. The CST protocol was created based upon<br />
previous published protocols, and experts advise from doctoral-level exercise physiologists<br />
and strength and conditioning specialists. The following exercises were visually<br />
demonstrated and verbally instructed by the investigator after the pre-training test: (a)<br />
abdominal crunch on a stability ball to target abdominal muscles, (b) back extension on<br />
stability ball to target back extensor muscles, (c) supine opposite 1-arm/1-leg raise to target<br />
back/hip extensors muscles, (d) hip raise on stability ball to target back/hip extensors<br />
muscles, and (e) Russian twist on a stability ball to target abdominal muscles. In addition, the<br />
CST group received a hard copy <strong>of</strong> exercise instructions including pictures and a training log.<br />
Stability balls were provided to the CST group as this training is considered to be a home
training. They were instructed to fill out the training log after each session and were also<br />
contacted by the investigator at the end <strong>of</strong> each week to ensure adherence or answer any<br />
concerns. Each CST session took approximately 20 to 30 min. The group performed each<br />
exercise for two sets <strong>of</strong> ten repetitions during the first two weeks <strong>of</strong> the treatment period.<br />
Then, they performed each exercise for two sets <strong>of</strong> fifteen repetitions during the third and<br />
fourth week. Finally, they performed each exercise for three sets <strong>of</strong> twelve repetitions during<br />
the final two weeks <strong>of</strong> treatment period. Approximately 30 to 60 sec <strong>of</strong> rest periods were<br />
provided if desired. According to a past study 1 , total session volume should increase to<br />
challenge strength improvement rather than performing the same volume throughout the<br />
treatment. Therefore, this study was designed to increase the volume <strong>of</strong> exercise sessions<br />
every two weeks.<br />
All dependent variables were input into Statistical Package for Social Sciences<br />
(SPSS). Six 2 x 2 (group by time) mixed-design analysis <strong>of</strong> variance (ANOVA) with repeated<br />
measures were performed to determine any significant effect <strong>of</strong> CST on the dependent<br />
variables: (a) peak impact vGRF, (b) peak active vGRF, (c) duration <strong>of</strong> breaking hGRF, (d)<br />
duration <strong>of</strong> propulsive hGRF, (e) the scores <strong>of</strong> the SEBT, and (f) 5000m run time.<br />
Significance was defined as p < 0.05.<br />
Results<br />
Twenty participants (n con =8, n exp =12) completed the study (n con : age 39.25 + 10.81yrs,<br />
height 1.67 + 0.84m, mass 63.03 + 12.02kg; n exp : age 37.75 + 10.63yrs, height 1.67 + 0.10m,<br />
mass 75.95 + 16.89kg). Table 1 depicts the mean and standard deviations <strong>of</strong> the dependent<br />
variables <strong>of</strong> both groups pre- and post-training. There was a significant interaction in 5000m<br />
run time (F (1,18) = 56.09, p
change running speed while crossing the force plate, the running speed was varied between<br />
the pre- and post-training GRF tests (n con : pre-test 2.99m/s, post-test, 3.08m/s; n exp : pre-test<br />
2.64m/s, post-test 2.81m/s). Thus, it is questionable to compare changes in kinetic variables<br />
to past studies. 4-6<br />
Further control in consistent running velocity may be required by using a treadmill.<br />
We chose not to use a treadmill since treadmill running mechanics have been found to differ<br />
from actual ground running. It is also possible that the training frequency and duration were<br />
not enough to elicit the hypothesized effects. CST is considered a vital component <strong>of</strong> the<br />
strength and conditioning as well as rehabilitation, but only limited studies were conducted to<br />
reveal the true effects <strong>of</strong> the CST. 1-3 The core strength related studies can be approached not<br />
only in the athletic population, but also in the general population who suffer pain and injuries<br />
which relate to postural alignment.<br />
Peak impact vGRF<br />
Peak active vGRF<br />
Propulsive hGRF<br />
Breaking hGRF<br />
Figure 1: Kinetic variables <strong>of</strong> ground reaction forces<br />
Figure 2: Star Excursion Balance Test
Table 1. Summary <strong>of</strong> the descriptive results with significance.<br />
n exp = 12 n con = 8<br />
Pre post dif pre post dif<br />
Impact 1.65 + 0.38 1.74 + 0.46 +0.09 1.99 + 0.38 1.89 + 0.24 -0.10<br />
vGRF:<br />
BW<br />
Active 2.30 + 0.36 2.31 + 0.42 +0.01 2.49 + 0.26 2.52 + 0.24 +0.03<br />
vGRF:<br />
BW<br />
Breaking 47.30 + 5.91 49.33 + 6.81 +2.03 53.11 + 4.77 54.48 + 4.76 +1.37<br />
hGRF: %<br />
***<br />
Propulsive 52.70 + 5.92 49.25 + 6.70 -3.45 46.89 + 4.77 45.52 + 4.57 -1.37<br />
hGRF: %<br />
***<br />
SEBT:cm 198.75+26.70 220.67+26.90 +21.9 199.13+26.34 209.38+26.89 +10.2<br />
**<br />
5000m<br />
run:<br />
min:sec *<br />
5<br />
29:29 + 2:38 28:42 + 2:23 -0:47 26:30 + 1:59 26:13 + 1:54 -0:17<br />
Note. * denote significant interaction, p < .05, ** denote significant main effect: training, p ><br />
.05, *** denote significant main effect: group, p > .05.<br />
References<br />
1. Cosio-Lima LM, Reynolds KL, Winter C, Paolone V, Jones MT. Effects <strong>of</strong> physioball<br />
and conventional floor exercises on early phase adaptations in back and abdominal core<br />
stability and balance in women. J Strength Cond Res. 2003;17(4):721–5.<br />
2. Scibek JS, Guskiewicz KM, Prentice WE, Mays S, Davis JM. The effects <strong>of</strong> core<br />
stabilization training on functional performance in swimming. Unpublished master’s<br />
thesis, <strong>University</strong> <strong>of</strong> North Carolina, Chapel Hill, North Carolina, USA. 2001.<br />
3. Stanton R, Reaburn PR, Humphries B. The effects <strong>of</strong> short-term swiss ball training on<br />
core stability and running economy. J Strength Cond Res. 2004;18(3):522–8.<br />
4. Bus SA. Ground reaction forces and kinematics in distance running in older-aged men.<br />
Med Sci Sport Exer. 2003;35:1167–75.<br />
5. Gottschall JS, Kram R. Ground reaction forces during downhill and uphill running. J<br />
Biomech. 2005;38:445–52.<br />
6. Hreljac A. Impact and overuse injuries in runners. Med Sci Sport Exer. 2004;36(5):845–9.<br />
7. Olmsted LC, Carcia CR, Hertel J, Shultz SJ. Efficacy <strong>of</strong> the star excursion balance tests<br />
in detecting reach deficits in subjects with chronic ankle instability. J Athl Train.<br />
2002;37:501–6.<br />
8. Gribble PH, Hertel J. Considerations for normalizing measures <strong>of</strong> the star excursion<br />
balance test. Meas Phys Educ Exer Sci. 2003;7(2):89–100.
Mentor in the Third Age: A Learning Perspective<br />
Rehana Seepersad and Marlyn Bailey-Watson<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Older adults can bring decades <strong>of</strong> knowledge and expertise to the<br />
mentoring table. We explore where older adults serve as mentors and the<br />
educational benefits they derive from mentoring, in light <strong>of</strong> prejudices ascribed<br />
through ageism. As mentors, older adults can remain engaged and continue to find<br />
meaning beyond retirement.<br />
Prejudice based on age, or ageism, is a socially-condoned and institutionalized form <strong>of</strong><br />
bias in the United States (Nelson, 2005). This “dislike <strong>of</strong> aging and older people [is] based on the<br />
belief that aging makes people unattractive, unintelligent, asexual, unemployable, and senile”<br />
(Atchley, 1991, p. 291). Stereotypes stemming from ageism can be detrimental to the<br />
psychological, social and physiological well-being <strong>of</strong> older adults. We tend to marginalize,<br />
institutionalize, and strip older adults <strong>of</strong> responsibility, power, and ultimately dignity (Nelson,<br />
2002). Appearance and clothing, television commercials, and individual behaviors perpetuate<br />
ageism, societal attitudes and negative stereotypes towards older adults (Skinner & Chowdhary,<br />
1998).<br />
Despite negative stereotypes, adults in the third age are now taking advantage <strong>of</strong><br />
educational opportunities, changing careers, and seeking developmental avenues to positively<br />
influence the lives <strong>of</strong> others (Weiss & Gomperts, 2005). The third age is described as adults<br />
around age 55 “post-work… [who are] no longer primarily involved in earning a living or with<br />
major family responsibilities,” (Withnall, 2000, p. 1) and in the process <strong>of</strong> making decisions<br />
regarding future working life (Rocco, Stein & Lee, 2003). Purposeful involvement which<br />
frequently occurs at the community level (Karpiak, 1992) extends older adults’ ability to<br />
continue to learn, to be creative, and to fill leadership roles. When individuals in the third age<br />
become mentors they may, through the exchange <strong>of</strong> knowledge, remain engaged in learning<br />
while continuing to serve society. We believe that older adults, being experienced and<br />
knowledgeable, can serve as excellent mentors to others.<br />
Mentoring occurs when a more experienced person, or mentor, supports and guides<br />
another, the protégé (Levinson, Darrow, Klein, Levinson & McKee, 1978). It is a learning<br />
relationship that develops knowledge and empowerment. As mentors, older adults bring decades<br />
<strong>of</strong> knowledge and expertise to the mentoring table, empowering both mentor and protégé through<br />
the exchange <strong>of</strong> knowledge. The protégés can connect this knowledge to new information and<br />
skills and construct meaning for themselves by interacting with the mentor (Kerka, 1998). The<br />
mentor, through interaction with the mentee or protégé, becomes a catalyst for learning, through<br />
engagement, loving care, and societal contributions (Bennetts, 2001; Erikson, 1980).<br />
We believe that older adults who serve as mentors can find positive educational benefits<br />
from interaction with protégés and others involved in the mentoring relationship. We explore<br />
situations where older adults serve as mentors, whether they benefit from the mentoring<br />
relationship, and implications to adults in the third age. The paper will be organized into four<br />
main sections: conceptual framework, method, discussion, and implications. First is the<br />
conceptual framework, which shows the constructivist aspects <strong>of</strong> mentoring. Second is the<br />
method section, which describes the processes used to conduct database searches into mentoring<br />
Seepersad, R., & Bailey-Watson, M. (<strong>2007</strong>). Mentor in the third age: A learning perspective. In S. M. Nielsen & M.<br />
S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban<br />
and <strong>International</strong> <strong>Education</strong> Section (pp. 96-101). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
among older adults. Third is discussion, showing where older adults serve as mentors, and<br />
whether they benefit from doing so. Finally, we present implications on mentoring in the third<br />
age.<br />
Conceptual Framework<br />
As a social and reciprocal relationship, mentoring provides a learning mechanism,<br />
personally, pr<strong>of</strong>essionally and psychologically, for those involved (Golian & Galbraith, 1996).<br />
Mentors and protégés learn from each other through close interaction. The networking,<br />
counseling, guiding, instructing and modeling (ibid., 1996, p. 100) that occur in mentoring<br />
relationships enable learning. Such learning is guided by constructivist thought wherein<br />
“learning means constructing, creating, inventing and developing our own knowledge”<br />
(Campbell & Brummett, <strong>2007</strong>, p. 50) through relational interaction with others.<br />
Piaget’s constructivism (1950) describes internalization <strong>of</strong> knowledge through<br />
accommodation, where we reframe what we already know, and assimilation, wherein we align<br />
new learning, within our existing frameworks. As older adults interact with others, they have the<br />
opportunity to gainfully apply previous experiences and knowledge. Combining existing<br />
knowledge with other information, they can learn from the mentoring relationship to construct<br />
meaning. In constructivist theory, learning is most effective when new knowledge and skills are<br />
combined with existing knowledge, within the context <strong>of</strong> interaction with others (Kerka, 1997).<br />
Method<br />
AgeLine, ERIC, ABI Inform Global, and OmniFile Full Text Mega were selected<br />
because a preliminary search showed that these databases contained extant literature on<br />
mentoring, engagement <strong>of</strong> older adults and ageism. Since older adults are involved as mentors<br />
across education, business, and interdisciplinary fields, these databases were selected as sources<br />
that contained literature on mentoring in those fields. The key descriptor <strong>of</strong> mentor was included<br />
in every search since the focus <strong>of</strong> this paper is mentoring, and our goal is to explore mentoring as<br />
a benefit to older adults. Additional descriptors <strong>of</strong> older people, older adults, learning, retired,<br />
and volunteers were then searched using various combinations, to identify all possible avenues<br />
where older adults serve as mentors.<br />
Titles were scanned for initial relevance to mentoring and older adults, and abstracts from<br />
articles supporting our research, based on availability <strong>of</strong> our key descriptors, were read. This<br />
produced a list <strong>of</strong> records that were then read for details on mentors; articles not specific to older<br />
adults serving as mentors were eliminated. Articles were then sorted into education, business and<br />
healthcare, being three broad categories which emerged, showing older adults serving as<br />
mentors. Additional articles were obtained using Internet searches for information representative<br />
<strong>of</strong> multiple organizations invested in aging, elderly, gerontology, older adults, generational and<br />
retiree information and development. This approach allowed us to expand our search to private<br />
and public organizations to further explore avenues where older adults serve as mentors.<br />
Discussion<br />
Where Older Adults Serve As Mentors<br />
Older adults constitute 81% <strong>of</strong> mentors in the United States, serving primarily in<br />
education, business, and healthcare (Greene, 2005; O’Connor, 2006; Thompson, 2005).<br />
Children, young adults, employees, and even other older adults become protégés, in productive<br />
and beneficial mentoring relationships, both formal--created and maintained as a corporate<br />
function, and informal--not as function <strong>of</strong> an organization (Kent, 2001). Volunteers aged 65 and<br />
above averaged 96 hours annually on activities such as mentoring and counseling (Division <strong>of</strong><br />
97
Labor Force Statistics, 2005). Practitioners, researchers, and foundations are both formally and<br />
informally engaging older adults as mentors.<br />
Mentoring in education. Retired teachers served as mentors to beginning teachers and<br />
helped them improve teaching performance by explaining students’ behaviors, by sharing<br />
technical skills, and by inducting them into the social system <strong>of</strong> schools (Azzara, 2001). This<br />
support, up to two years in some cases, helped to reduce attrition among new teachers. School<br />
principals and other administrators also benefited from retiree mentors (Goddard, Habermann &<br />
Reimer, 2001) who guided them on administrative and instructional practices.<br />
Retired adult mentors were matched with young adults enduring crisis periods including<br />
the danger <strong>of</strong> dropping out <strong>of</strong> school (Freedman & Jaffe, 1993). A four-year research study <strong>of</strong><br />
this group found some dissatisfaction with interaction styles, content and timing <strong>of</strong> the mentoring<br />
relationships, although where content and timing were youth-driven however, there was greater<br />
satisfaction (Styles & Marrow, 1992). In another instance, older adults who were paired with<br />
inner city kids, teenage mothers, youth <strong>of</strong>fenders and other kids who dropped out <strong>of</strong> school<br />
worked with them to forge powerful bonds, and became gainfully occupied while doing so. The<br />
