PhotoVoices: Amplifying the Perspectives of Latinx

PhotoVoices: Amplifying the Perspectives of Latinx Students Identified as Academically At-Risk in a Rural Iowa High School

Abstract

Much of the recent population growth in Iowa is based on increases within Latinx1 populations (Locke & Scha-res, 2016), with people of Latinx heritage representing the largest minority group in the state (US Census Bureau, 2016). Although these population changes are reflected in Iowa’s public schools, Latinx students are overrepresented among those identified as academically at-risk (Dougherty, 2014). Of paramount importance in examining the experiences of underrepresented students is the school context, with school belonging and psychological wellbeing playing central roles in student educational outcomes. Increasing a sense of school belonging and amplifying positive experiences in school are essential for promoting academic achievement for Latinx students (Roche & Kuperminc, 2012).

This is an interdisciplinary collaboration between three faculty members specializing in school counseling, educational policy, and graphic design. For this project, we piloted a group counseling intervention informed by photovoice with 20 Latinx students enrolled in the Muscatine High School 9th Grade Risk Academy for a calendar year (January 2018-January 2019). Photovoice is a qualitative methodology that seeks to empower individuals whose voices are not typically heard, to examine their world critically through photography and reflective discussion, and to engage in dialogue with the larger community including policy makers (Wang & Burris, 1997). Through eliciting meaningful photographs and narratives, we aimed to gain insight about at-risk Latinx high school students’ experiences in school, enhance their sense of school belonging, and positively impact their psychological wellbeing. This proposal addresses the next phase of our project involving data analysis and dissemination of results through: a) a community art show and forum, b) a public policy brief, c) a scholarly presentation, and d) a scholarly manuscript.

1 “Latinx” is an inclusive term used to identify individuals of Latin American origin or descent. It is a gender neutral and non-binary alter-native to “Latina” or “Latino.”

Dates of Residency: July 25-August 22, 2019

Leslie Ann Locke Assistant Professor, Educational Leadership and Policy Studies, N497 Lindquist Center, [email protected]

Gerta Bardhoshi Assistant Professor, Rehabilitation and Counselor Education, N352 Lindquist Center, [email protected]

Jeremy Swanston Assistant Professor, Graphic Design, E132 Visual Arts Building, [email protected]

Applicant Information:

What is it you propose to do?

Much of the recent population growth in Iowa is based on increases within Latinx populations (Locke & Schares, 2016), with people of Latinx heritage representing the largest minority group in the state (US Census Bureau, 2016). These population changes are reflected in the state’s public schools, with Latinx students overrepre-sented among those identified as academically at-risk (Dougherty, 2014). Of paramount importance in exam-ining the academic experiences of underrepresented students is the school context, with school belonging and psychological wellbeing playing central roles in student educational outcomes. Scholarship has confirmed that increasing a sense of school belonging and amplifying positive experiences in school are essential for promoting thee academic achievement of Latinx students (Roche & Kuperminc, 2012; Strayhorn, 2012).

This project is an interdisciplinary collaboration between three faculty members from the University Iowa spe-cializing in school counseling, educational policy, and media and social practice. During the spring 2018 and fall 2018 semesters, we initiated a project aimed to pilot a group counseling intervention informed by photovoice with Latinx students enrolled in the Muscatine High School (MHS) 9th Grade Risk Academy. Photovoice is a qualitative methodology that seeks to empower individuals whose voices are not typically heard, to examine their world critically through photography and reflective discussion, and to engage in dialogue within a larger community context (Wang & Burris, 1997). For our intervention, we employed photovoice within a group counseling setting to elicit meaningful photographs and narratives regarding at-risk Latinx students’ personal and educational experiences in the school context. This process of shared engagement, creativity, and critical discussion is essential in activating factors that lead to improved psychological outcomes (Yalom, 2005). The main objectives of this group counseling intervention were to: a) gain insight about academically at-risk Latinx high school stu-dents’ experiences in school, b) enhance students’ sense of school belonging through a series of photovoice group counseling sessions, and c) and positively impact students’ psychological wellbeing. We also measured the impact of our intervention on student educational outcomes, including attendance and achievement. For the purpose of this study, we broadly defined school belonging as the extent to which a student feels they are an important member of the school community (Goodenow, 1993). Psychological wellbeing encompasses student personal, interpersonal, social, and overall functioning (Miller, Duncan, Bowen, Sparks & Claud, 2003).

