Sociological Practicehttp://hdl.handle.net/10211.3/10211.8_162024-03-28T13:52:03Z2024-03-28T13:52:03ZStudy of individuals no longer on parole and their experiences with education accessibility, housing, and family relationshipsGomez, Maricruzhttp://hdl.handle.net/10211.3/2171582020-08-06T17:53:37Z2020-08-06T00:00:00ZStudy of individuals no longer on parole and their experiences with education accessibility, housing, and family relationships
Gomez, Maricruz
Recent research provides systematic attention to the process of the formerly incarcerated and their reintegration into society. However there is scant research that gives attention to the reintegration process, the mandatory supervision and the stipulations that are placed on the formerly incarcerated. My study identifies current research that helps to understand the current topic of Parole, and how they promote high rates of recidivism. This thesis analyzes the experience of the formerly incarcerated, specifically the technical violations that they experienced while under supervision. To understand the experience of the formerly incarcerated. This thesis focuses on the perspective and the experience of those formerly under supervision. According to Swan (2017) to understand any legal intervention related to crime and delinquency it is important to go beyond enforcement measures. So that we can understand the everyday experiences of those people who are affected by it. (Swan et al 2017).
I interviewed a sample of 8 people, who were previously under Parole/Probation supervision. The findings in this study outline the day to day barriers that Parole stipulations cause on those under supervision. I conclude that Parole rather than rehabilitate people, only adds to the high rates of recidivism.
Keywords: Criminalization, Documented gang, Parole, non-violent or non-criminal offenses, Labeling Theory, Convict Criminology, Dehumanizing
2020-08-06T00:00:00ZThe Power of Veteran Storytelling & ArtHuerta, Marilynhttp://hdl.handle.net/10211.3/2163512020-07-27T22:16:01Z2020-06-04T00:00:00ZThe Power of Veteran Storytelling & Art
Huerta, Marilyn
This project focuses on the power of veteran storytelling and art therapy. It discusses the high suicide rates, MTS and PTSD in the military and a lack of resources for military personnel and families.
2020-06-04T00:00:00ZDeconstructing Discourse: A Critical Analysis of the Reproduction of Structural Oppression within High School Social Studies and SociologyBriggs, Sterlinghttp://hdl.handle.net/10211.3/2158932020-05-27T16:00:13Z2020-05-14T00:00:00ZDeconstructing Discourse: A Critical Analysis of the Reproduction of Structural Oppression within High School Social Studies and Sociology
Briggs, Sterling
My study is a critical analysis of the reproduction of structural oppression within contemporary high school Social Studies and Sociology. The purpose of my critical analysis was to identify whether or not classroom content within Social Studies and Sociology reproduced various modes of oppression through the process of covert and overt discriminatory practices. The significance of my study is reflective of the growing diverse student population to which represents intersecting social identities that may fall victim to multiple modes of discrimination and oppression. My study is theoretically informed by Eduardo Bonilla-Silva’s Color-Blind Racism (CBR), Gloria Ladson-Billings Critical Race Theory (CRT), Kimberle Williams-Crenshaw’s Intersectionality, and Herbert Blumer’s theoretical concept of Symbolic Interactionism.
Utilizing a mix methods approach of quantitative content analysis and qualitative discourse analysis, I conducted a comparative study in which I examined (2) Social Studies U.S. History Classes and (1) Sociology Class, all three from high schools within the City of San Diego. To answer my research question, “does high school coursework within Social Studies and Sociology challenge or reproduce conditions of inequality?”, I coded a combined total of 2,124 documents representing curriculum, textbooks, daily assignments, PowerPoint presentations and visual images. From my quantitative and qualitative analysis of classroom content I was able to identify numerous examples of how current Social Studies and Sociology reproduce multiple modes of oppression, through the construction of heteronormativity, colorblind racist and overt racist ideology, and the practice of exclusion. My study is just a small glimpse of the reproduction of white eurocentric colonialism that without a critical lens operates covertly, maintaining power and privileges for heteronormative men while reproducing various modes of oppression for marginalized groups.
2020-05-14T00:00:00ZUnderstanding the Experiences of TRIO SSS Students as They Navigate Higher EducationStevens, Damonhttp://hdl.handle.net/10211.3/2158792020-07-27T21:58:37Z2020-05-13T00:00:00ZUnderstanding the Experiences of TRIO SSS Students as They Navigate Higher Education
Stevens, Damon
First-generation, low-income college students are an increasing population at American universities and colleges (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic in overcoming challenges and thriving while in college (Coffman, 2011). Utilizing a qualitative methods approach, I sought to understand the experiences of TRIO SSS students through their eyes at a public, four-year institution in the Southwest. In this project, I ask, what are the experiences of low-income, first-generation students as they navigate campus services? Specifically, how does participating in TRIO SSS shape their experiences?
In their interviews, TRIO SSS students reflected on their cultural adaption, academic integration, and social integration. Data analysis resulted in the emergence of four major themes: (a) mentorship: High school teachers and counselors play a critical role in providing school based cultural capital. (b) parental support: The parents impacted the educational decisions of the participants even though they did not attend college themselves. (c) sibling influence: College educated siblings provide cultural capital needed to navigate higher education, and (d) academic resiliency: TRIO SSS supplements the mentorship provided by precollege teachers, counselors and others in promoting college readiness, the cultural capital provided by parents, and the sibling influence provide by siblings who also attend college. All of the interview participants identified a personal connection to their time in TRIO SSS. Implications for practice included, but were not limited to, promoting college readiness programs such as Association Via Individual Determination (AVID), equipping parents with academic preparedness skills of college systems, higher education expectations, harnessing the
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college-going behaviors siblings transmit to each other and expanding university programs with more funding to replicate efforts in student success programs.
Recommendations for future research include exploring the financial relationships between parents and low-income, first-generations students, the relationship between TRIO SSS counselors and program participants. TRIO SSS counselors play an integral role in empowering students to get acclimated to a college campus, develop a sense of belonging, and gain academic skills. They help fill gaps that exist for students while serving as advisors, counselors, friends, confidant, parental figures and are most likely the most trusted agent within the institution. Studying that relationship would most certainly lead to additional strategies that could be implemented for student success.
2020-05-13T00:00:00Z