youngsters reported that elders helped them “weather potentially debilitating crises,” bolstered<br />
their stability and sense <strong>of</strong> competence, and became advocates on their behalf (Quinn, 1990, p.<br />
5).<br />
Mentoring in business. Businesses benefit from older workers’ high levels <strong>of</strong> loyalty,<br />
attendance, and morale, commitment, flexibility in scheduling, skills, and experience (Crampton,<br />
Hodge & Mishra, 1996). Mentoring is a beneficial way to retain such employees and attract new<br />
employees who may have retired earlier on, whether voluntarily or involuntarily. Young<br />
entrepreneurs in business are turning to older parents, teachers and colleagues as mentors who<br />
can share experience (Poe & Couter, 2000). Employees with mentor support reach the executive<br />
level an average <strong>of</strong> two years earlier than counterparts without such help (Kent, 2001). Through<br />
paid sabbaticals, flexible work schedules and even phased retirement, corporations might<br />
encourage older workers to remain gainfully engaged as mentors (Rocco et al., 2003).<br />
Mentoring in health care. In another study, medical students who discussed health care<br />
challenges and integrated classroom material into clinical settings through pairings with healthy<br />
elderly individuals gained valuable experiences not found in school (Huang, Thornhill, Roberts,<br />
Hajjar, Richeson. & Eleazer, 2004). A Canadian study found that 71% <strong>of</strong> older adults sought<br />
input from peer seniors on how to stay healthy while aging (Ellis, 1995). As many as 67%<br />
wanted trained older adult volunteers to help them to cope with specific diseases and 64% would<br />
use the services <strong>of</strong> trained peer counselors and exercise group leaders (Ellis, 1995). Healthrelated<br />
agencies and organizations were willing to use trained older adults as volunteer mentors<br />
and counselors even though no other programs used older adults in these roles (Ellis, 1995).<br />
How Older Adults Benefit from Mentoring<br />
Older adult mentors who are assimilated into organizations or teams find social<br />
interaction, encouragement and support through increased involvement and active participation<br />
in the development <strong>of</strong> others (Kent, 2001). Active participation encourages productivity and<br />
involvement, enhances self-esteem, transfers knowledge, skills, and values, and stimulates<br />
learning. It also helps mitigate the negative effects <strong>of</strong> physical and psychological problems <strong>of</strong>ten<br />
experienced after retirement (Generations United, 2002). Mentors’ self esteem is enhanced when<br />
they become role models and can support and help build a high-performance culture among<br />
peers, new employees and children.<br />
98
99<br />
Intergenerational mentoring programs support developmental needs <strong>of</strong> young adults<br />
(VanderVen, 2004) since they benefit from the experience and the emotional support <strong>of</strong> older<br />
adult mentors. The nurturing, attention, social and life skills, practical skills (especially in<br />
reading and math), and the opportunity to learn about other age groups (Dubois, Holloway,<br />
Valentine & Cooper, 2002) are also benefits. These exchanges enhance reciprocity between<br />
generations where knowledge and care extends across age groups and cohorts (Cornman &<br />
Kingson, 1998–99). Through effective communication, active listening skills, compassion and<br />
understanding, mentors help protégés resolve stressful situations and problems (Parapr<strong>of</strong>essional<br />
Healthcare Institute, 2003), while remaining engaged, active and useful.<br />
Implications<br />
Improved health and increased longevity have increased the amount <strong>of</strong> time older adults<br />
have to devote to new pursuits (Rogers & Taylor, 1997). Enhanced community life and lifelong<br />
learning have also improved the quality <strong>of</strong> life and well-being <strong>of</strong> older adults. As mentors, they<br />
can stay engaged as active learners and teachers and can contribute to society, yet few existing<br />
public policies encourage intergenerational partnerships. Instead <strong>of</strong> retiring completely, many<br />
older adults prefer to work part-time as mentors or as volunteers (AARP, 2003) to connect with<br />
and to assist others (Rowland, Lederhouse & Satterfield, 2004).<br />
Sixty million Americans are currently over age 55, and the growth rate <strong>of</strong> those 60 and<br />
over is expected to remain above average (Weiss & Gomperts, 2005). Earlier predictions<br />
estimated that by 2025, America will have over 82 million adults age 60 and over (U.S. Census<br />
Bureau, 2002). These “older adults constitute the healthiest…and best-educated American<br />
generation ever” (Weiss & Gomperts, 2005, p. 22). Retirement frees up 25 hours a week for men<br />
and 18 hours a week for women; about 6 to 14 million older retired Americans currently seek<br />
part-time volunteer opportunities—without success (Henkin & Taylor, 2006).<br />
For a majority <strong>of</strong> adults, sharing knowledge and learning new things are vital (Rowland<br />
et al., 2004). Specific goals, action plans and structure are needed (Wild & O’Sullivan, 2003)<br />
within all mentoring activities. Teaching and learning strategies can be used to increase mentors’<br />
and protégés’ competence in communication skills and styles, and to encourage engagement<br />
through formal and informal mentoring (Rowland et al., 2004). Since each mentor and protégé<br />
has different values, emotions, and identities, there is scope for deeper levels <strong>of</strong> interpersonal<br />
development from advising, counseling, planning and decision making (Kerka, 1997). Older<br />
adults can gain greater satisfaction, increased health and psychological benefits, by remaining<br />
actively engaged as mentors, by interacting and by supporting others (Freedman & Jaffe, 1993).<br />
Mentoring programs can fully utilize the knowledge, skills, time, love, care and commitment that<br />
many older adults are eager to share while they renew positive emotions, learn and construct<br />
meaning in their lives.<br />
References<br />
AARP. (2003). Multicultural community service survey. Washington, DC: Author. Retrieved<br />
November 11, 2006 from http://www.aarp.org/research/press-center<br />
Atchley, R. C. (1991). Social forces and aging (6 th ed.). Belmont, CA: Wadsworth.<br />
Azzara, J. R. (2001). Ecstasy or emptiness Reflections <strong>of</strong> a retired school principal. Principal,<br />
80(5), 33-35. (ERIC Document Reproduction Service No. EJ627876)<br />
Bennetts, C. (2001). Lifelong learners: In their own words. <strong>International</strong> Journal <strong>of</strong> Lifelong<br />
<strong>Education</strong>, 20(4), 272-288.<br />
Campbell, M. R., & Brummett, V. M. (<strong>2007</strong>). Mentoring preservice teachers for development<br />
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101
Cross-Cultural Mentoring: Exploration through the Lens <strong>of</strong> African<br />
American Students<br />
Rehana Seepersad, Kimberly Hagood-Elliott, Kathy-Ann Lewis, and Samantha L. Strickland<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Culture, trust and prejudice may impact cross-cultural mentoring<br />
relationships among African American students attending colleges in the United<br />
States. By recognizing the cultural perceptions and differences that exist, mentors<br />
and protégés may develop a better understanding <strong>of</strong> each other’s culture so as to<br />
enhance mentoring outcomes and student success.<br />
Proponents <strong>of</strong> diversity in the 1980s argued that “only through an education that<br />
emphasized diversity could individuals understand the world, recognize inequities, and gain the<br />
tools needed to remedy those inequities” (Baez, 2000, p. 44). Cross-cultural mentoring in<br />
academe is one such tool that can promote the exploration <strong>of</strong> freedom, to cross cultural<br />
boundaries and affirm ethnic identities (Cotton, 1993). Cross-cultural mentoring occurs when<br />
diverse cultures including Asians, Pacific Islanders, Hispanics, African Americans or Whites<br />
serve as mentors to students <strong>of</strong> other cultures.<br />
Today’s culturally pluralistic institutions require mentors who can identify with and<br />
understand the needs <strong>of</strong> all students. Cultural pluralism has emerged during the last two decades;<br />
Asians and Pacific Islanders accounted for 7% <strong>of</strong> college enrollment, African American students<br />
for 14%, and Hispanic enrollment, 9% in 2000 (US Census Bureau, 2005). This shift requires<br />
that support systems, including mentorships specifically, within university settings become<br />
socially inclusive so as to equitably increase enrollment and success <strong>of</strong> all students.<br />
Comprehensive enrollment and graduation rates, unfortunately, are not recorded for all the<br />
aforementioned groups at this time. Data shows, however, that racial/ethnic composition <strong>of</strong> the<br />
freshman cohort at US baccalaureate institutions in 1998 was 72% White, 11% African<br />
American, 6% each Hispanic and Asian, and 1% American Indian students (NCES, 2006). The<br />
difference in graduation rates between White and African American students was 18 percentage<br />
points and between White and Hispanic students, approximately 12 percentage points (NCSE,<br />
2006). These disparities make us question whether stronger support for minority cultural groups<br />
may encourage higher college enrollment and success rates.<br />
Mentoring may be considered one form <strong>of</strong> support that can benefit these cultural groups.<br />
Mentoring occurs when more knowledgeable and experienced individuals assist the development<br />
and growth <strong>of</strong> others (Caffarella, 1992). Mentees, also known as protégés, benefit from mentors’<br />
knowledge, contacts, support, and guidance and also find internal value from interpersonal<br />
dialogue, collaborative critical thinking, planning, reflection, and feedback (Galbraith & Cohen,<br />
1995). “The idea <strong>of</strong> learning as a transaction--an interactive and evolving process between<br />
mentors and adult learners--is considered a fundamental component <strong>of</strong> the adult mentoring<br />
relationship” (ibid., p. 17).<br />
We contend that in cross-cultural mentoring, where mentors <strong>of</strong> one culture support<br />
mentees <strong>of</strong> a different culture, the outcomes <strong>of</strong> the mentoring relationship may differ because <strong>of</strong><br />
variations in socio-cultural dynamics. These dynamics reflect specific values, beliefs, norms, and<br />
even negative behaviors or attitudes that can affect academic achievement <strong>of</strong> cultural groups<br />
(Van Den Berg & Crisp, 2004). The purpose <strong>of</strong> this paper is to explore cross-cultural mentoring<br />
<strong>of</strong> African Americans students, toward identifying the factors that need to be understood, so as to<br />
Seepersad, R., Hagood-Elliott, K., Lewis, K., & Strickland, S. L. (<strong>2007</strong>). Cross-cultural mentoring: Exploration<br />
through the lens <strong>of</strong> African American students. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong><br />
the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section<br />
(pp. 102-107). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
enhance cross-cultural mentoring relationships in higher education. African American students<br />
refer to those <strong>of</strong> African descent, who are born in the Western hemisphere and are United States<br />
citizens.<br />
This study will serve as a foundation for further inquiry into cross-cultural mentoring in<br />
light <strong>of</strong> increasing diversity in US colleges. Research questions are: What are the cultural factors<br />
that may impact cross-cultural mentoring <strong>of</strong> African American students Do prejudicial attitudes<br />
arise within cross-cultural mentoring relationships The paper will be organized into four main<br />
sections: conceptual framework, method, discussion and implications. First, we present the<br />
conceptual framework which explores the sociocultural, constructivist and transformative<br />
dynamics <strong>of</strong> cross-cultural mentoring. Second is the method section, which describes the process<br />
used to obtain research for this paper. Third is discussion on cultural factors, perceptions, trust<br />
and prejudicial attitudes as they impact cross-cultural mentoring. Finally, we present<br />
implications into cross-cultural mentoring within multi-ethnic academic climates.<br />
Conceptual Framework<br />
Collaborative learning by way <strong>of</strong> mentoring is grounded in socio-cultural and socioconstructive<br />
theories through interactions among peers, experts, and teachers, i.e., physical<br />
contexts (Shi, Mishra & Bonk, 2004). Through assimilation and accommodation, mentors and<br />
protégés connect their experiences and create new knowledge (Jonassen, 1996). They also try<br />
new ideas, skills, and roles with minimal risk (Kaye & Jacobson, 1996). The psycho-social<br />
function is the internal value <strong>of</strong> ongoing interpersonal dialogue, collaborative critical thinking,<br />
planning, reflection, and feedback (Galbraith & Cohen, 1995).<br />
According to constructivist theory, learning is most effective when situated in a context<br />
where new knowledge and skills may be used so that individuals may construct meaning for<br />
themselves, within the context <strong>of</strong> interaction with others (Kerka, 1998). The cross-racial<br />
mentoring relationship departs from an isolated individual self, toward an interactional process<br />
where human beings experience a primary need for connection with others (Beyene, Anglin,<br />
Sanchez, & Ballou, 2002).<br />
Through a transformative learning approach, the mentor can facilitate emancipatory<br />
learning, by challenging, stimulating, and provoking critical thinking, to help the mentee become<br />
aware <strong>of</strong> any limiting habits <strong>of</strong> mind, values or actions (Cranton, 2002). Personal agency, the<br />
“freedom <strong>of</strong> adults to act toward their own growth and development” (Clark, 1993, p. 50),<br />
enables the mentee to feel empowered while maintaining his/her autonomy. Effective mentors,<br />
empathetic to mentees’ challenges, can enhance learning by helping the mentee find ways to<br />
overcome personal resistance emanating from unconscious, internalized dimensions, lack <strong>of</strong><br />
empowerment and feelings <strong>of</strong> inequity. A harmonious, cross-cultural mentoring relationship,<br />
achieved through mutuality within common interests, will enable the mentee’s academic, and<br />
personal and pr<strong>of</strong>essional success (Levinson, Darrow, Klein, Levinson, & McKee, 1978).<br />
Method<br />
A preliminary search for literature was conducted through educational (ERIC), and<br />
interdisciplinary (Proquest and OmniFile Full Text Mega) databases using the keywords mentor<br />
and culture. These two key words allowed us to source a wide range <strong>of</strong> articles related to our<br />
main concept <strong>of</strong> mentoring and culture, without narrowing the search too closely around the key<br />
terms in our research questions. We found 120 articles in ERIC, 65 from Proquest and 540<br />
articles from OmniFile Full Text Mega. The titles and abstracts from these papers were then<br />
scanned for frequently recurring terms including African American, cross-cultural mentoring,<br />
culture, attitudes, and perceptions, which were chosen because they were directly related to our<br />
103
esearch questions. Papers that provided insight into mentoring involving African Americans,<br />
cross-cultural mentoring, culture, attitudes, and perceptions were then read and used to develop<br />
this literature review. Articles with discussion on multicultural groups were also read since they<br />
supported discussion within this paper.<br />
Discussion<br />
Cultural Factors Surrounding Cross-Cultural Mentoring <strong>of</strong> African American Students<br />
African American college students are <strong>of</strong>ten first generation, the first in their family to<br />
attend college. They frequently experience difficulties when confronted with cultural values and<br />
norms that contradict their own, and can benefit from the guidance <strong>of</strong> a mentor in these instances<br />