We conducted two photovoice groups with a total of 20 MHS Latinx students who were identified as being ac-ademically at-risk. Each group intervention lasted 8 weeks, and was completed within the 2018-2019 academic calendar year. After collecting both qualitative, visual, and quantitative data, we are now prepared to further analyze our dataset and disseminate findings. We propose to use our time in residency at the Public Policy Center to complete data analyses (briefly detailed below), organize a community art show and forum, prepare a policy brief, prepare and deliver a scholarly presentation, and prepare and submit a manuscript for publication. Our preliminary findings suggest that Latinx students’ sense of school belonging in is being negatively impacted by the school as an institution not just by the norms and values present at MHS, but also by a range of culturally unresponsive practices in instruction and provision of student services. In addition, our intervention appears to have established group therapeutic alliance for the students, and yielded increases in their psychological well-being. Following a thorough examination of our final results, we plan to further engage community and school stakeholders through a community art show and forum, develop critical recommendations for policy and practice based on the findings and public engagement, and develop a policy brief to be shared with MHS administration, as well as teachers and staff. Scholarly products include a national presentation and submission of a manuscript.

Qualitative and Visual Data Analysis. After each photovoice session, we transcribed audio recordings verbatim. Our extensive qualitative database will be analyzed though a multi-step process. First, all co-researchers will review the transcripts and corresponding photographs as a group to identify overall themes emerging from the data. This involves: a) identifying key topics that featured frequently in each session by reviewing transcripts line-by-line, and b) grouping highlighted text and representative photographs into larger themes. Second, we will conduct a group review of the findings for consensus, and cross-walk them with participant-identified themes from each session. Key photographs and salient quotes will be used to graphically represent our findings in a series of 20 posters, which will be showcased in the community art show and forum.

Quantitative Analysis. Statistical methods that use multiple measurements across the course of counseling allow the estimation of the rate and nature of change rather than just the amount of change, and increase statistical power (Heppner, Wampold, Own, Wang, & Thompson, 2015). Essential for therapeutic change to occur, especially in group counseling settings with populations who may experience marginalization, is estab-lishing a positive emotional bond between the counselor and all group participants, and reaching agreement on the direction, goals, and tasks of the group. This process is termed group therapeutic alliance (Piper & Ogrodniczuk, 2010). Therefore, we will utilize a multilevel growth curve model to separate the effects of the photovoice-infused group intervention into between-member (group-therapeutic alliance) and within-member (school belonging and psychological wellbeing). Using the variance partitioning method for small groups out-lined by Kivlighan and Kivlighan (2016), we will test the causal relationship between group therapeutic alliance within each photovoice session and students’ school belonging and psychological wellbeing. Especially since this intervention is intended to better understand and enhance the experiences and outcomes of at-risk Latinx students, measurement of group therapeutic alliance is essential in ensuring that interventions that are designed to be culturally-responsive actually align with the desired direction and goals of the participants themselves. Potential improvement in attendance and grades for students receiving the intervention will also be examined by measuring mean changes at pre and post treatment, as compared to a waitlist control group.

Why is it important and policy relevant?

Studies point out that students’ subjective experiences in school are critical in predicting academic outcomes (Irvin et al., 2011). While there is certainly a chorus of available research that addresses the experiences of Latinx students in K12 public schools (e.g., Benner & Graham, 2011; Gonzalez et al., 2006; Romo & Falbo, 2010; Valdes, 2001; Valenzuela, 2010), there is no known research focused on the perceptions and experiences of Latinx students in K12 schools in Iowa, or those within a small rural context that has undergone significant de-mographic change over the past few decades. The available research suggests that Latinx high school students experience marginalization within their schools, with school climate and belonging being central to those expe-riences. Moreover, literature points out that the institutionalization of a culturally irrelevant and unresponsive curriculum, and a lack of cultural and linguistic representation as it pertains to teachers and leaders, negatively impact how students experience school. All these factors impact Latinx students’ educational outcomes and access to higher education. This lends support to examining experiences in local schools, given that much of the recent population growth in Iowa is based on increases within Latinx populations (Locke & Schares, 2016).

