ScholarWorks@Georgia State University
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Publication Open Access Không Phải Dạng Vừa Đâu: A Counternnarrative of Asian American Students Navigating Through High School(2025-04-24)The Asian American community has now been able to gain traction in projecting social inequities, and the marginalization of the community has been faced with for generations. Nativism and dominant narratives designed to add to the invisibility of Asian Americans subsequently created issues of generalization, linguicism, and negotiations of identity. Pan-ethnicity, or the categorization of Asians into a homogenous racial group, further perpetuates the existence of diverse cultural heritages and languages that exist in the Asian community. Ethnic-racial identities of second and third-generation Asian Americans are influenced by American society’s dominant narrative of the model-minority stereotype and a factor of English hegemony. Asian American students, hence, are faced with negotiations of their cultural identity; students either embrace or forget aspects of their ethnic cultures to navigate social and academic spaces. This qualitative study aimed to create a counter-narrative for Asian American students as a means to gather and analyze their experiences with racism and the formation of ethnic-racial identities within their school institutions. There is also a focus on how students perceive themselves as Asian American in contrast to dominant narratives or misconceptions they may have heard from peers, teachers, or administration. The study investigated students’ actions to either embrace cultural stereotypes or break them by participating in extracurricular activities or developing their own mantras. Through the purposeful sampling of Asian American students who participated in the Asian Student Association at the school site, data was collected through a series of interviews as a means for participants to reflect on their high school experience.Publication Open Access Understanding Self-Identifying White Anti-Racist Elementary Teacher Beliefs About Teaching Difficult U.S. History Topics(2025-05-16)Race and racism are woven into the founding and growth of the United States, which makes social studies class the ideal setting for discourse about race and racism. Conversely, current social studies education centers the perspectives of white colonial settlers and fails to attend to the racial structures and policies of the United States. Furthermore, recent legislation in many states aims to limit discourse about race and racism in classrooms. Literature suggests that teachers tend to acknowledge race and racism in their classroom instruction, but they do not consistently take action to identify, describe, and dismantle racial oppression. However, there are antiracist teachers who oppose and actively fight racism by making instructional decisions consistent with their antiracist beliefs. Historically racist and oppressive systems must be dismantled by people of color and white antiracist activists. Therefore, I employed narrative inquiry methodology involving semi-structured interviews and co-construction of research texts with white antiracist teachers in an upper elementary school in a metropolitan area of the Southeast. Using frameworks of antiracism education activism and sources of teacher beliefs, I illuminate the lived experiences that have influenced antiracist teachers’ praxis in U.S. history instruction. With a goal to provide a model for antiracist education activism, I inquired into the beliefs of white antiracist elementary social studies teachers, examined how antiracist teachers came to their antiracist beliefs and how their beliefs influence their instructional decision making, and explored how they are motivated to persist in antiracist praxis.Publication Restricted Assessing The Burden Of Delayed Polycystic Ovarian Syndrome (PCOS) Diagnosis Among Reproductive-Age Women And Its Implications For Future Fertility(2025-12)This capstone project examined the burden of delayed diagnosis of polycystic ovarian syndrome (PCOS) among reproductive-age women (18-45) and its impact on fertility awareness and reproductive health equity. Guided by the Health Belief Model (HBM), three complementary methods were utilized: a thematic analysis of peer-reviewed literature, descriptive mapping of National Health and Nutrition Examination Survey (NHANES 2021-2023) data, and a review of existing clinical and public health policies and programs. The thematic analysis revealed persistent diagnostic barriers, limited and inconsistent provider training, and reduced overall fertility education. Descriptive mapping demonstrated that women who reported menstrual irregularity (a PCOS indicator symptom) were disproportionately from low- to middle-socioeconomic status groups, suggesting reduced access to care and delayed diagnosis. Policy review identified several gaps, including outdated clinical guidelines, and little to no public health initiatives for PCOS. Findings highlight the need for updated diagnostic standards, increased fertility literacy, and improved screening practices. By improving early PCOS detection methods, it can advance women’s health-equity, and reproductive health outcomes.Publication Open Access Economic Insecurity, Health Stressors, and Student Engagement During COVID-19(2025-11-14)Despite recovery efforts, not all students have “caught up” for learning opportunities lost during the COVID-19 pandemic, with students belonging to marginalized groups most likely to remain behind pre-COVID-19 trends. Current recovery interventions tend to focus on academic skills and outcomes. Less is known about how students’ home experiences during the pandemic are associated with subsequent engagement. We conducted a descriptive study using survey data from three mid-to-large sized K-12 school districts in the Southeast to examine trends in economic, health, and protective factors experienced by students during the COVID-19 pandemic as well as subsequent associations with changes in student engagement. This is the first large-scale study to examine associations between student engagement and a comprehensive set of COVID-19-related stressors. This more holistic examination of the interplay between individual, family, and systemic factors during and subsequent to the pandemic can be used to better identify, design, and target interventions.Publication Open Access Integrating Information Security Information Security into the Porter's Value Chain: A Strategy for Future CISO Success(2025-05-15)The corporate Chief Information Security Officer (CISO) has one of the most challenging senior leadership roles because of the everchanging threat environment and limited resources. The CISO deploys behavioral strategies, policy, and technology to address today's challenges. Studies suggest that information security programs are often underfunded because they are perceived as bottom-line expenses, not top-line value. The purpose of this paper is to help CISOs better compete for investment capital by demonstrating top-line value to senior management. Drawing on historical and modern institutional, social cognitive, and value theories, this study identifies opportunities for value top-line value within the Information Security discipline. Furthermore, this research paper conducts a comprehensive analysis of 100 NASDAQ company information security value creation policies and presents findings focused on the information security competitive advantages, opening the door for increased investment capital. This study contributes to the Information Security literature by making a case for the information security management's direct inclusion into Porter's value chain model.
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