(Galbraith & Cohen, 1995). Culture clash occurs when socialization within another’s culture is<br />
absent, therefore constraining the thinking, behaviors and beliefs <strong>of</strong> persons who may have been<br />
exposed to a “limited repertoire <strong>of</strong> practices, views and expectations” (Cleminson & Bradford,<br />
1996, p. 255). Through a strongly developmental relationship (Galbraith & Cohen, 1995) mentor<br />
and mentee can explore cultural experiences from each other’s point <strong>of</strong> view, and can develop a<br />
stronger understanding <strong>of</strong> each other’s needs and expectations.<br />
African American women experience an even harder time because <strong>of</strong> their “double<br />
minority status” (Jackson, 1996, p. 4) since being African American and being female pose a<br />
greater difficulty within the college environment. African American women typically prefer<br />
other African American women as mentors and as mentees (Jackson, 1996). Unfortunately, there<br />
are a limited number <strong>of</strong> African American women faculty in higher education, stemming from<br />
discord surrounding affirmative action and recruitment and retention <strong>of</strong> faculty <strong>of</strong> color (Cross &<br />
Lincoln, 2005). This, therefore, reduces the probability <strong>of</strong> African American mentees finding a<br />
mentor who understands the “hidden injuries” <strong>of</strong> race as well as the “hidden injuries” <strong>of</strong> gender<br />
(ibid., p. 45).<br />
Perceptions. Mentors in cross-cultural mentoring relationships should recognize that their<br />
perspectives may differ socially and culturally from the mentee. This divide exists between the<br />
“haves” and “have-nots”; a mere 11% <strong>of</strong> students come from families in the lowest income<br />
quartile (about $27,000 a year and under) and only 6% are first generation students (Merisotis,<br />
2005) who may not readily accept support when they feel inferior. It is perceived by some<br />
cultures that social power is diminished when the culture and social standing <strong>of</strong> others is<br />
considered superior. Internalized perceptions <strong>of</strong> those who consider themselves inferior because<br />
<strong>of</strong> social standing, cultural and racial perceptions, and gender disparities in college settings<br />
require mentoring relationships built upon solid foundations <strong>of</strong> trust, understanding and respect.<br />
Trust. Within the cross-cultural mentor-protégé relationship, a lack <strong>of</strong> trust may arise<br />
from historical and cultural biases, racial taboos, latent hostilities, and societal protocols (Bailey<br />
& Cervero, 2002; Lynch, 2002). Such feelings originated with the ancestors <strong>of</strong> today’s African<br />
Americans, but fragments <strong>of</strong> the powerlessness they felt when they were enslaved have remained<br />
and have been deeply internalized (Foucault, 1980). Emotions stemming from trust or mistrust<br />
first need to be explored so that both mentor and mentee can find common ground, where cultural<br />
similarities and differences, and the proximal causes <strong>of</strong> those differences, must first be established<br />
(Dyal, 1984). Any resulting doubt or suspicion, or lack <strong>of</strong> confidence in the other, will<br />
negatively impact the relationship between mentors and mentees, their status, rights and duties to<br />
each other (Rusbult, Martz, & Agnew, 1998). The lack <strong>of</strong> trust brings misunderstanding,<br />
misinterpretation, and possibilities <strong>of</strong> <strong>of</strong>fending others based on potentially false assumptions.<br />
Trust provides an underlying sense <strong>of</strong> interpersonal comfort and can be described as a<br />
feeling that arises when we can interact freely without fear <strong>of</strong> repercussions (Rusbult et al.,<br />
104
1998). Without this interpersonal comfort, the mentoring relationship will continue to be<br />
undermined by suppressed emotions. Trust is therefore a necessary ingredient for learning within<br />
multi-cultural adult education contexts (Barlas, 2001). Trust encourages learners to question<br />
what they believe to be true, to affirm their and others’ thoughts and actions (Barlas, 2001) and<br />
to be proactive in addressing insecurities, while continuing to learn. Trust becomes a cathartic<br />
connection as it strengthens the mentoring bond (Gasman, Gerstl-Pepin, Anderson-Thompkins,<br />
Rasheed, & Hathawa, 2004).<br />
Prejudicial Attitudes that Arise Within Cross-Cultural Mentoring Relationships<br />
Prejudice is defined as “an aversive or hostile attitude toward a person who belongs to a<br />
group, simply because he belongs to that group, and is therefore presumed to have the<br />
objectionable qualities ascribed to the group” (Allport, 1954, p. 8). African Americans <strong>of</strong>ten feel<br />
“stereotyped and perceived as unintelligent, unmotivated, and unable <strong>of</strong> succeeding” in the<br />
higher education environment (Lynch, 2002, p. 8). Prejudicial feelings or presumptions about<br />
African Americans, which may be rooted in historical biases, can evoke feelings <strong>of</strong> mistrust, and<br />
undermine the mentoring relationship. These feelings can cause African Americans to remain on<br />
the “periphery <strong>of</strong> the educational experience” (ibid., 2002, p. 8). Knowledge <strong>of</strong> existing<br />
prejudices among cultural groups can help the mentor differentiate between honest and<br />
prejudicial actions, reactions or comments. By addressing and confronting personal prejudice,<br />
the mentor helps to remove any mental barriers that African American students may have<br />
constructed to protect themselves from ridicule, jealousy and racism (Gasman et al., 2004).<br />
Mentors may <strong>of</strong>ten believe that mentees’ behaviors in educational settings indicate<br />
indifference or stereotypical presumptions surrounding the mentor. For instance, many believe<br />
that African Americans are accepted into educational programs as token African Americans who<br />
boost minority statistics and fulfill funding requirements. This is frequently interpreted as<br />
African Americans being less intelligent, poor, and dependent on a dominant culture for<br />
academic enlightenment. These assumptions may negatively affect the mentoring relationship.<br />
Implications<br />
Culturally biased events on college campuses and within society in general, publicized<br />
via the media, expand the divide between mentors and their potential or respective mentees<br />
(Beyene et. al., 2002). Cultural perceptions can create biased assumptions from either side <strong>of</strong> the<br />
mentoring relationship. Empathy, developed through mutual understanding and respect, enables<br />
mentors and protégés to become more trusting and supportive (Jordan, 1997, p. 20). Deeper<br />
dialogues into culturally relevant education can inspire and motivate African American mentees<br />
toward persistence within a more inclusive and transformational mentoring environment, where<br />
participants can learn, grow and succeed.<br />
Although there is support for same sex, same race mentoring relationships (Casto,<br />
Caldwell, & Salazar, 2005; Szelenyi, 2001; Thomas, Bierema, & Landau, 2004), mentoring amid<br />
diverse cultures encourages awareness and acceptance <strong>of</strong> others (Galbraith & Cohen, 1995). A<br />
homogenous approach to mentorship, which assumes that the dominant culture has the upper<br />
hand and is capable <strong>of</strong> being the better mentor, cannot sufficiently support all mentees. Both<br />
mentors and mentees bring to the mentoring process a “complex set <strong>of</strong> experiences, mental<br />
models, social and cultural identities, expertise, goals, expectations, values, and beliefs, all <strong>of</strong><br />
which make for potential areas <strong>of</strong> conflict” (Cross, 2005, p. 44). Studies on cultural perspectives<br />
focusing on a mutual understanding <strong>of</strong> attitudes and perceptions are necessary toward an<br />
enhanced understanding <strong>of</strong> cross-cultural mentoring.<br />
105
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Kaye, B., & Jacobson, B. (1996). Reframing mentoring. Training and Development, 50(8), 44-<br />
47.<br />
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Merisotis, J. P. (2005). Black issues in higher education. Vital Speeches <strong>of</strong> the Day, 71(17),<br />
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107
Emotions and Their Effect on Adult Learning: A Constructivist Perspective<br />
Brad Shuck, Carlos Albornoz, and Marina Winberg<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Adult educators are only beginning to understand the interaction<br />
between learning and emotion (Dirkx, 2006; O’Regan, 2003). Understanding<br />
these concepts and their interaction through the constructivist perspective presents<br />
a unique opportunity to appreciate the learner’s perspective and the construction<br />
<strong>of</strong> knowledge through experience.<br />
Learning is primal. As one <strong>of</strong> the most basic human behaviors, learning occurs<br />
instinctively at all times. Our minds actively engage new ideas, new facts, and new behaviors,<br />
allowing new truths and principles to be applied in our lives. Humans continuously seek<br />
information about circumstances they encounter to help make meaning <strong>of</strong> what they have<br />
experienced. Learning is not only primal; it is constant and significant; survival is at the primal<br />
core <strong>of</strong> learning.<br />
Adults look for ways <strong>of</strong> understanding experiences as they are occurring, hoping to learn<br />
something applicable to interactions and challenges in life (G<strong>of</strong>fman, 1959). Experience is not<br />
isolated, but connected to previous opportunities for learning <strong>of</strong>ten associated with emotions.<br />
Emotions, the cognitive manifestations <strong>of</strong> behavioral acts, are at our deepest core. Emotion<br />
serves as a cognitive guide and helps adults make decisions every day (Goleman, 1997). A<br />
frown, a smile, or tears give different cognitive cues regarding what is affecting the behavior <strong>of</strong><br />
people surrounding us. Humans react and learn through the lens <strong>of</strong> emotionally laden<br />
experiences. Emotions guide humans on how to console a sad friend, show happiness at a party,<br />
or ask a question in a classroom. Emotions are extraordinarily powerful, permeating perspective<br />
and helping to make meaning <strong>of</strong> physical and social surroundings (Callahan, 2004; Dirkx, 2006;<br />
Goleman, 1997; Lutz, 1988). Shaping our experience, emotions bias learning. By shaping<br />
experience, emotion angles the learning perspective and consequently the recollection <strong>of</strong> actual<br />
events later in life.<br />
“Emotions are important in adult learning because they can either impede or motivate<br />
learning” (Dirkx, 2001, p. 63). Serving as motivation to pursue desires, emotion creates purpose<br />
and shapes the context <strong>of</strong> learning experiences (Merriam & Caffarella, 1999; Reeve, 2001).<br />
Emotion plays a critical role in the construction <strong>of</strong> meaning and knowledge <strong>of</strong> the self in the<br />
adult learning process (Dirkx, 2001). Entering the cognitive system, emotions are recognized and<br />
as a result alter thought patterns, affecting the experience <strong>of</strong> how adults learn (Opengart, 2005).<br />
Poor engagement with the topic <strong>of</strong> emotions and learning has resulted in little literature<br />
on the topic (Dirkx, 2006). “Relatively few scholars and practitioners in adult and higher<br />
education regard emotion as integral to the meaning-making process” (Dirkx, 2006, p. 16). The<br />
importance <strong>of</strong> emotion in cognitive processes is only now being recognized (O’Regan, 2003).<br />
Information available on how emotion affects learning suggests a linkage between the two, but<br />
the scholarly scope in adult education literature is narrow (Dirkx, 2006). The purpose <strong>of</strong> this<br />
paper is to explore how emotions affect learning in adults. First, we explore how learning is<br />
defined using the constructivist perspective. Second, we look at how emotions are constructed<br />
both biologically and cognitively. Lastly, implications for teaching and learning as well as<br />
suggestions for further research are explored.<br />
Shuck, B., Albornoz, C., & Winberg, M. (<strong>2007</strong>). Emotions and their effect on adult learning: A constructivist<br />
perspective. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong> Section (pp. 108-113). Miami:<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
Constructivist Learning Perspective<br />
Promoting change in cognition parallels that <strong>of</strong> change in evolution. Constant<br />
adjustments occur until an individual reaches congruency with the environment. Without<br />
adjustment and congruency, the individual dies. Individuals change ideas and learn to preserve<br />
their life. The mechanism promoting change in cognition is the same as in evolution, namely<br />
equilibration. Dynamic processes <strong>of</strong> self-regulated behavior balance two intrinsic polarities:<br />
assimilation and accommodation (Piaget, 1970). Assimilation is the organization <strong>of</strong> experience,<br />
understanding how to and act to preserve autonomy as a part <strong>of</strong> a whole system. Accommodation<br />
is comprised <strong>of</strong> reflective, integrative behavior serving to change the self and explicate the object<br />
to function with cognitive equilibrium (Twomey, 2005). Learning from the constructivist<br />
perspective involves both the perception <strong>of</strong> experiences through constructed reality and the<br />
encouragement to develop new knowledge schemas through adapted experience. Stimuli are<br />
interpreted and received, constructing the very ideas <strong>of</strong> reality. Ideas are created internally and<br />
are assembled through mental structures that represent some aspect <strong>of</strong> the world. People use<br />
these mental structures to organize current knowledge and provide a framework for future<br />
understanding. For constructivists, human beings have no access to an objective reality (von<br />
Glaserfeld, 2005); we have access only to our mental structures.<br />
Social, physical, and emotional conditions are always changing. Therefore, developing<br />
strategies for learning and adaptation are essential to survival. Permanent reflection on learned<br />
mental structures and behaviors must be completed to respond to environmental challenges.<br />
Learning occurs through this adaptive function. Understanding how organisms adapt and evolve<br />
is central to understanding the psychological basis <strong>of</strong> learning (Twomey & Randall, 2005).<br />
Transferring the constructivist principles to the educational setting, it is possible to say<br />
that a student will learn only what he or she perceives as necessary to survive. Learning becomes<br />
<strong>of</strong> value in relation to a student’s experiences and construction <strong>of</strong> reality, underscoring the<br />
adaptive behaviors <strong>of</strong> learning. If learning is not seen as survival, nothing objective specifies<br />
how or what a student takes away. Learning must be constructed through interpreting,<br />
organizing, and transforming deeply personal perspectives <strong>of</strong> experience. Students’ beliefs,<br />
based on formative experiences, are always acting as a filter for understanding what is presented<br />
in an educational setting (Cranton, 2005).<br />
Students are, under this perspective, active constructors <strong>of</strong> the self according to the<br />
specific needs that they have. Deep understanding <strong>of</strong> students’ internal worlds through<br />
experience is needed to achieve effective learning and engagement. People have a natural<br />
tendency to develop cognitive structures that allow for physical and emotional survival. Learning<br />
through constructivism can be understood as a tool providing adaptive behaviors through<br />
learning.<br />
Development <strong>of</strong> Emotion<br />
Biological Construction <strong>of</strong> Emotion<br />
Our bodies are designed to take in sensory information from all around us. Our brains<br />
