Guided Project/Final Paper: Write Statement of the Problem and Outline for your final paper and submit into the Week 4 Discussion Forum, and include a minimum of three course readings and three outside peer-reviewed articles cited in APA format (six total), describing in brief why you selected the sources and how they support your final paper. After reading your peer’s work, provide feedback on a minimum of two classmates’ posts. Post your original response by Thursday, and respond to two peers by Sunday of the course week.
My problem Statement: Lack of entrepreneurship studies among hypothetical high schools.
Example of an outline from previous student:
Statement of the Problem:
Enrollment of Hispanic students at a public university in Tennessee has been significantly decreasing over the past decade, while enrollment of other student minorities demonstrates increasing numbers of enrollment.
Outline
Introduction – and overview of the presenting problem being addressed.
Purpose statement
Relevant Literature of the Problem of Practice
Conceptual/Theoretical Framework (Organizational Strategies for building cultures of equity)
Evaluation of a postsecondary institution’s structural policies as it relates to diversity, equity, and inclusion
Federal law applicable to race and ethnicity-conscious recruitment, outreach, and retention programs
Steps university officials should take to ensure diversity related programs are educationally sound
When might race-conscious retention programs be justified by the educational benefits of diversity?
Measurable strategies for change for problem statement
Enrich academic programs and curriculum to reflect Hispanic students’ personal experiences, strengths, and voice
Create a positive impact of undergraduate advising to close the services gap for first-generation, low-income Hispanic students
Offer mentoring of Hispanic alumni and personalized academic support as well as Hispanic scholarships
Methodology Used
Data analysis
Conclusion
Three Course Readings
Capper, C. A. (2019). Organizational theory for equity and diversity. Routledge.
Selected because it supports the equity and diversity section of my final paper.
Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences. Routledge.
Selected because it supports the social and behavioral challenges relevant to Hispanic students
Ladson-Billings, G. (2021). Critical race theory in education: A scholar’s journey. Teachers College Press.
Selected to support how despite the school rhetoric of parent involvement, parents are really “kept out” of schools by insensitive bureaucratic requirements.
Three outside peer-reviewed articles/book
Garcia, G. A. (2023). Transforming Hispanic-serving institutions for Equity and Justice. Johns Hopkins University Press.
Selected because it emphasizes the importance of expanding educational opportunities for Hispanic students.
Gasman, M. (2016). [Review of the book Engaging the ‘race question’: Accountability and equity in U.S. higher education by A. C. Dowd & E. Mara Bensimon]. The Review of Higher Education Journal, 39(2), p. 305. https://doi.org/10.1353/rhe.2016.0000
Selected to support the problem statement looking at how practitioner inquiry can be used to address the “race question”.
Murray-Johnson, K., & Ross-Gordon, J. M. (2018). “Everything is about balance”: Graduate education faculty and the navigation of difficult discourses on race. Adult Education Quarterly, 68(2), 137-156. https://doi.org/10.1177/0741713618756188
Selected to include the positionality of Hispanic faculty relevant to Hispanic students as a theoretical framework.Statement of the Problem:
Last Completed Projects
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