Our research is focused specifically on an Iowa community, Muscatine. The Muscatine region reflects a double digit increase of Latinx population, and at 15%, it is double the average state growth rate of Latinx populations. Additionally, while Iowa public schools are categorized into one of six performance categories (Exceptional, High Performing, Commendable, Acceptable, Needs Improvement, and Priority), state educational data (Iowa Dept. of Education, 2016) indicate that the Muscatine Community School District has received a designation of “needs improvement.” Achievement for Latinx students is lower than the majority student population in these schools—sometimes by as much as 10-15% (J. Smith, personal communication, May 16, 2017). This achievement gap, defined as “the dis-parity in academic performance between groups of students” (Iowa Department of Education, 2017, n.p.) is noted throughout the state, with data pointing to significant disparities for Latinx students. Examining academically-at-risk Latinx students’ experiences and their perceptions of strengths and concerns regarding their schools will inform avenues for needed educational policy change that may be applicable to other or similar schools in the state. The end result of our analysis will include the compilation of a policy brief which will be distributed to the school, and will house key findings, resulting policy recommendations, and resources to address indicated areas for improvement.

How does the application of Photovoice align with Educational Policy?

Photovoice has been highlighted as a particularly useful methodology for K12 scholars conducting research with underrepresented students, emphasizing its potential for increasing the agency of participants (Bardhoshi et al., 2018; Smith et al., 2012), with important applications for educational policy (Hays & Wood, 2011). Grounded

in the underlying principles of critical education and a community-based approach to photography, photovoice enables participants to crucially examine their world through photography and reflective discussion, and en-gage in dialogue within a larger community context to advocate for change (Wang & Redwood-Jones, 2001). A key principle of photovoice is utilizing the power of the visual image in communicating salient concerns to stakeholders, effectively activating participant photographs to shape policy (Hergernather et al., 2009). The culminating stage of our analysis will be a series of public art shows and community forums to visually display our findings through a series of 20 posters. Community and school stakeholders will be invited to these events to continue the dialogue initiated by the students, eliciting valuable community input and exchange, and high-lighting avenues for policy enactment. Publishing a manuscript on the process and outcomes of this photovoice intervention will further facilitate the adoption and implementation of culturally-responsive approaches that amplify the voices and rights of underrepresented students.

Earlier work by the applicants. As Assistant Professors in Educational Policy and Leadership Studies, School Counseling, and Media, Social Practice, and Design, we bring diverse and interdisciplinary expertise and knowl-edge to our collaborative effort, unified by a desire to facilitate community change through our scholarship.

Dr. Leslie Ann Locke is an Assistant Professor in Educational Policy and Leadership Studies. Her research focuses on education policy, social justice, and K12 schooling—particularly for students from marginalized groups. She also focuses on qualitative methodologies.

Dr. Gerta Bardhoshi is an Assistant Professor in Counselor Education and Supervision. Her research focuses on mental health in the schools, and designing and evaluating culturally-responsive interventions that measurably improve students’ social/emotional, career, and academic outcomes. Gerta has designed several photovoice studies with underrepresented populations.

Jeremy Swanston is an Assistant Professor in Social Media, Practice, and Design. He has extensive ex-perience designing multimedia products for a range of audiences. His research focuses on utilizing visual means to promote social change. Jeremy has previously collaborated on studies utilizing photovoice and interventions in schools with the second researcher (Gerta).

What is the value of the collaboration?

This research project brings together faculty from three different programs and disciplines - Educational Policy and Leadership Studies (Leslie), School Counseling (Gerta), and Social Media, Practice, and Design (Jeremy), combining unique sources of knowledge and expertise. As junior faculty from different departments and col-leges employing a combination of unique methodologies, working together in residency at the Public Policy Center will provide protected time for collaboration on the current project, as well as generate opportunities to develop relationships that will contribute to future projects.

The residency program will provide space, time, and resources to complete the research study, PhotoVoices: Amplifying the Perspectives of Academically At-Risk Latinx Students in a Rural Iowa High School. Based on our findings, we plan to add other schools and populations that may benefit from photovoice to future research endeavors. Further, our time in residency will allow us the opportunity to discuss potential external funding sources and further develop our interdisciplinary research agenda.

What will be achieved by the end of the grant period?

By the end of the grant period we aim to complete the final phase of our project, which involves qualitative, visual, and quantitative data analysis and dissemination of results through: a) a community art show and forum, b) a public policy brief, c) a scholarly presentation, and d) a scholarly manuscript. A detailed timeline for tasks and deliverables is included on the follow page.

Phases Tasks Deliverables

Phase I: July 22-26

Finish qualitative and visual data analyses; design posters; begin quantitative analyses; dissemination of posters through scholarly presentation at the Conference for Applied Human Factors – Interdisciplinary Practice in Design.