are designed to process, store, and act on information received from both external and internal<br />
stimuli (Perry, 2006). Biological emotional response is guided by a structure in the brain called<br />
the amygdala (Wolfe, 2006). Preparing our bodies to react to potential challenges, the amygdala<br />
releases chemicals in the blood stream resulting in sweaty palms, tense muscles, an occasional<br />
spike in blood pressure, and mobilized movement to the fight or flight response (Wolfe, 2006).<br />
Emotions occur very rapidly, lasting only a short time (Reeve, 2001). Humans act<br />
emotionally before the conscious awareness <strong>of</strong> emotion can occur; we react before we know we<br />
109
are reacting. Our minds respond cognitively as the biological response for emotions reacts to the<br />
physical environment. Biologically, emotion affects the mind. “A traumatized person in a state <strong>of</strong><br />
alarm is less capable <strong>of</strong> concentrating, more anxious, and more attentive to nonverbal cues such<br />
as tone <strong>of</strong> voice, body posture, and facial expressions” (Perry, 2006, p. 24).<br />
Cognitive Construction <strong>of</strong> Emotion<br />
Researchers who study emotion from a socio-cultural, behavioral, or constructivist’s<br />
point <strong>of</strong> view do not believe biological processes are important in understanding emotion (Reeve,<br />
2001). “Emotions do emerge from biological processes, but emotions also emerge from<br />
information processing, social interaction, and cultural contexts” (Reeve, 2001, p. 452). The<br />
creation <strong>of</strong> experience is formed through the cognitive construction <strong>of</strong> emotions. “Through the<br />
experience <strong>of</strong> emotions, [we] come to recognize what is cognitively and affectively <strong>of</strong> value,”<br />
helping determine how and why we respond to the world around us (Dirkx, 2006, p. 31).<br />
Cognitive construction <strong>of</strong> emotions allows for the creation and understanding <strong>of</strong> our world.<br />
Cognitively we assign values, make judgments, and work in the context <strong>of</strong> cultural norms to take<br />
action.<br />
Emotional cognitive development plays a large role in learner development. “If people<br />
are anxious, uncomfortable, or fearful, they do not learn” (Perry, 2006, p. 26). Encountering<br />
negative emotions impacts a learner’s future. Students who have experienced negative cognitive<br />
emotional moments avoid certain behaviors when faced with new challenges in the classroom,<br />
responding to problems with peers or assignments, and seeing another’s viewpoint. Behavioral<br />
manifestations <strong>of</strong> avoidance can be witnessed in high absenteeism, little or no engagement with<br />
classroom discussion, or an abundance <strong>of</strong> missing assignments. Emotions influence self-esteem,<br />
affecting the development <strong>of</strong> avoidance behaviors. The recollection <strong>of</strong> negative emotions and the<br />
emergence <strong>of</strong> fear can be too much for some students to risk emotionally. Experiencing strong<br />
negative feelings can influence students to avoid situations that previously resulted in negative<br />
emotions (Perry, 2006).<br />
The Creation <strong>of</strong> Feeling<br />
Emotions are a part <strong>of</strong> the learning process and part <strong>of</strong> our everyday experiences<br />
(Callahan, 2002; Dirkx, 2006; Kasl & Yorks, 2002; Perry, 2006; Reeve, 2001; Wolfe, 2006).<br />
Although the concepts are explained separately, biological and cognitive processes work together<br />
to create our experience and meaning. As our bodies respond biologically, our minds respond<br />
cognitively to create the affective component <strong>of</strong> feeling. The experience <strong>of</strong> emotion revolves<br />
around the creation <strong>of</strong> feeling and is operationally defined as the participatory effect <strong>of</strong> the<br />
biological and cognitive response (Heron, 1992).<br />
Expression <strong>of</strong> emotion within the learning experience suggests deep involvement <strong>of</strong> the<br />
learner's psyche (Dirkx, 2006). Holistic by definition, feelings are the manifestations <strong>of</strong> both<br />
biological and cognitive processes working in tandem. Feelings determine why we cry and why<br />
we laugh, successfully creating opportunities for creating meaning in context <strong>of</strong> the learner’s<br />
experience.<br />
Implications for Teaching and Learning<br />
Teaching<br />
Educators can use the power <strong>of</strong> emotion to affect learning (Wolfe, 2006). Emotions serve<br />
as filters anticipating threats to the self-image protecting self-esteem. Emotionally, the freedom<br />
to learn is heavily dependent on emotions experienced while learning, a framework that<br />
educators have some control over. Trust toward the person <strong>of</strong>fering new knowledge or the belief<br />
that current experiences will not be harmful is central to learners’ availability to transform.<br />
110
Learning, as an adaptive filter, is powerful and sensitive. Meaningful learning occurs after<br />
emotional factors facilitate personal transformation. Some emotions have a positive effect on<br />
learning, and others block the learning process. No list <strong>of</strong> these emotions and their effects exists<br />
due to the individual construction <strong>of</strong> emotion and feeling, but we can speculate. Emotions like<br />
anxiety or fear could have positive effects, while other emotions, like anger or arrogance, could<br />
have negative effects. Some emotions blind us to evident deficiencies, allowing others to take<br />
advantage <strong>of</strong> our kindness. Identifying, analyzing, and managing emotion takes more than<br />
emotional intelligence. Emotional awareness requires a deeper understanding <strong>of</strong> the<br />
subconscious dimensions <strong>of</strong> emotional organization and the flow that keeps emotions dynamic in<br />
our life (Gabriel & Griffiths, 2002).<br />
Today’s knowledge is tomorrow’s unawareness (Drucker, 1998). As new challenges<br />
occur, an adult learner is forced to sharpen and renew their skills. Admitting something might be<br />
wrong with how one sees the world can be challenging and feel personally vulnerable (Cranton,<br />
2006). Leaving old knowledge behind implies not only cognitive transformation, but also an<br />
emotional transformation to accept changes, differences, and most fearful, uncertainty.<br />
Understanding <strong>of</strong> the constructivist emotional learning perspective would open new<br />
transformative teaching possibilities.<br />
Educators should give thought to current paradigms when teaching. The right answers in<br />
class are <strong>of</strong>ten praised, but what about the courageous answer or genuinely personal response A<br />
deeper reflection on how to create the adequate emotional tone to facilitate learning is necessary<br />
to overcome the challenges <strong>of</strong> apathy, passiveness, or stress commanding attention in classroom<br />
settings today. The blending <strong>of</strong> emotions and learning in the classroom promotes secure,<br />
emotionally engaging environments that challenge and test as well as encourage knowledge<br />
acquisition.<br />
Learning<br />
Emotion is the framework adults use to make meaning, allowing for the expression <strong>of</strong><br />
personal values as well as an understanding <strong>of</strong> surrounding cultural meaning systems (Lutz,<br />
1998). The meanings we associate with experience inform us about the self and broader social<br />
world; how we feel about an experience is reflective <strong>of</strong> value systems and personal perspectives<br />
<strong>of</strong> society (Denzin, 1984). Emotion refers to the self, and understanding its dynamics allows for<br />
the development <strong>of</strong> self-knowledge. Understanding the emotional effect <strong>of</strong> learning allows us to<br />
more holistically reveal our inner beings to the outside world.<br />
Although emotion and learning are symbiotic in the cognitive experience, the two<br />
constructs are just as vital in creating the settings in which learning will take place. Anecdotal<br />
experiences show that adult students can feel uniquely threatened within the walls <strong>of</strong> a<br />
classroom. A sense <strong>of</strong> vulnerability and fear can permeate the learning lens, blocking or delaying<br />
significant pieces <strong>of</strong> the learning experience.<br />
Educators should give thought to the types <strong>of</strong> environment they create and to the<br />
emotionality <strong>of</strong> the classroom. Settings low in emotional awareness that fail to produce a sense<br />
<strong>of</strong> engagement do not fully develop the student’s potential. From the constructivist perspective,<br />
classroom settings allow ideas to interact in the mind and with the environment, creating value<br />
and meaning. Students must feel safe to interact, experiment, and explore new topics and<br />
constructs. In dichotomist fashion, they must feel safe to succeed as well as to fail.<br />
Further Research<br />
Research on the effects <strong>of</strong> emotions and learning, concentrated on the creation <strong>of</strong> positive<br />
learning environments and emotional teaching strategies, would benefit the field. A closer look<br />
111
at the construction <strong>of</strong> emotions in learner centered arenas, both qualitatively and quantitatively,<br />
would greatly enhance how adult educators understand emotion and learning, as well as their<br />
effects.<br />
Additionally, adult educators should focus on the practice <strong>of</strong> creating emotionally safe<br />
environments where learners are free to construct their realities; however, research must indicate<br />
how this can and should occur (Callahan, 2004; Dirkx, 2001, 2006). Currently, there are limited<br />
resources available in this area and most are commentary in nature. The field would benefit form<br />
research on teaching strategies that lead to the creation <strong>of</strong> emotionally aware environments and<br />
that give pragmatic techniques to adult educators in the field.<br />
References<br />
Callahan, J. L. (2004). Breaking the cult <strong>of</strong> rationality: Mindful awareness <strong>of</strong> emotion in<br />
the critical theory classroom. New Directions for Adult and Continuing<br />
<strong>Education</strong>, 102, 75-83.<br />
Callahan, J. L. (2002). Masking the need for organizational change: Emotion<br />
structuration in a nonpr<strong>of</strong>it organization. Organization Studies, 23(2), 281-297.<br />
Cranton P. (2006). Understanding and promoting transformative learning: A guide for<br />
educators <strong>of</strong> adults. San-Francisco: Jossey-Bass.<br />
Denzin, N. (1984). On understanding emotion. San Francisco: Jossey-Bass.<br />
Dirkx, J. (1997) Nurturing soul in adult learning. New Directions for Adult and Continuing<br />
<strong>Education</strong>, 74, 79-88.<br />
Dirkx, J. (2000). Transformative learning and the journey <strong>of</strong> individuation. ERIC Digest<br />
No. 223.<br />
Dirkx, J. (2001). The power <strong>of</strong> feelings: Emotion, imagination, and the construction <strong>of</strong><br />
meaning in adult learning. New Directions for Adult and Continuing <strong>Education</strong>,<br />
89, 63-72.<br />
Dirkx J. (2005). Fostering ethical practice in HRD: Towards an ethic <strong>of</strong> the inner voice.<br />
Proceedings <strong>of</strong> Academy <strong>of</strong> Human Resource Development, 23-30.<br />
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion<br />
and transformative learning. New Directions for Adult and Continuing <strong>Education</strong>,<br />
109, 15-26. San Francisco: Jossey-Bass.<br />
Drucker, P. (1998). The future that has already happened. The Futurist, 32, 16-18.<br />
Gabriel, Y., & Griffiths, D. (2002). Emotion, learning and organizing. The Learning<br />
Organization, 9(5), 214 -221.<br />
G<strong>of</strong>fman, E. (1959). The presentation <strong>of</strong> self in everyday life. Garden City, NY: Doubleday.<br />
Goleman, D. (2002). Primal leadership: Realizing the power <strong>of</strong> emotional intelligence.<br />
Boston: Harvard Business School Press.<br />
Heron, J. (1992). Feeling and personhood: Psychology in another key. London: Sage.<br />
Lutz, C. (1998). Unnatural emotions: Everyday sentiments on a micronesian atoll and<br />
their challenges to western theory. Chicago: <strong>University</strong> <strong>of</strong> Chicago Press.<br />
Maturana, H. (2000). The nature <strong>of</strong> the laws <strong>of</strong> nature. System Research and Behavioral<br />
Sciences, 17, 459-468.<br />
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2 nd<br />
ed.). San Francisco: Jossey-Bass.<br />
Opengart, R. (2005) Emotional intelligence and emotion work: Examining constructs from an<br />
interdisciplinary framework. Human Resource Development Review, 4, 49-62.<br />
Perry, B. D. (2006). Fear and learning: Trauma related factors in adult learning. New<br />
112
Directions for Adult and Continuing <strong>Education</strong>, 110, 21-27.<br />
Piaget, J. (1970). Structuralism. New York: Basic Books.<br />
Reeve, J. (2001). Understanding motivation and emotion. Fort Worth, TX: Harcourt <strong>College</strong>.<br />
Twomey, C., & Stewart, R. (2005). Constructivism: A psychological theory <strong>of</strong> learning.<br />
In C. Twomey (Ed.), Constructivism: Theory, perspectives, and practices (2 nd ed., pp.8-<br />
38). New York: Teacher <strong>College</strong>, Columbia <strong>University</strong>.<br />
Von Glaserfeld, E. (2005). Introduction: Aspects <strong>of</strong> constructivism. In C. Twomey (Ed.),<br />
Constructivism: Theory, perspectives, and practices (2 nd ed., pp. 3-7). New York:<br />
Teacher <strong>College</strong>, Columbia <strong>University</strong>.<br />
Wolfe, P. (2006). The role <strong>of</strong> meaning and emotion in learning. New Directions for Adult and<br />
Continuing <strong>Education</strong>, 110, 35-41.<br />
Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole person learning:<br />
Reconceptualizing experience and the role <strong>of</strong> affect. Adult <strong>Education</strong> Quarterly, 53(3),<br />
176-192.<br />
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A Case Study <strong>of</strong> the Assignment <strong>of</strong> Withdrawal Codes for Reporting Dropouts<br />
in Two Disciplinary Alternative Schools<br />
Barbara Thompson-Hawkins and Anthony H. Normore<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: This study examined assignment <strong>of</strong> withdrawal codes by school<br />
administrators in two disciplinary alternative schools. Findings revealed: (a) codes<br />
were inaccurately assigned intentionally to keep students from returning to a<br />
regular school without notification, and (b) administrators improperly tracked<br />
students and failed to ascertain students’ reasons for dropping out.<br />
In 1986, <strong>Florida</strong> enacted the Dropout Prevention Act, <strong>Florida</strong> statute 230.2316, which<br />
authorized and encouraged district school boards to establish comprehensive dropout prevention<br />
programs designed to meet the needs <strong>of</strong> an increasing number <strong>of</strong> at-risk students who “were not<br />
being effectively served by traditional education in the public schools” (Schargel & Smink,<br />
2001, p. 111). As a result <strong>of</strong> this act, disciplinary alternative schools were established particularly<br />
for at-risk students with a history <strong>of</strong> disruptive behaviors. These schools enforce compulsory<br />
school attendance through the use <strong>of</strong> codes to identify and record a student’s reason for<br />
withdrawing from public school in the State <strong>of</strong> <strong>Florida</strong> (Butler, Davison, & Denbroeder, 2003).<br />
These withdrawal codes directly affect the accuracy <strong>of</strong> reporting dropouts. This study begins to<br />
identify and investigate the range <strong>of</strong> types <strong>of</strong> inaccuracies with a particular focus on inaccuracies<br />
in the assignment <strong>of</strong> withdrawal codes by school administrators in a large urban school district in<br />
<strong>Florida</strong>.<br />
Review <strong>of</strong> Literature<br />
A review <strong>of</strong> extant literature (i.e., pr<strong>of</strong>essional and academic journals, books, ERIC<br />
