DARIUS: Data Archive Repository and Information Use Service
Welcome to HCU's DARIUS Repository. DARIUS is named for the Persian king named in the book of Ezra. DARIUS is a digital service that collects, preserves, and distributes digital dissertations and theses. It provides free, worldwide open access to the research, scholarship, and creative works of HCU's researchers and students. Our repository is an important tool for preserving HCU's legacy of scholarly communication and is a work in progress. Current students wishing to submit new content, please contact your dissertation or thesis advisor. For others, please email questions to moodylibrary@hbu.edu.
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Recent Submissions
INSTRUCTOR EFFECTIVENESS IN BARBER/COSMETOLOGY PROGRAMS: THE ROLES OF INSTRUCTOR PREPARATION, CERTIFICATION, TURNOVER, AND HOW THEY IMPACT STUDENT ACHIEVEMENT
Kendall, Deconda
The dynamics of the beauty market have altered since the advent of regulatory norms, and in recent years, the beauty sector has grown at a compounded growth rate of 4.75% globally. It is expected to hit $716 billion by 2025 and $784.6 billion by 2027. As a result, the restructuring and quick growth of the beauty sector has had an impact on state barber and cosmetology schools, leading to an instructor shortage. The study "Instructor Effectiveness in Barber/Cosmetology Programs: The Roles of Instructor Preparation, Certification Turnover, and How They Impact Student Achievement" is being carried out to identify areas where attention should be paid to advance instructor preparation. This study evaluates archival data from barber and cosmetology instructor preparation programs in 48 states. Individual state instructor admittance standards, licensure requirements, student completion, and student licensure are identified in the research. Furthermore, historical data is used to assess the demands of barber and cosmetology student instructors. The research is grounded, guided and transitions to a descriptive qualitative study based on archive data from 48 state barber and cosmetology databases, then funneled to six state programs. The research mostly focuses on Alabama, Arizona, California, Hawaii, Ohio, and Texas. Data from each state's barber and cosmetology board, including statistical reports and program assessment reports, was acquired. The research is data-driven, and it describes the 'who, what, and where of events or experiences' from a subjective perspective in 2017, 2018, and 2019. Archival reports identify past and future beauty industry estimates to provide insight into the demands of instructor preparation in barber and cosmetology programs. The study begins with examining the industry's history, followed by examining the industry's key players, both traditional and incumbent. This study uses quantitative research because it is best suited to answering "specific, narrow questions in order to obtain measurable and observable data on variables." As a result, this focused study is being undertaken to benefit the beauty industry, and it demonstrates how the future of instructor preparation within beauty and barber schools should look. The importance of collecting data from administrative sources to predict where improvements should be made to improve student achievement.
LAW ENFORCEMENT AGENCIES PERCEPTIONS ON THE CURRENT ISSUES OF SCHOOL SAFETY
Smith, Dwight
School shooting is an important topic in society today. School safety measures are defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance abuse. Studies shows how different forms of violence in childhood contribute to inequalities in education—for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent, and inclusive learning environments. Moreover, student achievement becomes questionable and how school districts are school shootings are a social significant interest in how the educational community examines ways to create policy to protect students and faculty. In fact, school shootings like Columbine and Santa Fe have caused great distress among communities where school administrators, teachers, and parents begin to question how it protects and supports its students. School safety measures implement programs to teach social and emotional skills such as conflict resolution, anger management, and positive communication. These incidents can affect students’ decision about whether to stay at their school, affect their cognitive skills, and influence their behavior at school. Verbal and physical victimization by peers (e.g., bullying) has been shown to lead to emotional and social withdrawal and subsequent explosive behavior. Another aspect of having school safety measures in place is to foster emotional and physical wellness for all staff and students. Safety is really important in protecting our peace of mind for learning in a controlled environment. School safety measures need programs in place to support character education and learning about social and emotional skills to help improve the climate of the school.
