College of Education and Human Development Theses and Dissertations
Permanent URI for this collectionhttps://hdl.handle.net/1969.6/1173
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Browsing College of Education and Human Development Theses and Dissertations by Author "Banda, Rosie"
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Item Defining student identity in the United States: an Autoethnographic account of an international student(2021-05) Raj, Rishi; Banda, Rosie; Edwards, Dessynie; Sanford, Amy Aldridge; Elliff, Doyne; Ramlackhan, KarenThe term “international student” is one which is loaded with diplomacy. Regulations for international students are set on federal levels and implemented on institutional levels. While being compliance-focused, it gets forgotten that international students are also a student group. Over a million international students call various universities across the nation their home. So as to humanize this population, educational leadership need to consider the voices and perceptions of international students, instead of solely relying on governmental guidelines in describing this student population. The purpose of this dissertation is to understand how the experiences of international students inform their student identity development process. Utilizing autoethnography as the methodology, this research study allows for the researcher to be the sole participant as well. Guided by the International Student Identity (ISI) model as the undergirding theoretical framework of this study, I analyze my academic journey of over a decade as a male, Indian, international student in the United States. The resulting autoethnographic account comprised of personal narratives gives birth to four themes, including a sub-theme that informs the gap in scholarly literature pertinent to international student identity development. Emerging themes from this dissertation are a) Policy is all-powerful, and it dictates the parameters within which to operate; b) Presence of a support structure is the key to overall success, which includes a sub-theme: Minority mentorship can do wonders; c) Clearing the path of immigration is a headlining goal; and d) Resiliency ensures surviving and thriving throughout the journey.Item A quantitative assessment of Texas house bill 505: college dual credit courses and academic success among high school students(2017-12) Klimitchek, Michelle Leigh; Bowden, Randall; Banda, Rosie; Aguilar, Israel; Benibo, BilayeTexas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English, mathematics, and history. Data were collected from a community college, providing services to area high schools. Of 826 cases 10 were freshmen and sophomores. More data from the state was unavailable as the state does not require reporting. Therefore, analyses included juniors and seniors with chi-square and logistic regression. House Bill 505 was assessed with Fowler’s (2013) Six-Stage Model of public policy. Results from statistical analyses were mixed, indicating context plays a large role and it is not known how well House Bill 505 functions. Future research should focus on tracking high school students in dual credit courses.Item The role of an international education program in facilitating international students' acculturation and self-efficacy(2019-08) Bu, Yuehui; Banda, Rosie; Kouzekanani, Kamiar; Smith, NancyInternationalization and globalization have been a trend of much analysis over the last two decades (Rumbley, Altbach, & Reisberg, 2012). Globalization influences technology, environment, culture, education, medical science, ideology, the economy, and many more fields (Knight, 2015). In education, globalization has profound implications for international education (Myers, 2010). Along with the development of international education in U.S. higher education institutions, the acculturation and self-efficacy challenges that international students encounter have caught the attention of international education leaders. As a direct and essential part in the international education, the International Education Program (IEP) could directly influence international students’ acculturation and self-efficacy. The study was designed to examine the role of the IEP on facilitating international students’ acculturation and self-efficacy at an Hispanic Serving Institution (HSI) in South Texas, focusing on the importance of these two constructs and the effectiveness of the IEP on facilitating them. The participants (n = 94) were international students who were enrolled in this institution. A web-based version of a 2-part survey instrument, the International Students’ Acculturation and Self-Efficacy Questionnaire (ISASEQ), was used for the purpose of data collection, utilizing Qualtrics survey software. A series of descriptive and inferential statistical techniques were used to analyze and report the data. All importance scores were higher than the effectiveness scores. Regardless of age, gender, ethnicity, education level, and years of university education, acculturation and self-efficacy were reported to be quite important and the IEP was effective in facilitating both. Importance of acculturation was affected by years of education outside the home country.