Clearinghouse, reports, internet, magazines, newspapers, and policy briefs) on student dropouts<br />
in the last decade indicates that dropout rates are decreasing (Horne, 2002: McMillen, Kaufman,<br />
& Whitener, 1996). However, the research on decreasing dropout rates has been challenged by<br />
many researchers (Clements, Ligon, & Paredes, 2000; Greene, 2003). Clements et al. (2000)<br />
asserted that “the definitions, instructions, leaving/dropout codes, and other administrative<br />
overhead are too complex” (p. 3). Boozer (1995) asserts that withdrawal codes can be used as an<br />
expedient measure by school authorities to show a decreasing dropout rate, even though the<br />
actual number may be rising. Historically, there have been problems comparing dropout data<br />
across states due to the lack <strong>of</strong> common definitions and reporting procedures (Clements et al.,<br />
2000). After extensive study, Greene (2003) concluded that dropout rates nationwide are higher<br />
than reported by the National Center for <strong>Education</strong>al Statistics (NCES) because <strong>of</strong> the counting<br />
methods generally employed. Therefore, the accuracy <strong>of</strong> reporting withdrawal codes by<br />
administrators would help explain why counting methods are important. Since accuracy is<br />
arbitrary, and school districts like to put their best face forward, making comparison across states<br />
<strong>of</strong> dropouts can be meaningless without a systematically applied definition. Therefore, accuracy<br />
<strong>of</strong> administrators' codes directly affects reported dropout rates. Greene’s (2003) study found that<br />
the national graduation rate for the class <strong>of</strong> 2000 was 69%. In contrast, in <strong>Florida</strong>, the graduation<br />
rate in 2003 was the lowest in the nation, 56% (Greene, 2003; Greene & Winters, 2004) for<br />
mostly at risk students.<br />
Thompson-Hawkins, B., & Normore, A. H. (<strong>2007</strong>). A case study <strong>of</strong> the assignment <strong>of</strong> withdrawal codes for<br />
reporting dropouts in two disciplinary alternative schools. In S. M. Nielsen & M. S. Plakhotnik (Eds.),<br />
Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong><br />
<strong>Education</strong> Section (pp. 114-119). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
Researchers <strong>of</strong>ten use the term at-risk or marginalization to include descriptors such as<br />
poverty, low self-esteem, learning and physical disabilities, ethnicity, language barriers, socially<br />
deviant behavior in both school and society, low socioeconomic status, single-parent homes,<br />
grade retention, low academic performance, evidence <strong>of</strong> disengagement and maladjustment, and<br />
dysfunctional communities and homes (Deschamps, 1992; Owings & Magliaro, 1998). Peck,<br />
Law, and Mills (1987) asserted that the issues <strong>of</strong> dropping out and dropout prevention cannot be<br />
separated from issues affecting our total economic and social structure. These issues include<br />
poverty, unemployment, discrimination, the role <strong>of</strong> the family, social values, the welfare cycle,<br />
child abuse, and drug abuse (p. 3). Records derived from statistical reports reveal that Southern<br />
states educate a vast number <strong>of</strong> Hispanics, African Americans, and Native Americans. Further<br />
research indicates that in Southeastern states in which the Hispanic population has greatly<br />
increased during the past decade, Hispanic students have the lowest graduation rate in the nation<br />
(Greene & Winters, 2004). In recent years, the educational system has appropriately paid greater<br />
attention to techniques for preventing migrant students from leaving school (Migrant Attrition<br />
Project, 1987).<br />
Calculating Dropout Rates<br />
Specialists in dropouts recognize that the high school completion rate goes hand in hand<br />
with the dropout rate (Swanson & Chaplin, 2003). The Common Core <strong>of</strong> Data (CCD) collection<br />
used by NCES is used in dropout studies as a means <strong>of</strong> uniformity and standardization <strong>of</strong> data.<br />
The CCD dropout rate is calculated by dividing the number <strong>of</strong> dropout students from public<br />
schools in a given state by the total number <strong>of</strong> students enrolled in that state. Still, the Current<br />
Population Surveys (CPS) rate is based not only on public school enrollment but also on private<br />
school enrollment. CPS data include all students living in a state regardless <strong>of</strong> their school<br />
enrollment status. Another very important difference in the method <strong>of</strong> calculation between these<br />
two agencies is that the CCD includes grades 7 through 12, whereas CPS uses grades 10 through<br />
12. In addition, the CCD data collection relies on administrative records instead <strong>of</strong> the household<br />
surveys used by the CPS. CCD counts General <strong>Education</strong> Diploma (GED) recipients as dropouts,<br />
whereas the CPS does not count GED candidates as dropouts (Kaufman, Alt, & Chapman, 2001).<br />
Given the discrepancies and methods <strong>of</strong> collection, research shows that only 46 states<br />
currently report dropout data annually to the CCD and only 40 states currently use the NCES<br />
definition (Clements et al., 2000). This gap has caused many adjustments to be made for the<br />
nonstandard reporting and in turn has made it difficult for statistics to be used for accurately<br />
counting dropouts across the nation. According to the NCES reports, it is common practice for a<br />
state to take a “snapshot” <strong>of</strong> the dropout rate at the conclusion <strong>of</strong> the year rather than at the<br />
beginning. States that usually understate high school dropout rates have a history <strong>of</strong> collecting<br />
their data across their own fiscal year, normally starting July 1, versus the Federal government’s<br />
fiscal year, starting October 1 (Kaufman, Kwon, Klein, & Chapman, 2000). Summer dropouts<br />
are not reported in some districts, but are in others whether or not the student returned after the<br />
summer. Districts also vary in the way nontraditional students (i.e., students who leave school to<br />
enroll in GED programs, correction institutions, or other facilities) are counted (McMillen et al.,<br />
1996). With the large discrepancies and variant methods <strong>of</strong> counting dropouts, the calculation<br />
and reporting <strong>of</strong> dropout rates is, as Greene and Winters (2004) stated, the “public schools’ dirty<br />
little secret” (p. 3).<br />
Disciplinary Alternative Schools<br />
Public disciplinary alternative schools provide a second chance for students identified as<br />
being at risk <strong>of</strong> dropping out <strong>of</strong> school for any <strong>of</strong> a number <strong>of</strong> reasons, including poor grades,<br />
115
truancy, suspension, expulsion, and pregnancy (Paglin & Fager, 1997). According to Paglin and<br />
Fager (1997) the schools are widespread in the Southeast, and less prevalent in the West. Most<br />
poor states (e.g., Mississippi, Alabama) exist in the South than the wealthier West. The majority<br />
<strong>of</strong> students in disciplinary alternative schools come from schools and communities where<br />
poverty exists and students qualify for the free/reduced lunch program. The majority <strong>of</strong> students<br />
who are assigned to the disciplinary alternative schools have had a family member attend the<br />
same school or another alternative school who may have graduated or dropped out.<br />
Disciplinary alternative schools were designed to <strong>of</strong>fer students a high school education<br />
for entry to postsecondary education and the labor market, and this education is a key element as<br />
to whether students will remain in poverty-level jobs (Paglin & Fager, 1997). Antisocial<br />
behavioral conduct, anti-morality and values <strong>of</strong> social acceptance by deviant peers are significant<br />
negative predictors <strong>of</strong> high school dropout (Caspi, Wright, M<strong>of</strong>fit, & Silva, 1998). Provisionally,<br />
these schools have been instituted because social leaders recognize the value <strong>of</strong> teaching students<br />
to learn discipline, gain citizenship, and possess democratic values (Carnegie Council on<br />
Adolescent Development, 1989). Students who are assigned to disciplinary alternative secondary<br />
schools have limited choices as to what other schools they can attend. In addition, attending<br />
school is important to the well-being <strong>of</strong> most students because <strong>of</strong> the number <strong>of</strong> restrictions<br />
placed upon them by state statutes, such as driver’s license privileges and inability to obtain a job<br />
without a high school diploma.<br />
Pr<strong>of</strong>ile <strong>of</strong> school x. School X is located in a remote part <strong>of</strong> the district where there is little<br />
public transportation to and from the site. The building consists <strong>of</strong> portables that have been<br />
attached to simulate the appearance <strong>of</strong> a school. The student population consists <strong>of</strong> 85% African<br />
American students, 11.5% Hispanic, 2.5% Caucasian, and 1% with the majority <strong>of</strong> students<br />
eligible for free/reduced lunch. The school has a history <strong>of</strong> drug and/or gang problems that cause<br />
many students to be on suspension. The faculty and staff are well distributed in gender but<br />
predominantly African American in composition. The administrative staff is composed <strong>of</strong> three<br />
males, two African American and one Caucasian, and one African American female. The faculty<br />
is predominantly African American. Most <strong>of</strong> the students range between the ages <strong>of</strong> 18 and 19<br />
and are living with relatives, boyfriends or girlfriends, other peers, or independently. Most <strong>of</strong> the<br />
students attend school sporadically, exhibit behavior problems, demonstrate low academic skills,<br />
have been retained in one or more grades, are behind in their grade placement, and use pr<strong>of</strong>anity<br />
as accepted communication.<br />
Pr<strong>of</strong>ile <strong>of</strong> school y. School Y is housed in the buildings <strong>of</strong> an old vacant hospital site,<br />
which clearly calls for replacement or renovation. The buildings are spread far apart, causing the<br />
students to spend much time traveling to and from classes. The student population is comprised<br />
<strong>of</strong> 45 % African American, 45% Hispanic, 8% Caucasian, and 2% other. The majority <strong>of</strong> these<br />
students are eligible for free/reduced lunch. The staff and faculty are male-dominant and<br />
predominantly African American, and administrators are Caucasian and African American.<br />
Research indicates that African American males are known to demonstrate good classroom<br />
management skills in supervising predominantly African American students (Druian & Butler,<br />
1987). There was a deliberate attempt to assign African American assistant principals to handle<br />
most <strong>of</strong> the disciplinary problems at the school, including suspensions, and the Caucasian female<br />
registrar decides what withdrawal codes should be assigned to most <strong>of</strong> the students and enters<br />
suspensions and withdrawal coding into the computer. For the most part, participants from<br />
School Y have similar characteristics as those in School X, especially the African American<br />
students. Many <strong>of</strong> the Hispanic students, who come primarily from migrant and extended<br />
116
families, have some difficulties in understanding English. As part <strong>of</strong> migrant families and<br />
without a fixed residence, some <strong>of</strong> the students traveled back and forth to their home countries<br />
with their families to maintain their legal status in the United States. The adults had blue collar<br />
jobs and the families lived in substandard housing located in the farming area on the south end <strong>of</strong><br />
the district.<br />
Research Design<br />
This study used the case study approach that involved two disciplinary alternative<br />
schools, X and Y, in the <strong>Florida</strong> school system. These schools were investigated for accuracy in<br />
their use <strong>of</strong> withdrawal codes. The primary codes examined were as follows: Code 05, any<br />
students over the age <strong>of</strong> 16 who leaves school voluntarily with no intention <strong>of</strong> returning; Code<br />
15, any PK-12 student who is withdrawn from school due to nonattendance; Code 22,<br />
whereabouts unknown; Code 23, no other code can be used to identify the student’s reason for<br />
leaving school, and Code 26, entering an adult program. To investigate the extent to which<br />
withdrawal codes are accurately or inaccurately reported, two similar disciplinary alternative<br />
schools located in the northern and southern region <strong>of</strong> a large urban school district were selected<br />
because <strong>of</strong> the similar underlying principles <strong>of</strong> the schools. A sample <strong>of</strong> 19 school personnel<br />
(i.e., school administrators, counselors, teachers) and 25 students who withdrew from Schools X<br />
and Y during August 2003-June 2004 was used in this study. Students from both schools came<br />
from diverse backgrounds, but were predominately African Americans and Hispanics. Parents<br />
were not willing to participate in the study, largely because students 18 years and older did not<br />
live with the parents.<br />
The data collection included the acquisition <strong>of</strong> demographic data and recorded<br />
withdrawal codes to determine accuracy <strong>of</strong> codes assigned. Attendance documents <strong>of</strong> student<br />
withdrawal codes were acquired from Information Technology Services (ITS) at Schools X and<br />
Y and used with permission from the administrators <strong>of</strong> both schools and the district. Semistructured<br />
interviews were conducted with students, administrators, counselors, and teachers.<br />
Observations, field-notes and documents (i.e., school and district reports) were secondary<br />
sources. The researcher compiled and transcribed all taped interviews and categorized the data<br />
into coded interpretation and abstraction (Strauss & Corbin, 1998). With documents,<br />
observations, interviews, and field notes, a progressive method <strong>of</strong> data analysis was used. During<br />
data analysis, the researcher used a matrix to develop common patterns and themes that emerged<br />
from the data and linked to the literature.<br />
Findings<br />
Findings revealed inaccurate reporting <strong>of</strong> dropout in both schools. School X reported<br />
withdrawal codes inaccurately because <strong>of</strong> inability to track the students while school Y reported<br />
withdrawal codes inaccurately to keep students from re-entering a regular school without the<br />
district being notified. Neither school had a standard procedure as to how the school accounted<br />
for reporting students who withdrew from their school prior to graduating. The registrars,<br />
assistant principals, and counselors decided what withdrawal code should be assigned to students<br />
who withdrew for reasons other than graduation. Both principals were uncertain if any <strong>of</strong> the<br />
withdrawal codes were accurate. One principal commented, “It’s the attendance registrar who<br />
records the codes so I can only rely on what she reports. I don’t check it.”<br />
Neither school was able to enter the withdrawal code <strong>of</strong> W22, whereabouts unknown,<br />
because this particular code was controlled at the district level. District control <strong>of</strong> withdrawal<br />
code W22 stems from a need to accurately reflect that all measures had been taken to locate the<br />
student prior to sending final data to the state. Therefore, when the state assigned the student a<br />
117
withdrawal code W23, no other code could be used to identify the student’s reason for leaving<br />
school. Oftentimes, School X received information by word <strong>of</strong> mouth from other students and<br />
staff members, and based on that information, withdrawal codes were assigned. The School X<br />
