WorldCat Identities

Dunn, Merrily

Works: 5 works in 5 publications in 1 language and 5 library holdings
Genres: Academic theses 
Publication Timeline
Most widely held works by Merrily Dunn
Memorable messages received during freshman year of college by Benjamin David Bigalke( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Memorable messages are "verbal messages which may be remembered for extremely long periods of time and which people perceive as a major influence on the course of their lives" (Knap, Stohl, & Reardon, 1981, p.27). Since these messages are tied to concepts such as hope and resilience (Merolla, Beck, & Jones, 2017; Lucas & Buzzanell, 2012), and because the transition to college can be a particularly stressful time for students, I sought to explore the messages and advice received during their freshman year of college through the use of narrative inquiry. While my results reinforced some existing knowledge about memorable messages, I also found that indirect messages received from college environments and policies can have a strong influence on students. In addition, I found that first-generation students might be more likely to seek out advice than those that are not. My findings lead me to suggest that college administrators put an added focus on the types of messages they wish to share with students and whether or not they are successful in sharing in them
The music we choose : how music choice at campus programs perpetuates rape myth acceptance by Jessica Anne Pense( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

This research examined rape culture and rape myth acceptance on college campuses through the music played at campus programs. Utilizing an intersectional feminist framework, semi-structured interviews were conducted with full-time student affairs professionals who were directly or indirectly responsible for creating and implementing programs targeting college students. Participants were asked about training received regarding planning and implementing programming and rape culture, rape myth acceptance, and campus climate. Additionally, participants were asked to describe their identities, how their identities impacted their work, their philosophy around music played at campus programs, and how music lyrics may impact students. Finally, songs and artists were collected from participants for analysis. Findings from this study showed that student affairs educators are not trained on planning or implementing programs in their graduate and professional careers. Additionally, rape culture, campus climate, and rape myth acceptance are not typically part of any onboarding, ongoing training, or staff development. Philosophies around music played at programs was inconsistent and highlighted concerns of staff regarding freedom of speech and expression. Finally, content of music lyrics showed themes of sexual violence, exploitation, and objectification of women
Counter-storytelling : extended orientation transitions to college by students of color at a predominantly white institution by Donna Lee Sullins( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

The numbers of students of color are increasing on college campuses. Many higher education institutions in the United States support new student transition through traditions-based extended orientation camps. Operating from the transformative paradigm, I used critical race theory to interpret embedded grand narratives of power and oppression in educational systems. This counternarrative research study examined the way in which 10 participants who self-identified as students of color made meaning of their experiences of transition into a predominately White institution through a traditions-based extended orientation camp, as well as the racialized contexts that they encountered. I used narrative analysis and critical race methodology to interpret the data. Themes included unacknowledged racism, transformational experience of the camp, external expectations, and valuing tradition more than people
The metamorphosis of black butterflies : a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution by Ashley Marie Dobbs( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Using narrative inquiry, the purpose of this qualitative study was to understand the persistence factors of African American undergraduate women attending a predominantly White institution and how they perceive their success. Six African American undergraduate women shared their stories through photo-elicitation, semi-structured interviews, and one focus group. Four themes emerged from the data analysis: self-discovery, my campus impact, pillars of support and defining success. Guided by a Black feminist thought (Collins, 2000) framework, this study found that the women have both internal and external factors contributing to their persistence, are experiencing both comfort and dissonance in college, and do not define their success by graduation. This research advances the knowledge and understanding about the undergraduate experiences of African American enrolled in higher education
He ain't heavy : the impact of membership in Black Greek-letter fraternities on the academic progress of undergraduate members by Arthur Edwin Doctor( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

The purpose of this qualitative study was to understand the experiences of Black undergraduate members of Black Greek-letter fraternities through their narratives. This research advances the knowledge of Black undergraduate males in Black Greek-letter fraternities and the practice of student affairs professionals (including inter/national headquarters representatives) serving them by providing insight into this group of young men. In this study, six Black undergraduate males who are members of Black Greek-letter fraternities shared stories of their experiences as undergraduate members and how fraternal expectations had impacted their academic progress. Nine semi-structured interview questions were asked of each participant, each of whom was between the ages of 18-23, identified as Black and/or African American, identified as a male, was currently enrolled and pursuing the first undergraduate degree, and was a member of an undergraduate chapter of one of the five fraternities holding membership in the National Pan-Hellenic Council. The study focused on the research questions: What are student perceptions of how their undergraduate membership in a Black Greek-letter fraternity influences their academic progress? And What fraternal expectations do undergraduate members believe influence their academic success as they define it? The stories gathered in through this study fell into eight consistent themes. This study found that while there were similarities in the stories of these Black undergraduate males, there were also some differences. Their understanding of their respective fraternity's values, motivations for joining, interpretation of academic progress and understanding of how their fraternity influenced their academic success all differed. This research advances the knowledge and understanding of this unique population within the Black demographic on college campus
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