Keywords: School safety, violence, measures, education, law enforcement, current issues, academic success, resolution
CULTURALLY RESPONSIVE LEADERSHIP TOWARD EDUCATIONAL EQUITY: A DIVE INTO THE SPILLOVER EFFECTS OF COVID-19 IN A LARGE TEXAS URBAN SCHOOL DISTRICT
Walker, Tonya Michelle
This study enhances our understanding of the COVID-19 pandemic effects on educational equity and the implications for equity in structures, policies, and practices. The COVID-19 pandemic and educational equity are intersecting issues, and the experiences of educators and student outcomes overlap and are intertwined. The purpose of this research study was to obtain a comprehensive understanding of the COVID-19 pandemic effects on educational equity. This study utilized a multi-method approach. A large urban Texas school district’s dataset for the two years before the COVID-19 pandemic (SY 2017-2018 and SY 2018-2019) and three years during the COVID-19 pandemic (SY 2019-2020, SY 2020-2021, and SY 2021-2022) was utilized for examining equity in student outcomes. The data indicated differences between student subgroups regarding (a) attendance rates, (b) performance trends, (c) retention, (d) AP/IB participation and performance, and (e) kindergarten readiness. A quantitative survey method was utilized for (a) examining barriers experienced by educators during the COVID-19 pandemic, (b) equity in educators’ practices, and (c) equity in educators’ perspectives. The sample consisted of 196 educators in a large urban Texas school district. Responses were analyzed using descriptive and inferential statistics. Results revealed correlational relationships. The linear regression models did not provide strong evidence for relationships between the independent and dependent variables. This study aids educational leaders who must address inequities by examining and implementing strategies that will improve educational equity. This study concludes with a recommendation for educators to utilize data in their strategic actions to eliminate barriers to educational equity.
PERCEIVED BARRIERS TO POSTSECONDARY ENROLLMENT FOR RURAL HIGH SCHOOL STUDENTS: A QUALITATIVE STUDY FROM HIGH SCHOOL COUNSELORS’ PERSPECTIVES
King, Tiffany
ABSTRACT
King, Tiffany. Perceived Barriers to Postsecondary Enrollment for Rural High School Students: A Qualitative Study from High School Counselors’ Perspectives. Doctor of Education (Executive Educational Leadership), May 15, 2023, Houston Christian University, Houston, Texas.
Obtaining a postsecondary certificate or degree has been correlated with improved job opportunities, increased earning capacity, and better overall quality of life. Despite these benefits, a considerable proportion of students from rural schools exhibit a lower likelihood of pursuing postsecondary education than their urban counterparts. The reason for this discrepancy can be attributed to unique postsecondary admissions and enrollment barriers experienced by rural high school students, who often face limited resources and support systems. Despite outperforming their urban peers in national test scores and graduation rates, rural students face various obstacles that impede the postsecondary application process or prevent them from pursuing higher education entirely.
This study examines rural high school students' challenges in pursuing postsecondary education. The viewpoint of high school counselors will be considered to gain insights into these challenges. A survey was conducted with counselors from rural schools, who provided valuable insights into the obstacles faced by their students in the postsecondary admissions and enrollment process. The information gathered from the survey was scrutinized through interpretative phenomenological analysis to pinpoint principal themes, which were organized into conceptual models to illustrate interactions between barriers.
By scrutinizing these models and their associated components, this study endeavors to expose the obstacles that hinder rural students’ journeys through admissions and enrollment in postsecondary education. This research aims to explore perceptions of the obstacles hindering postsecondary education participation and offer solutions to overcome these challenges, thereby increasing access to higher education for students in rural high schools. This study’s findings could assist in developing practices and policies that promote equitable access to higher education for all students, irrespective of their geographic locations.
KEYWORDS: Rural, College Access, Barriers, Rural Youth, Rural Educational Aspirations, Rural Development, Underserved Students
APPROVED:
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Chair, Dissertation Committee
The Relationship between Principal Self-Efficacy and Campus Accountability Ratings
Rogers, Renota
This study investigated the relationship between principal self-efficacy and campus accountability rating and whether there were any differences in self-efficacy and outcome expectancy based on campus rating. 29 public school principals in Texas elected to participate in the study which included demographic questions, a question related to outcome expectancy and the 15 questions that comprise the Norwegian Self-Efficacy for Instructional Leadership Scale. Participants were assigned the label of Rated or Not-Rated based on the 2022 campus accountability rating assigned by the state education agency. Independent samples t-tests and biserial point correlation analysis were run to analyze the data. A significant, positive relationship was found between campus accountability rating and self-efficacy building a collective culture. Results approaching significance were identified in multiple areas including the difference in self-efficacy based on gender. No significant difference was noted in the expected outcome for principals of Rated and Not-Rated campuses. The results provide insight on the needs of principals in the areas of school improvement, professional development and principal preparation programs.
Keywords: accountability, principal leadership, self-efficacy, campus rating