registrar worked closely with the counselor and the assistant principal in deciding which<br />
withdrawal code should be assigned to any student, either before or after leaving. School Y used<br />
withdrawal codes W05 - any student over compulsory attendance age who leaves school<br />
voluntarily with no intention <strong>of</strong> returning, and DNE - any PK-12 student who was expected to<br />
attend a school but did not enter as expected for unknown reasons. The withdrawal code W05<br />
was used to prohibit students from returning to a regular school without being reassigned from a<br />
disciplinary alternative school. Code DNE was assigned by the district. The consensus <strong>of</strong> school<br />
personnel in both schools was that since the students were no longer in their school, they were no<br />
longer their concern. A district staff member emphasized: “Once the schools assign the<br />
withdrawal code, the student is no longer <strong>of</strong> interest to that school….sometimes they move out <strong>of</strong><br />
the country and there’s no way the principal can track them…they can easily get misplaced in the<br />
system.”<br />
Students in both schools were <strong>of</strong>ten unaware which withdrawal code was assigned to<br />
them. In most cases, students left both schools without notification to any school personnel. The<br />
career specialists did not interview the students using the district’s dropout survey record.<br />
Because <strong>of</strong> this omission, information was missing that could have aided accuracy <strong>of</strong> code<br />
assignments to students. Both schools used different withdrawal codes for reporting data to the<br />
district, even though the district provided a uniform policy that the schools were supposed to<br />
follow. School X used withdrawal codes closely aligned with the district policy, whereas School<br />
Y assigned one basic code regardless <strong>of</strong> why the student left school.<br />
Conclusions and Implications<br />
This study concludes that withdrawal codes are assigned arbitrarily in these two<br />
disciplinary alternative schools, causing the district dropout reporting to be inaccurate. The<br />
documents used to acquire the assigned withdrawal codes <strong>of</strong> students from both Schools X and Y<br />
in 2003-2004 indicate that the district policies and procedures need to be examined for<br />
modification and a system in place to track students.<br />
Implications for Policy and Practice<br />
If the district controls withdrawal codes as well as those with high pr<strong>of</strong>ile for at-risk<br />
students, the problem <strong>of</strong> accurately counting dropouts from disciplinary alternative schools may<br />
significantly decrease. Withdrawal code W22 - whereabouts unknown, and W23 - no other code<br />
can be used to identify the student’s reason for leaving school, were controlled by the district. All<br />
withdrawal codes having a negative impact on dropout data should perhaps be entered and<br />
controlled at the district level and then transmitted to the state tracking system, which<br />
subsequently reports the state dropout rate to the NCES. This study points to the need for more<br />
precise and conscientious definitions and assignments <strong>of</strong> withdrawal codes, so that dropout rates<br />
are reported more accurately at district, state, and national levels. The alarming results <strong>of</strong><br />
students incarcerated or deceased justify the need for different procedures for school<br />
administrators. Such a change may mean that district <strong>of</strong>fices should control all negative codes<br />
since it is at this level that all requests are intercepted from other schools, other counties, and<br />
other countries.<br />
References<br />
Boozer, R. (1995). Delaware's dropouts and high school completers. Washington, DC:<br />
National Center for <strong>Education</strong> Statistics.<br />
118
Butler, M. J., Davison, G., & Denbroeder K. (2003). Attendance, withdrawal codes and<br />
exceptional student education, proposal for withdrawal code deletion. Tallahassee,<br />
Carnegie Council on Adolescent Development (1989). Turning points: Preparing American<br />
youth for the 21st century. New York: Carnegie Corporation <strong>of</strong> New York.<br />
Caspi, A., Wright, B.R.E., M<strong>of</strong>fitt, T.E., & Silva, P.A. (1998). Early failure in the labor<br />
market: Childhood and adolescent predictors <strong>of</strong> unemployment in the transition to<br />
adulthood. American Sociological Review, 63(3), 424–451.<br />
Clements, B., Ligon, G., & Paredes, V. (2000). Flaws and remedies: Improving local, state,<br />
and federal evaluations. Denver: Evaluation S<strong>of</strong>tware Publishing.<br />
Deschamps, A. B. (1992). An integrative review <strong>of</strong> research on characteristics <strong>of</strong><br />
dropouts. Unpublished doctoral dissertation, George Washington <strong>University</strong>,<br />
Washington, DC.<br />
<strong>Florida</strong> Statute 1003, 21-29. (2002). Enforcement <strong>of</strong> attendance. Tallahassee, FL: State Office<br />
Building.<br />
Greene, J. P. (2003, October 29). Experts: Consistency needed in counting dropouts. All things<br />
considered [Radio broadcast]. New York: National Public Radio.<br />
Greene, J. P., &. Winters, M. (2004). The public schools’ dirty little secret. Retrieved August<br />
14, 2004, from http://www.manhattan-institute.org/html/nypost-public_schools.htm<br />
Horne, J. (2002, November 27). Graduation rates are higher than study reports. Miami<br />
Herald, p. A22.<br />
McMillen, M. M., Kaufman P., & Whitener, S. (1996). Dropout rates in the United<br />
States: 1994. Washington, DC: National Center for <strong>Education</strong> Statistics, U.S.<br />
Government Printing Office.<br />
Migrant Attrition Project. (1987). Interstate migrant education council. Migrant education: A<br />
consolidated view. Denver: <strong>Education</strong> Commission <strong>of</strong> the States.<br />
Owings, W., & Magliaro, S. (1998). Grade retention: A history <strong>of</strong> failure. <strong>Education</strong>al<br />
Leadership, 56(1), 86-88.<br />
Paglin, C., & Fager, J. (1997). Alternative schools: Approaches for students at risk.<br />
Portland, OR: Northwest Regional <strong>Education</strong>al Laboratory. Retrieved May 15 2004,<br />
from http://www.nwrelorg/request/sept97/<br />
Peck, N., Law, A., & Mills, R. (1987). Dropout prevention: What we have learned. Report<br />
from <strong>Education</strong>al Resources Information Center/Counseling and Personnel<br />
Services Clearinghouse. (ERIC Document Reproduction Service No ED 279 989).<br />
Schargel, F., & Smink, J. (2001). Strategies to help solve our school dropout problem.<br />
Larchmont, NY: Eye on <strong>Education</strong>.<br />
Strauss, A., & Corbin, J. (1998). Basics <strong>of</strong> qualitative research (2 nd ed). Thousand Oaks,<br />
CA: Sage.<br />
Swanson, C., & Chaplin, C. (2003). Graduation time for accountability reporting.<br />
Retrieved May 20, 2004, from http://www.schoolwisepress.com/feedback /owl_<br />
archive/owl_57.html<br />
119
Stereotype Threat and the Standardized Test Performance <strong>of</strong> Black Children:<br />
When Does the Threat Become a Relevant Performance Inhibitor<br />
Martin J. Wasserberg<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: As Black students become more invested in the outcome <strong>of</strong><br />
standardized tests, stereotypes become salient, subsequently depressing<br />
performance (Steele, 1997). As federal law has increased the importance <strong>of</strong><br />
standardized testing at the elementary level, research is needed to determine when<br />
the stereotype threat becomes a relevant performance inhibitor.<br />
The standardized test underperformance <strong>of</strong> Black students is a serious concern and source<br />
<strong>of</strong> debate (Herrnstein & Murray, 1994; Jencks & Phillips, 1998). Each year, statistics from<br />
statewide and national testing programs reiterate a troubling test score gap between White and<br />
Black Americans at every grade level (<strong>College</strong> Board, 2006; <strong>Florida</strong> Department <strong>of</strong> <strong>Education</strong>,<br />
2006). Prevailing stereotypes about the intellectual and cognitive abilities <strong>of</strong> certain groups<br />
salient for individuals who belong to those groups leads to lower performance (Croizet & Claire,<br />
1998; Gonzales, Blanton, & Williams, 2002; Spencer, Steele, & Quinn, 1999; Steele, 1997;<br />
Steele & Aronson, 1995). Specifically, Steele & Aronson (1995) found that Black college<br />
students performed significantly worse than their White counterparts on a standardized test when<br />
the test was presented as diagnostic <strong>of</strong> their intellectual abilities. However, they performed about<br />
as well as Whites when the same test was presented as a nondiagnostic problem-solving task.<br />
The possibility <strong>of</strong> confirming the common stereotype <strong>of</strong> Black intellectual inferiority became<br />
salient when the test was framed as diagnostic, disrupting cognitive processes and depressing<br />
performance. Racial performance gaps may be a product <strong>of</strong> situational cognitive processes that<br />
may be amenable to intervention.<br />
Stereotype threat refers to being in a social situation where a stereotype about one’s<br />
group could apply. The theory assumes that underperformance is triggered by the possibility <strong>of</strong><br />
being judged in terms <strong>of</strong> said stereotype. Given the ubiquity <strong>of</strong> stereotype threat effects and the<br />
possibility <strong>of</strong> positive intervention, a necessary next step is to determine when, developmentally,<br />
people begin to experience them. The purpose <strong>of</strong> this paper is to explore the literature on the<br />
topic and propose a future study. The research questions that guided this paper are: When do<br />
Black children begin to experience the effects <strong>of</strong> stereotype threat as related to standardized<br />
testing How are these effects mediated by performance domain-identification, goal-orientation,<br />
self-efficacy, and anxiety Standardized testing is becoming increasingly important at the<br />
elementary level. Therefore, it is <strong>of</strong> relevant interest to determine when exactly the disruptive<br />
cognitive processes induced by stereotype threat begin to negatively influence the standardized<br />
test performance <strong>of</strong> Black students. If child test performance is significantly affected, it is <strong>of</strong><br />
additional interest to determine specifically what cognitive processes are involved. This<br />
information will provide educators with the means to intervene to mitigate the maladaptive<br />
performance <strong>of</strong> their students.<br />
Domain Identification<br />
A stereotype could be threatening only when a student is invested in performing well on a<br />
standardized test (Spencer, Steele, & Quinn, 1999; Steele, 1997). How threatening the<br />
standardized testing situation can be depends on a person’s identification with that stereotype-<br />
Wasserberg, M. J. (<strong>2007</strong>). Stereotype threat and the standardized test performance <strong>of</strong> Black children: When does the<br />
threat become a relevant performance inhibitor In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings<br />
<strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong> <strong>Education</strong><br />
Section (pp. 120-126). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>. http://coeweb.fiu.edu/research_conference/
elevant domain that is an area where one knows they may be seen through a stereotypical lens.<br />
Performance is lessened only when the stereotype threatens a student’s self-concept. Threatening<br />
situational pressure thus affects a subset <strong>of</strong> the stereotyped group that places higher importance<br />
on the standardized test results. In such cases, cognitive processes are disrupted because students<br />
who are domain-identified not only have traditional testing concerns but also the added pressure<br />
<strong>of</strong> not confirming a prevailing stereotype about their group. If students care about doing well on<br />
a standardized test, the prospect <strong>of</strong> being viewed stereotypically is upsetting and disturbing,<br />
resulting in a deleterious effect on their performance.<br />
High school and college students understand that their performance on standardized tests<br />
is important for their academic future and that such a high-stakes evaluative environment makes<br />
salient their social identity and relevant stereotypes (Good, Aronson, & Inzlicht, 2003). No Child<br />
Left Behind Act (NCLB) <strong>of</strong> 2001 emphasized standardized testing in elementary grades. As a<br />
result, young children are made acutely aware <strong>of</strong> standardized tests at an earlier age and have a<br />
heightened investment in high performance on such tests, as low performance may result in<br />
retention. Assuming that retention is an undesirable result (Jimerson, Ferguson, Whipple,<br />
Anderson, & Dalton, 2002), adequate performance on standardized tests would be more selfrelevant<br />
to young children. Thus, a pressing need is present for research on how the standardized<br />
test performance <strong>of</strong> early children is now influenced by the situational pressures outlined in<br />
stereotype threat theory.<br />
Children’s awareness <strong>of</strong> stereotypes increases dramatically between the ages <strong>of</strong> 6 and 10,<br />
and Black children <strong>of</strong> all ages are more likely to be aware <strong>of</strong> academic stereotypes than White<br />
children (McKown & Weinstein, 2003). This phenomenon, combined with an increased level <strong>of</strong><br />
domain-identification, enhances stereotype threat effects during elementary grade standardized<br />
testing. For example, NCLB requires third-graders to be retained, with few exceptions, if they do<br />
not receive state mandated scores, which makes third-graders more domain-identified than firstgraders<br />
(decisions on first grade retention are largely based on teacher judgment). Black thirdgraders<br />
experience more deleterious stereotype threat effects than Black first-graders. Black-<br />
White test score gap would be more pronounced in third grade than in first grade.<br />
Children’s investment in performance may also be relevant to their value for successful<br />
performance, another important part <strong>of</strong> their self-definition (Wigfield & Eccles, 1992).<br />
Therefore, even students without exceptional academic capabilities who highly value their<br />
success on a standardized test may be sensitive to stereotypes and stereotype threat effects (Ryan<br />
& Ryan, 2005). Students would value adequate standardized test performance more as they<br />
approach third-grade due to the NCLB decision on retention at that grade.<br />
Achievement Goal Theory<br />
Achievement goal theory addresses the reasons students attribute to their achievement<br />
behaviors (Dweck, 1986). Achievement goals refer to a schema regarding beliefs about purpose,<br />
ability, and probability <strong>of</strong> success that influence an individual’s attitude towards and engagement<br />
in an achievement task (Dweck & Leggett, 1988). More specifically, a mastery goal concerns a<br />
focus on evaluating one’s competence regarding if one has mastered a task or completely<br />
developed one’s skills. A performance goal concerns a focus on normative standards and one’s<br />
competence is evaluated regarding how well one has done compared to others (Elliot &<br />
McGregor, 2001).<br />
Anxiety<br />
Some researchers have found no association between stereotype threat and self-reported<br />
test anxiety. Schmader (2002) suggested that the performance impairment <strong>of</strong> women on a math<br />
121
assessment was not paralleled by self-reported feelings <strong>of</strong> anxiety. However, stereotypethreatened<br />
individuals do not always present non-verbally expressed anxiety in self-reports<br />
(Bosson, Haymovitz, & Pinel, 2004). Other research (Inzlicht & Ben Zeev, 2003; Spencer,<br />
Steele, & Quinn, 1999; Steele & Aronson, 1995) asserts than when students experience<br />
stereotype threat, they show increased anxiety. The possibility <strong>of</strong> being judged according to a<br />
stereotype during a standardized test adds pressure, increases anxiety, threatens an individual’s<br />