- Qualitative and Visual findings (Leslie, Gerta, Jeremy)

- Posters (Jeremy)- Presentation (Jeremy)

Phase II: July 29-August 2

Finish quantitative data analyses and discuss needs for any further analyses (qualitative or quantitative); identify spaces for Community Art Shows, identify outlets for publication

- Quantitative findings (Gerta)- Final analysis synthesis (Leslie, Gerta,

Jeremy)

Phase III: August 5-9

Develop working draft of manuscript; develop content to be included in the policy brief; plan a Community Art Show and Forum during MHS Teacher In-service; plan Lunch and Learn

- Working draft of Manuscript (Leslie, Gerta, Jeremy)

- Working draft of Policy Brief (Leslie)- Finalization of Lunch and Learn content

(Leslie, Gerta, Jeremy)

Phase IV: August 12-16

Hold Community Art Show and Forum, submit manuscript to Journal of Educational Policy; deliver Policy Brief; plan next steps for collaboration

- Community Art Show and Forum (Leslie, Gerta, Jeremy)

- Peer-reviewed manuscript under consideration (Leslie, Gerta, Jeremy)

- Policy Brief (Leslie, Gerta); - Collaboration plan for delivering Lunch

and Learn (Leslie, Gerta, Jeremy)

Timeline

References & Relevant Scholarship

(Full list to be used to support our work in Residency. Bolded citations are included in this proposal.)

Bardhoshi, G., Grieve, K., Swanston, J., Suing, M., & Booth, J. (2018). Illuminating the on-campus experience of LGBTQ students through Photovoice. Journal of College Counseling, 21(3), 194-209. DOI: 10.1002/jocc.12103.

Baskin T. W., Slaten C. D., Crosby N. R., Pufahl T., Schneller C. L., Ladell M. (2010). Efficacy of counseling and psychotherapy in schools: A meta-analytic review of treatment outcome studies. The Counseling Psychologist, 38, 878-903.

Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first 2 years of high school: Correlates and influences on educational outcomes. Child Development, 82, 508–519.

Cochran, K. (2015, February 25). Steps to success: Muscatine outlines plan to improve student achievement, meet other goals. Muscatine Journal. Retrieved from http://muscatinejournal.com/news/local/education/steps-to-success-muscatine-outlines-plan-to-improve-student-achievement/article_71c6d346-ca85-56da-9725-3688eccff1e4.html

Curran, P. J., & Bauer, D. J. (2011). The disaggregation of within-person and between-person effects in longitudinal models of change. Annual Review of Psychology, 62, 583-619. doi:10.1146/annurev.psych.093008.100356

Davison Aviles, R. M., Guerrero, M. P., Howarth, H. B., & Thomas, G. (1999). Perceptions of Chicano/Latino students who have dropped out of school. Journal of Counseling and Development, 77, 465-473.

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Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York: Routledge.

Health Resources and Services Administration (2017). Data warehouse: Health professional shortage area in mental health care. Retrieved from https://ersrs.hrsa.gov/ReportServer?/HGDW_Reports/BCD_HPSA/BCD_HPSA_H7_Detail_Quick_Access_HTML&rc:Toolbar=false

Heppner, P., Wampold, E., Owen, J., Wang, K., Thompson, M. (2015) Research Design in Counseling. (4th ed), Cengage Learning, Boston, Massachusetts, USA.

Hergenrather, K.C., Rhodes, S.D. Cowan, C.A., Bardhoshi, G., & Pula, S. (2009). Photovoice as community-based participatory research: A qualitative review. American Journal of Health Behavior, 33, 686-698.

Iowa Department of Education. (2016). Muscatine Community School District Report. Retrieved August 2017 from http://reports.educateiowa.gov/Home/reportWrapper

Iowa Department of Education. (2017). Closing the Achievement Gap: Minority Students within school comparison. Retrieved August 2017 from http://reports.educateiowa.gov/schoolreportcard/home/gap2?yr=null&sch=null&type=high&measure=Gap2

Juarez, A. (2001). Enhancing student performance through classroom motivation. Author. (ERIC Document Reproduction Service No. ED458298) Retrieved from EBSCOHost database.

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Kubrin, C. E., Zatz, M. S., & Martinez, R. (Eds.). (2012). Punishing immigrants: Policy, politics, and injustice. NYU Press.

Lan, W. & Lanthier, R. (2003). Changes in students’ academic performance and perceptions of self before dropping out of schools. Journal of Education for Students Placed at Risk, 8(3), 309-332.

