You must post two replies of at least 150 words to the studeent’s post below. For each reply, where applicable, support your assertions with in-text citations and references in current APA format.
Student Discussion Post
Mercy-Nora Ose: Title Play, Instruct, Lead: Investigating What Makes a Female Student-Athlete a Role Model When Coaching Girls At Youth Summer Sports Camps Purpose Statement
This phenomenological study aims to understand the traits and qualities of being a positive role model for female collegiate student-athletes coaching at an all-girls youth sports camp. At this stage in the research, a positive role model will be defined as someone who demonstrates exemplary behavior, values, communication, and attitudes that inspire others to emulate. The theory guiding this study is the social learning theory, developed by Albert Bandura. Problem Statement The problem is that there are not enough positive women role models for young girls. Societal constructs have aided in genderizing the roles of men and women, often confining women to traditional roles such as caregiving, homemaking, or supporting roles in various fields (Cislaghi & Heise, 2019). Consequently, young girls may struggle to envision themselves pursuing careers or roles outside these prescribed norms, such as excelling in sports at a higher level (Staurowsky et al., 2020). Research shows that role models of the same gender have a greater impact on children (Bandura, 1963). However, most youth sports coaches are men (Baxter, 2021). In the collegiate setting, many varsity coaches organize summer sports camps for children, often led by their players. These camps present a unique opportunity for female collegiate athletes to be role models for young girls. This research will investigate the actions female student-athletes at an NCAA Division 1 university can take to enhance their potential as positive role models for girls at summer camp. Additionally, it will explore the leadership qualities that female student-athletes can develop through their role-model positions.
Research Questions What factors contribute to girls’ perception of female coaches as role models?
What leadership skills can female student-athletes gain when acting as role models to girls?
Why are female role models important for girls?
References Bandura, A. (1963). The role of imitation in personality development. The Journal of Nursery Education, 18(3), 207–215.
Baxter, H., Hoye, R., & Kappelides, P. (2021). Female volunteer coaches in community sport: A scoping review and research agenda. Journal of Amateur Sport, 7(1). https://doi.org/10.17161/jas.v7i1.13774 Links to an external site.
Cislaghi, B., & Heise, L. (2019). Gender norms and social norms: Differences, similarities and why they matter in prevention science. Sociology of Health & Illness, 42(2), 407–422. https://doi.org/10.1111/1467-9566.13008 Links to an external site.
Staurowsky, E. J., Watanabe, N., Cooper, J., Cooky, C., Lough, N., Paule-Koba, A., Pharr, J., Williams, S., Cummings, S., Issokson-Silver, K., & Snyder, M. (2020). Chasing equity: The triumphs, challenges, and opportunities in sports for girls and women. Women’s Sports Foundation. https://eric.ed.gov/?id=ED603936 Links to an external site.
Mesack Dieudonne:
Title:
Understanding the Role of Passion in Mitigating College Students Switching Majors: A Crucial Exploration
Purpose Statement:
This phenomenological study aimed to uncover the potential of passion as a tool to reduce college students’ tendency to switch majors. The findings of this investigation offer valuable insights for students, parents, and college administrators, suggesting that when students align their majors with their passion, the rate at which students change majors decreases significantly. Moreover, this alignment improves retention rates, graduation rates, life fulfillment, and overall well-being. By examining the role of passion in guiding college students’ choice of majors, this study provides scientific and verifiable data that supports the notion that passion fosters students’ success during and after college.
Problem Statement
The problem is that college students switching majors has increasingly become salient, with 70% of college students switching majors at least once and 45% changing their majors twice before earning a degree (Delaney & Marcotte, 2023). Ongoing guidance to High School students entering higher education mirrors the one mold-fit-all-kind of academic advising, ignoring their uniqueness, passion, and life purpose (Donaldson et al., 2020). Switching majors affects college students financially (Liu et al., 2021; Collins et al., 2020), forcing them to take additional credits, which creates more financial pressure for students and parents (Liu et al., 2021), using credit cards and piling up student debt (Andrew, 2021), with first-generation college students suffering the most (Chen et al., 2021), coming from low socioeconomic backgrounds and minorities (Liu et al., 2021).
Specifically, college students switching majors threatens students’ retention, impedes and reduces graduation rates, and causes emotional distress (Meyer et al., 2022; Liu et al., 2021), predominantly affecting minorities and first-generation college students (Collins et al., 2020). Additionally, beyond its negative impact on the school community, college students switching majors affect the broader community. For example, students who switched majors tend to experience lower job satisfaction, well-being, engagement, family enrichment, and an increased work-family conflict (Zhou, 2022; Pathak & Srivastava, 2020; O’Keefe et al., 2022).
Central research question:
What are college students’ perceptions of the impact of passion during and after college life when they use passion as a compass in choosing their majors?
Subsequent questions:
What do college students wish they knew before entering higher education regarding choosing a major?
What academic advising structures are conducive to college students’ choice of majors according to their passions?
What are the parents’ roles and responsibilities in guiding students to choose the right majors?
References
Andrews, B. D. (2021). College costs and credit cards: How student credit card use influences college degree attainment. Research in Higher Education, 62(6), 885- 913. https://doi.org/10.1007/s11162-020-09622-8
Cheng, A., Henderson, M. B., Peterson, P. E., & West, M. R. (2021). Cost-benefit information closes aspiration gaps – if parents think their child is ready for college. Education Economics, 29(3), 233-251. https://doi.org/10.1080/09645292.2021.1874879
Collins, M.E., Mitchell, N.K., & Nojiem, M.J. (2020). Removing the excuse: Using free course materials to improve student success in general studies courses. Journal of Higher Education Theory Practice, 20(5), 110-125. https://doi.org/10.33423/jhetp.v20i5.3041
Delaney, T., & Marcotte, D. E. (2023). The cost of public higher education and college enrollment. The Journal of Higher Education (Columbus), ahead-of-print(ahead-of-print),1-30. https://doi.org/10.1080/00221546.2023.2216610 Links to an external site.
Donaldson, P., McKinney, L., Lee, M. M., Horn, C. L., Burridge, A., & Pino, D. (2020). Insider information: Advisors’ perspectives on the effectiveness of enhanced advising programs EDUC 845 Page 9 of 14 for community college students. NACADA Journal, 40(2), 35-48. https://doi.org/10.12930/NACADA-18-26
Liu, V., Mishra, S., & Kopko, E. M. (2021). Major decision: The impact of major switching on academic outcomes in community colleges. Research in Higher Education, 62(4), 498-527. https://doi.org/10.1007/s11162-020-09608-6
Meyer, J., Leuze, K., & Strauss, S. (2022). Individual achievement, person-major fit, or social expectations: Why do students switch majors in german higher education? Research in Higher Education, 63(2), 222-247. https://doi.org/10.1007/s11162-021-09650-y
O’Keefe, P. A., Horberg, E. J., Chen, P., & Savani, K. (2022). Should you pursue your passion as a career? Cultural differences in the emphasis on passion in career decisions. Journal of Organizational Behavior, 43(9), 1475-1495.
Pathak, D., & Srivastava, S. (2020). Journey from passion to satisfaction: Roles of belongingness and psychological empowerment: A study on social workers. International Journal of Sociology and Social Policy, 40(3/4), 321-341. https://doi.org/10.1108/IJSSP-11-2019-0237
Zhou, J. (2021). How does dualistic passion fuel academic thriving? A joint moderated-mediating model. Frontiers in Psychology, 12, 666830-666830.
https://doi.org/10.3389/fpsyg.2021.666830
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