self-worth, and leads to worry regarding performance evaluation and decreased test performance.<br />
In relation to achievement goal theory, this frames their goal as performance-avoid: children<br />
focus on avoiding negative judgments, instead <strong>of</strong> on mastering the task. Performance-avoid goals<br />
have been linked to increased anxiety and lower levels <strong>of</strong> performance (Elliot & McGregor,<br />
2001; Elliot, McGregor, & Gable, 1999; McGregor & Elliot, 2002; Skaalvik, 1997). Related to<br />
standardized testing, Ryan & Ryan (2005) suggest a model in which the situational cues that<br />
initiate stereotype threat orient an individual towards a performance-avoid achievement goal,<br />
leading to increased test anxiety and diminished performance. Given the stereotype awareness <strong>of</strong><br />
Black children (McKown & Weinstein, 2003) and the increasing importance <strong>of</strong> standardized<br />
testing at the elementary level, Black children may orient themselves towards a performanceavoid<br />
goal in a standardized testing situation, which may lead increased anxiety and depressed<br />
performance.<br />
Self-Efficacy<br />
Stereotype threat situations do not lower expectancies for test success and set up selffulfilling<br />
prophecies (Aronson, Quinn, & Spencer, 1998; Shih, Pittinsky, & Ambady, 1999;<br />
Steele & Aronson, 1995). Instead, the situations introduce negative stereotypical thoughts which<br />
individuals must contend with during an exam. Thus, stereotype threat may not instantly<br />
influence self-efficacy (i.e., individuals beliefs about their own abilities) for the exam but rather<br />
set up an interpretive framework for continuous self-evaluation, so that when difficulty is<br />
experienced, self-efficacy falters, and performance is depressed (Steele, 1997). Stereotype threat<br />
has been also shown to cause self-doubt immediately prior to exam (Spencer, Steele, & Quinn,<br />
1999). More specifically, Black standardized test participants displayed significantly more selfdoubt<br />
than White participants or than Black participants in a nondiagnostic condition (Steele &<br />
Aronson, 1995). When difficulty is encountered during a diagnostic standardized test, the selfefficacy<br />
<strong>of</strong> invested Black students falters, although further research seems necessary.<br />
Performance-avoid goal sets up a situation that undermines self-efficacy (Skaalvik,<br />
1997). If stereotype threat leads to a performance-avoid achievement goal, then when difficulty<br />
is experienced during a standardized test, Black students are likely to be concerned that this<br />
might indicate low ability, which undermines self-efficacy (Ryan & Ryan, 2005). Given the<br />
stereotype awareness <strong>of</strong> Black children (McKown & Weinstein, 2003) and the importance <strong>of</strong><br />
standardized testing at the elementary level, Black children might experience similar stereotype<br />
threat results.<br />
Stereotype Threat Theory and Achievement Goal Research<br />
Ryan and Ryan (2005) have proposed a model (see Figure 1) that integrates stereotype<br />
threat theory with achievement goal research. I have adapted this model to apply to the<br />
standardized test performance <strong>of</strong> Black children. The researchers suggest that such a stereotype<br />
threat situation heightens performance-avoid goal orientation. A performance-avoid goal<br />
orientation in turn heightens the maladaptive effects <strong>of</strong> increased anxiety (Elliot & McGregor,<br />
2001; Elliot, McGregor, & Gable, 1999; McGregor & Elliot, 2002; Skaalvik, 1997) and<br />
diminished self-efficacy (Skaalvik, 1997). These resulting effects depress the performance on<br />
122
123<br />
exams for domain-identified members <strong>of</strong> stereotyped groups. It could be, therefore, expected that<br />
Black children would increasingly experience anxiety and diminished self-efficacy as they<br />
approach third grade, where students become more invested in their standardized test<br />
performance.<br />
Standardized Test<br />
Achievement<br />
Domain-<br />
Identification<br />
Stereotype<br />
Threat<br />
Achievement Goal<br />
Orientation<br />
-performance avoid<br />
Anxiety<br />
Self-Efficacy<br />
Standardized<br />
Test<br />
Performance<br />
Figure 1. Conceptual model <strong>of</strong> the processes underlying stereotype threat and standardized test<br />
performance.<br />
Extending Stereotype Threat Research to Children<br />
Although research has focused mainly on college populations, the effects <strong>of</strong> stereotype<br />
threat have been replicated several times, for several different cultural populations, and in a<br />
variety <strong>of</strong> performance domains (Aronson, Lustina, Good, Keough, Steele, & Brown, 1999;<br />
Inzlicht & Ben-Zeev, 2002; Gonzales, Blanton, & Williams, 2002; Stone, Sjomeling, Lynch, &<br />
Darley, 1999). Much previous stereotype threat research has focused on standardized testing and<br />
college students. High performing college students are likely to be domain-identified with<br />
academic performance. Little attention, however, has been given to early children, despite the<br />
fact that they have a developed social identity and are aware <strong>of</strong> stereotypes (McKown &<br />
Weinstein, 2003; Phinney, 1990).<br />
The recent No Child Left Behind Act imposed high-stakes standardized testing in<br />
elementary grades. As a result, young children are made highly aware <strong>of</strong> standardized test<br />
significance at an earlier age and have a heightened investment in their test performance. Low<br />
performance may result in retention. Thus, a pressing need for research is present on how the<br />
standardized test performance <strong>of</strong> early children is influenced by the situational pressures outlined<br />
in stereotype threat theory. This is <strong>of</strong> particular importance because, as outlined, stereotype threat<br />
research has demonstrated that racial performance gaps are influenced by cognitive processes<br />
that may be amenable to intervention. Limited research has already demonstrated the success <strong>of</strong><br />
such intervention. Specifically, stereotyped seventh grade students who were mentored to either<br />
view intelligence as malleable, or to attribute academic difficulties in the seventh grade to the<br />
novelty <strong>of</strong> the educational setting, experienced significantly reduced stereotype threat effects,<br />
and improved exam performance (Good, Aronson, & Inzlicht, 2003).<br />
I propose future research to investigate the impact <strong>of</strong> stereotype threat manipulations on<br />
the standardized test performance <strong>of</strong> Black children, who are targeted by the negative stereotype<br />
<strong>of</strong> Black intellectual inferiority. Research on the concept <strong>of</strong> stereotype threat suggests that the<br />
salience <strong>of</strong> the negative stereotype about racial identity induced by the standardized testing<br />
situation can impede performance, causing invested Black college students to perform more<br />
poorly than they would in a neutral context (Steele & Aronson, 1995). I propose that similar<br />
effects will occur in an elementary school setting. My proposed research would examine the<br />
mediating cognitive processes. My hypothesis is that all children will report increased domain-
identification as they approach third-grade. This would make Black children more susceptible to<br />
negative stereotype threat effects (Steele, 1997). Therefore, I also expect that Black children will<br />
orient themselves towards a performance-avoid goal, demonstrate increased anxiety, and report<br />
decreased self-efficacy in regard to standardized testing situations as they approach third-grade.<br />
As a result I expect the Black-White gap in standardized test scores to increase as children move<br />
toward this grade level. Lastly, I hypothesize that stereotype threat effects, and the performance<br />
gap, can be mitigated by presenting exams as nondiagnostic.<br />
In order to test my hypotheses, I propose a quasi-experimental 2 x 2 design, at two grade<br />
levels (first grade and third grade), adapted from Steele & Aronson (1995). Participants will be<br />
elementary school students in Miami-Dade or Broward County. The factors will be the race <strong>of</strong><br />
the participants, Black or White, and a test description factor where the test will presented as<br />
either a practice standardized test (the <strong>Florida</strong> Comprehensive Achievement Test), or as a<br />
nondiagnostic problem-solving activity. The foremost dependent variable will be participants’<br />
performance on the practice test items derived from moderate to difficult grade level reading<br />
comprehension study guides. Participants will also be asked a series <strong>of</strong> questions before the test<br />
administration to determine their domain-identification and self-efficacy. Self-efficacy will be<br />
reassessed at a midway point during testing. Self-reported anxiety will also be measured for all<br />
participants using established anxiety scales after the test. Although research has established that<br />
stigmatized individuals suffer impaired performance under stereotype threat conditions, the<br />
anxiety presumed to help mediate this effect has proven difficult to establish through self-reports.<br />
Therefore, following the model <strong>of</strong> Bosson, Haymovitz, and Pinel (2004), anxiety will also be<br />
assessed by a judge blind to all procedures directed to look for behaviors that communicate<br />
anxiety during the test. Results should demonstrate the standardized test performance effects <strong>of</strong><br />
stereotype threat on Black first- and third-graders, and also highlight mediating psychological<br />
factors.<br />
References<br />
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white men can't do math: Necessary and sufficient factors in stereotype threat. Journal <strong>of</strong><br />
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Bosson, J. K., Haymoviz, E. L., & Pinel, E. C. (2004). When saying and doing diverge: The<br />
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<strong>of</strong> <strong>Education</strong>al Psychology, 95(4), 796-805.<br />
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Exploring the association between grade retention and dropout: A longitudinal study<br />
examining socio-emotional, behavioral, and achievement characteristics <strong>of</strong> retained<br />
students. The California School Psychologist, 7, 51-62.<br />
Marx, D. M., & Stapel, D. A. (2006). Distinguishing stereotype threat from priming effects: On<br />
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Psychology, 91(2), 243-254.<br />
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in middle childhood. Child Development, 74, 498–515.<br />
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381-395.<br />
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American <strong>Education</strong>al Research Association, Chicago, IL.<br />
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standardized math test performance. <strong>Education</strong>al Psychologist, 40(1), 53-63.<br />
Schmaeder, T. (2002). Gender identification moderates stereotype effects on women’s math<br />
performance. Journal <strong>of</strong> Experimental Social Psychology, 38, 194-201.<br />
Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working<br />
memory capacity. Journal <strong>of</strong> Personality and Social Psychology, 85(3), 440-452.<br />
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126
Learning from Exemplary Service Providers<br />
Karen Kelly Wollard<br />
<strong>Florida</strong> <strong>International</strong> <strong>University</strong>, USA<br />
Abstract: Twelve exemplary service providers from the most highly-acclaimed<br />
resorts discussed and demonstrated how they deliver award-winning service.<br />
Three emergent themes <strong>of</strong>fer insights to improve service quality: emotional<br />
generosity, exemplary communication, and effective interactions <strong>of</strong> culture,<br />
tradition and control. These themes support current literature on human resource<br />
development and service quality.<br />
Service delivery is different from product delivery in important ways. Products can be<br />
counted, measured and shipped; services are created and consumed at the point <strong>of</strong> interaction<br />
between the provider and the customer (Pine & Gilmore, 1999). It is the process <strong>of</strong> service<br />
delivery, rather than the product, that affects consumer satisfaction (Zeithaml, Berry, &<br />
Parasuraman, 1988). Consumer satisfaction has become an increasingly competitive way for<br />
organizations to differentiate themselves (Gould-Williams, 1999), and organizations that are<br />
viewed as delivering highly satisfying services <strong>of</strong>ten position themselves as more expensive, but<br />
worth the price premium (Enz & Siguaw, 2000).<br />
Just as services are different from products in important ways, exemplary service is quite<br />
different from average or acceptable service. Top service providers think and act differently<br />
(Walsh, 2000), grasping service’s complexity and manifesting extraordinary interpersonal skills.<br />
They also see the big picture, infusing meaning and commitment into their work. For example,<br />
the proprietor <strong>of</strong> the Inn at Little Washington, Patrick O’Connell, discusses his beliefs:<br />
It is important to understand the ultimate potential <strong>of</strong> the dining experience. It can be a<br />
life-changing, transcendental experience that takes you completely away from your own<br />
reality. It can raise your level <strong>of</strong> self-esteem, it can be a sort <strong>of</strong> healing process, and it can<br />
make you feel that life is worth living. That is what we aim for (Levin, 2000, p. 50).<br />
The Inn at Little Washington is one <strong>of</strong> only two restaurants to maintain the American Automobile<br />
Association’s highest distinction <strong>of</strong> Five Diamonds for 19 consecutive years (American<br />
Automobile Association, 2006). The standard <strong>of</strong> excellence for this exemplary organization is<br />
not just serving the finest meal in the most luxurious manner; the standard is rewarding every<br />
guest with a memory that delights each individual physically, mentally and emotionally.<br />
Consistently delivering exemplary service is a rare occurrence (Zeithaml, 2000), even<br />
though much is known about how to improve service quality. More than 19 models <strong>of</strong> service<br />
quality have been postulated since the early 1980s (Seth, Deshmukh, & Vrat, 2005), including<br />
many that support the Gaps Model (Zeithaml et al., 1988), and those facilitated by growth in<br />
information technologies. The Gaps Model postulates five gaps that contribute to the disconnect<br />
between customer expectations and customer perceptions. In addition, the Service-Pr<strong>of</strong>it Chain<br />
(Heskett, Sasser & Schlesinger, 1997), clearly indicated the need for effective human resource<br />
management and development in creating quality service, a need clearly echoed in the extensive<br />
study <strong>of</strong> best practices in hotels (Dube, Enz, Renaghan & Siguaw, 1999). In spite <strong>of</strong> the<br />
numerous research approaches in existence, the Academy <strong>of</strong> Management in 2002 created a<br />
special issue to encourage further academic research into comprehensive service-management<br />
strategies, addressing continuing customer dissatisfaction with service quality (Bowen &<br />
Wollard, K. K. (<strong>2007</strong>). Learning from exemplary service providers. In S. M. Nielsen & M. S. Plakhotnik (Eds.),<br />
Proceedings <strong>of</strong> the Sixth Annual <strong>College</strong> <strong>of</strong> <strong>Education</strong> Research Conference: Urban and <strong>International</strong><br />
<strong>Education</strong> Section (pp. 127-132). Miami: <strong>Florida</strong> <strong>International</strong> <strong>University</strong>.<br />
http://coeweb.fiu.edu/research_conference/
Hallowell, 2002). Even in luxury hotels, where guests expect high service quality, research has<br />
found that few have instituted many <strong>of</strong> the human resource and services marketing concepts in<br />
their service strategy (McColl-Kennedy & White, 1997; Presbury, 2004).<br />
The purpose <strong>of</strong> this paper is to explain how three exemplary service organizations deliver<br />