Leal, D. L., Martinez-Ebers, V., & Meier, K. J. (2004). The politics of Latino education: The biases of at-large elections. The Journal of Politics, 66(4), 1224-1244.

Lee, C. C, & Rodgers, R. A. (2009). Counselor advocacy: Affecting systemic change in the public arena. Journal of Counseling & Development, 87, 284-287.

Locke, L.A. & Schares, D. (2016). Diversity within Iowa’s K-12 public schools and the role of school leaders. In L. Hollingworth & C. Manges (Eds.), Organization & administration of Iowa public and private schools (2nd ed.) (pp. 101-118). Dubuque, IA: Kendall Hunt.

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Martinez, R. O. (Ed.). (2011). Latinos in the Midwest. East Lansing: MSU Press.

Millard, A. V., Chapa, J., & Burillo, C. (2004). Apple pie and enchiladas: Latino newcomers in the rural Midwest. Austin: University of Texas Press.

Miller, S. D., Duncan, B. L., Brown, J., Sparks, J. A. & Claud, D. A. (2003). The outcome rating scale: a preliminary study of the reliability, validity, and feasibility of a brief visual analog measure. Journal of Brief Therapy, 2, 91–100.

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Romo, H. D., & Falbo, T. (2010). Latino high school graduation: Defying the odds. Austin: University of Texas Press.

Sanon, M., Evans-Agnew, R. A., & Boutain, D. M. (2014). An exploration of social justice intent in photovoice research studies from 2008 to 2013. Nursing Inquiry, 21, 212-226.

Smith, L., Bratini, L., & Appio, L. M. (2012). “Everybody’s teaching and everybody’s learning”: Photovoice and youth counseling. Journal of Counseling & Development, 90, 3-12.

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Valdes, G. (2001). Learning and Not Learning English: Latino Students in American Schools. Multicultural Education Series. New York: Teachers College Pres.

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.

Valero-Jimenez, O., Vaquera-Vasquez, S., & Fox, C.F. (2017). The Latina/o Midwest Reader. Champaign, IL: University of Illinois Press.

Vaughn, L. M., Rojas-Guyler, L., & Howell, B. (2008). “Picturing” health: A photovoice pilot of Latina girls’ perceptions of health. Family & Community Health, 31(4), 305-316.

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Wang, C.C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24, 369-387. doi:10.1177/109019819702400309

Wang, L. P., & Maxwell, S. E. (2015). On disaggregating between-person and within-person effects with longitudinal data using multilevel models. Psychological Methods, 20, 63–83. doi:10.1037/met0000030

Wang, C.C., & Redwood-Jones, Y. (2001). Photovoice ethics: Perspectives from Flint photovoice. Health Education & Behavior, 28, 560-572. doi:10.1177/109019810102800504

Wortham, S. E. F., Murillo, E. G., & Hamann, E. T. (Eds.). (2002). Education in the new Latino diaspora: Policy and the politics of identity (Vol. 2). Greenwood Publishing Group.

Yalom, I. D. (2005). The theory and practice of group psychotherapy. New York, NY: Basic Books.

Leslie Ann Locke 506 S. 7th Ave., Iowa City, IA [email protected]

EDUCATION________________________________________________________________________

Ph.D. Texas A&M University, College Station

2011 Educational Leadership, Policy, and Administration

Outside area of emphasis: Sociology (18 graduate credits)

Graduate Certificate in Advanced Research Methods

College of Education and Human Development, Texas A&M University

2011

M.L.S. University of Minnesota, Twin Cities

2006 Master of Liberal Studies (Interdisciplinary)

B.S. University of Minnesota, Twin Cities

1996 Science in Agriculture RESEARCH INTERESTS________________________________________________________________

Educational leadership for social justice Racial issues in schools Latinx educational issues

Equity and access in P-16 partnerships Education policy and politics

SELECTED PROFESSIONAL EXPERIENCE (MOST RELEVANT THIS APPLICATION) _____________

2015-present Assistant Professor, University of Iowa, College of Education, Department of

Educational Policy and Leadership Studies

2012-2015 Assistant Professor, The University of Southern Mississippi, College of Education and

Psychology, Department of Educational Leadership and School Counseling, Hattiesburg,

MS.