consistently excellent service, and to discuss the alignment <strong>of</strong> their best practices with the<br />
existing literature. The research focused on exemplary service providers in organizations that are<br />
objectively judged to be superlative in their service quality, yet the findings suggest that the<br />
bigger issue is whether practice could be enhanced with more dissemination <strong>of</strong> research theories<br />
and findings, or more collaboration between researchers and practitioners.<br />
Method<br />
A qualitative, explanatory, multiple-case study design was adopted. This method allowed<br />
for collection <strong>of</strong> multiple sources <strong>of</strong> data, increasing the likelihood <strong>of</strong> being able to understand<br />
the complex interactions involved in creating exemplary service.<br />
Case selection sought resorts that highly manifest the phenomenon <strong>of</strong> interest, exemplary<br />
customer service. The hospitality industry has two independent and long-standing ratings<br />
systems, the Mobil Stars (49 years <strong>of</strong> ratings) and the American Automobile Association<br />
Diamond Awards (70 years <strong>of</strong> ratings). Only those properties considered to represent the<br />
ultimate in world-class service are awarded the highest honors. In 2006, 137 establishments<br />
qualified for the Five-Diamond Award, representing just 0.27 percent <strong>of</strong> 50,000 screened<br />
properties (American Automobile Association, 2006). The Five-Star Award was given to 37<br />
lodgings from the 9,000 that qualified for a recommendation in the United States and Canada<br />
(Exxon-Mobil Corporation, 2006). <strong>Florida</strong> has 11 lodging properties that won either honor in<br />
2006, with only 2 receiving the Five-Star designation. The resorts selected for this study have<br />
received the Five-Star Award and/or the Five-Diamond Award annually for at least five years,<br />
making them appropriate cases for analysis. One is a city resort; the others are located 60 miles<br />
from the city. Two are part <strong>of</strong> luxury chains, while the other property is family-owned. All three<br />
cater to an upscale, savvy guest and <strong>of</strong>ten host celebrities, socialites, and even royalty.<br />
Multiple sources <strong>of</strong> collected data included interviews with the general manager and three<br />
exemplary service providers, observations <strong>of</strong> the exemplary individuals, and a review <strong>of</strong> publicly<br />
available documentation, in an effort to probe how each individual and group thought about and<br />
created exemplary service experiences. Case studies typically combine data collection methods<br />
to provide “stronger substantiation <strong>of</strong> constructs and hypotheses” (Eisenhardt, 1989, p. 538).<br />
Interview protocols were based on the literature and approved by subject experts.<br />
Data analysis involved reading and re-reading the data collected and coding it beginning<br />
with the individual interviews. Codes were allowed to emerge from the data. Once the<br />
interviews, observation notes, documentation and field notes were coded, coding reports were<br />
created and several codes were collapsed. The analysis yielded 19 coding categories. The coding<br />
categories were arranged into categories following the theoretical framework <strong>of</strong> formal and<br />
informal controls. The categorization facilitated comparisons across the data.<br />
Findings<br />
Three themes emerged from the analysis across cases and represented best practices <strong>of</strong><br />
these luxury service leaders. These themes and their interactions will be briefly discussed.<br />
Emotional Generosity or Love as a Business Strategy<br />
Throughout the interviews, individuals described the very best service providers as<br />
passionate, committed, interpersonally sensitive, insightful, caring, and considerate <strong>of</strong> others. A<br />
serendipitous search uncovered a term, emotional generosity, which seemed appropriate to sum<br />
128
up the many traits <strong>of</strong> the best service people. Emotionally generous people “feel genuine<br />
pleasure in uplifting others through their caring words … The occupation doesn’t matter, as long<br />
as they have opportunities to reach out to people and build emotional bridges” (Millman, 1995,<br />
p. 185). The managers interviewed for this research were particularly attuned to the importance<br />
<strong>of</strong> being emotionally generous with employees as well as guests, and viewed employees as their<br />
most valued assets. All three resorts require associates to treat each other with the same respect<br />
as they show toward guests; being rude to a co-worker is considered grounds for termination.<br />
These findings are consistent with the literature on emotional intelligence (Goleman,<br />
1995), love in the business arena (Sanders, 2002), the need for service-focused human resource<br />
management (Schneider, 1994), and the importance <strong>of</strong> employee satisfaction (Dube et al., 1999;<br />
Heskett et al., 1997). Top service providers have “a passion to serve” (Dube & Renaghan, 1999,<br />
p. 35) that sets them apart and this passion requires employees’ functional, social and emotional<br />
labor. Sanders (2002) talks about love as “the ability to involve ourselves emotionally in the<br />
support <strong>of</strong> another person’s growth” (p. 18). Goleman (1995) discusses the need for empathy, for<br />
sensing how others are feeling, as an essential skill, finding that top performers work as part <strong>of</strong> a<br />
team, build consensus, understand other’s perspectives, and promote cooperation.<br />
Exemplary and Ubiquitous Communication<br />
Extraordinary and effective communication at all three resorts is an essential component<br />
<strong>of</strong> service delivery. All <strong>of</strong> the interviewees displayed and discussed remarkable listening skills,<br />
never interrupting and <strong>of</strong>ten pausing before answering, to organize their thoughts. One concierge<br />
commented, “The thing is to listen to the guests. Really listen to the guests and then from what<br />
they ask you, evaluate what they want.” Communication has been shown to be one <strong>of</strong> the eight<br />
essential competencies for hospitality managers, and interpersonal and communication skills are<br />
even more essential for students and non-managers. (Chung-Herrera, Enz, & Lankau, 2003).<br />
Communication at these resorts is not only an individual skill. The resorts’ personnel<br />
communicate with each other, management communicates with individual staffers, and corporate<br />
communicates with management and staff. Daily meetings involve sharing <strong>of</strong> news, guest<br />
arrivals and departures, and a special focus on any slight occurrence that might interfere with a<br />
guest’s experience. Management maintains an open-door policy that encourages interaction and<br />
suggestions. One resort maintains a single database <strong>of</strong> information that includes guest feedback,<br />
preferences, and requests, along with employee input, anonymous or attributed. One simple<br />
phone number allows anyone to add to the database, and a full-time Guest Information<br />
Coordinator compiles over 80 daily inputs, quickly addressing immediate concerns and creating<br />
reports regularly to focus on trends, suggest areas for improvement, and provide daily feedback<br />
on how well the resort is meeting guest and employee expectations.<br />
The resorts have standards requiring personnel to communicate with each other, and<br />
cultures which encourage this. Employees greet each other pleasantly, and during shift changes<br />
share information about guests, schedules, changes, tangibles, and challenges, to ensure a smooth<br />
transition. Positive, proactive communication is part <strong>of</strong> the culture, as is the use <strong>of</strong> storytelling to<br />
demonstrate creative solutions to service challenges. The result <strong>of</strong> this constant formal and<br />
informal communication is a spirit <strong>of</strong> collaboration that encourages teamwork and openness. The<br />
goal, according to one general manager, is that “a guest should never have to bring something to<br />
our attention twice.”<br />
During observations <strong>of</strong> shift changes and in discussions with managers and staff, there<br />
was always polite conversation. Even in the chaos <strong>of</strong> changing shifts, people were observed<br />
discussing work-related issues. Storytelling is so much a part <strong>of</strong> the organizational culture that<br />
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every one <strong>of</strong> the interview participants repeated at least one or two stories they use for training<br />
purposes, or that have affected the way they conceptualize service.<br />
Effective Interactions <strong>of</strong> Culture, Tradition, and Control<br />
Culture reflects what an organization stands for, its mission, vision, and values, in the<br />
daily actions <strong>of</strong> its people (Davidson, 2003). Traditions further shape the culture by adding<br />
stories, legends and customs as part <strong>of</strong> an organizational memory. Controls are the means by<br />
which management attempts to influence performance, including policies, procedures, standards<br />
and other formal and informal strategies to direct behavior (Jaworski, 1988).<br />
Each resort has a distinct culture. One resort maintains a list <strong>of</strong> the elements <strong>of</strong> their<br />
culture, which include “respect for all people, accountability, energy, great work ethic, customer<br />
orientation, financial orientation, recognition and rewards, commitment, and others” according to<br />
the hotel manager. The resorts have extensive lists <strong>of</strong> standards, or controls, that direct how<br />
things are to be done, but these are only the framework. Customizing and personalizing the<br />
delivery <strong>of</strong> service adds the human element that sets these exemplary service organizations apart.<br />
The interactions <strong>of</strong> culture, tradition, and control demonstrated by management show<br />
how carefully and consistently they work toward integration and alignment. For example, one<br />
resort has developed a system to address any service bottleneck: A call goes out whenever the<br />
volume <strong>of</strong> business is so large that it actually takes away from performance. The goal is to<br />
quickly take back control. The system is based on teamwork, and available help comes from<br />
whatever department can spare it. When the general manager arrives to answer a call to the<br />
restaurant, he doesn’t take over. He leaves the management to the restaurant managers, and<br />
instead goes to the back to plate desserts or do dishes. This alleviates the bottleneck and leaves<br />
the busboys marveling about how well the general manager can assist. This practice only works<br />
in an environment conducive to solving problems and creating service stories, not feeding egos<br />
and placing blame.<br />
A second example <strong>of</strong> integration is one resort’s practice <strong>of</strong> correlating their colleague<br />
commitment survey to their guest satisfaction surveys, in an effort to identify inconsistencies in<br />
cohesiveness and flow. This helps them view and manage the organization as an organic system<br />
<strong>of</strong> interactive parts, only thriving when everyone is synchronized and moving together.<br />
The interaction <strong>of</strong> culture and control is facilitated by attention to employee recruitment,<br />
training and retention. Interviewing and selection is an extensive process <strong>of</strong> multiple interviews,<br />
careful background checks and testing. New employee training heavily focuses on culture and<br />
tradition, while specific job-related procedures are taught on the job.<br />
Conclusions and Recommendations<br />
In a comprehensive survey <strong>of</strong> hospitality industry best practices conducted with 13,400<br />
managers in U.S. lodging companies (Dube et al., 1999), the conclusion was that the following<br />
qualities are what set the champions apart: “passion, compassion, vision, organization, and<br />
innovation” (Dube & Renaghan, 1999, p. 41). These three case studies support these findings for<br />
top-service quality resorts. All <strong>of</strong> these qualities: emotional generosity, exemplary<br />
communication skills, and a melding <strong>of</strong> control and culture, can and should be nurtured in any<br />
organization wishing to differentiate itself through service. So why have so few organizations<br />
made the commitment to being or becoming service champions<br />
The American Consumer Satisfaction Index continues to show that Americans are more<br />
dissatisfied with service quality every year (Bowen & Hallowell, 2002), and that consumer<br />
expectations are growing faster than organizations can meet those expectations (Foster, 1998).<br />
Human resource management practices may be the key to creating service champions.<br />
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Luxury hotels in Australia were found to have four negative human resource practices:<br />
long-term commitment to people is lacking, training is not utilized to develop staff<br />
competencies, recruiting is deficient and managers lack <strong>of</strong> faith in existing employees (Presbury,<br />
2004). Pre-employment testing, incentive plans, and employees who feel they have the<br />
opportunity to influence the management <strong>of</strong> their organization are less likely to leave. This is<br />
important, as turnover is believed to be one <strong>of</strong> the most serious problems in the hospitality<br />
industry (Cho, Woods, Jang, & Erdem, 2006). Excellent human resource practices have been<br />
shown to increase employee motivation to provide high quality service, and become enthusiastic<br />
supporters <strong>of</strong> their organization and its <strong>of</strong>ferings (Tsaur & Lin, 2004).<br />
This research demonstrates that organizations wishing to make the commitment to<br />
excellence in service can learn from best practices <strong>of</strong> exemplary providers, and from the service<br />
quality literature. Trust in and commitment to employees must be part <strong>of</strong> a strategy that includes<br />
intelligent job design, careful employee selection, and effective training in skills known to<br />
enhance service performance (Chenet, Tynan & Money, 2000). For example, one <strong>of</strong> the resorts<br />
refers to employees as colleagues and carefully nurtures their relationships.<br />
These three resorts can be considered early adopters <strong>of</strong> the idea <strong>of</strong> co-creating value with<br />
customers, by personalizing experiences and creating organizational supports that allow for the<br />
use <strong>of</strong> imagination, involvement, and expertise (Prahalad & Ramaswamy, 2004). The resorts also<br />
reflect the theoretical orientation <strong>of</strong> the Service-Pr<strong>of</strong>it Chain (Heskett, Jones, Loveman, Sasser,<br />
& Schlesinger, 1994), reflecting the new paradigm: commitment to and investment in people,<br />
technology that supports frontline workers, revamped recruiting and training practices, and<br />
compensation linked to performance for employees at every level (p. 164). The three resorts all<br />
maintain operating and service strategies that are driven by employee satisfaction, training,<br />
capability, and commitment, yet none <strong>of</strong> the interviewees indicated any familiarity with the<br />
Service-Pr<strong>of</strong>it Chain (Heskett et al., 1994) concept when questioned.<br />
There is a need to continue research into the human resource practices in service<br />
organizations at many levels, as these practices have been ignored by both managers and<br />
researchers (Chung & Schneider, 2002). The current research looked at top service organizations<br />
and found that they are implementing many <strong>of</strong> the recommendations <strong>of</strong> researchers, <strong>of</strong>ten<br />
without prior knowledge <strong>of</strong> the theory and concepts underlying their decisions. Coordination <strong>of</strong><br />
research and practice could effectively enhance both service quality and employee satisfaction.<br />
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