2007-2011 Community Liaison/School Administrator, Bryan Collegiate High School (an Early

College High School), College of Education and Human Development, Texas A&M

University, College Station, TX. SELECTED COURSES TAUGHT (MOST RELEVANT THIS APPLICATION) _____________

Leading Diverse School Populations Policy and Politics of Educational Leadership

Research Methods for Effective School Leaders Qualitative Research Design & Methods

Social Advocacy Summit Foundations of Education

SELECTED SCHOLARLY PUBLICATIONS (MOST RELEVANT TO THIS APPLICATION) ___________

Asikin-Garmager, A., Mahatmya, D., Locke, L.A., & Grooms, A. (in press). In the era of bans and

walls: The intersection of education and immigration policy and the success of refugee students. In J.

mailto:[email protected]

McBrien (Ed.), Exploring educational policies and practices in English-speaking countries of refugee

resettlement. Boston, MA: Sense Publishers.

Mollet, A., Stier, M., Linley, J., & Locke, L.A. (in press). “I didn’t become a college professor to teach

high school”: Examining college educators’ perspectives of culture in Early College High Schools.

Equity & Excellence in Education.

Gonzalez, C., Graber, J., Galvez, D., & Locke, L.A. (2018). “They say they value diversity, but I don’t

see it”: Academic and Social Experiences of First Generation Latinx Students at a Predominantly

White Institution. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Perspectives on diverse

student identities in higher education: International perspectives on equity and inclusion in higher

education (Innovations in Higher Education Teaching and Learning, Vol. 14). (pp. 61-73). West

Yorkshire, UK: Emerald Group Publishing.

Locke, L. A., Maxwell, G., & Tello, M. (2017). “… you don’t come to this school... to show off your

hoodies”: Latinas, Community Cultural Wealth, and an Early College High School. The Qualitative

Report, 22(9), 2404-2427. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss9/9

Locke, L.A., Tabron, L. & Chambers, T.V. (2017). “If you show who you are, then they are going to try

to fix you”: The capitals and costs of schooling for high achieving Latina students. Educational

Studies 53 (1), 13-36. doi: 10.1080/00131946.2016.1261027

Locke, L.A. (2017). Finding my critical voice for social justice and passing it on: An essay.

International Journal of Qualitative Studies in Education 30 (1), 83-96. doi:

10.1080/09518398.2016.1242810.

Guajardo, M., Guajardo, F., & Locke, L.A. (2017). An introduction to Ecologies of Engaged

Scholarship: Stories from Activist Academics. International Journal of Qualitative Studies in

Education 30 (1), 1-5. doi: 10.1080/09518398.2016.1242811.

Strunk, K., Locke, L.A., & Martin, G. (2017). Oppression and resistance in southern higher education

and adult education: Mississippi and the dynamics of equity and social justice. Palgrave

MacMillian in the series Palgrave Studies in Global Citizenship Education and Democracy.

Locke, L.A. & Schares, D. (2016). Diversity within Iowa’s K-12 public schools and the role of school

leaders. In L. Hollingworth & C. Manges (Eds.), Organization & administration of Iowa public and

private schools (2nd ed.) (pp. 101-118). Dubuque, IA: KendallHunt. ISBN: 9781465288127

Locke, L.A. & Blankenship, A.E. (2016). Keeping the flames at bay: The interplay between federal

oversight and state politics in Tucson’s Mexican American Studies program. Journal of Educational

Controversy, 10 (1).

Venzant-Chambers, T., Locke, L., & Tagarao, A. (2015). “That fuego, that fire in their stomach”:

Academically successful Latinas/os and racial opportunity cost. International Journal of Qualitative

Studies in Education, 28 (7), 800-818.

SELECTED SCHOLARLY PRESENTATIONS (MOST RELEVANT THIS APPLICATION) _____________

Locke, L.A., Bardhoshi, G., & Swanston, J. (2018, November). “They don’t respect us": A study with

Latinx high school students informed by photovoice. Paper presented at the annual meeting of the

University Council for Educational Administration, Houston, TX.

Locke, L.A. & Stier, M. (2017, November). “It was like gliding through”: Early College and college

transition experiences of women from marginalized groups. Paper presented at the annual meeting

of the University Council for Educational Administration. Denver, CO.

Locke, L.A. & Stier, M. (2016, November). Exploring the early college and college transition

experiences of women from underrepresented groups. Paper presented at the annual meeting of the

University Council for Educational Administration, Detroit, MI.

Locke, L.A. & Blankenship, A.E. (2016, June). Engaging the “Others”: Two models of critically

relevant pedagogy. Paper presented at the annual meeting of the Critical Race Studies in Education

Association, Denver, CO.

Locke, L.A. (2015, November). Border Crossers: Teachers and Leaders Working on the "Border"

between High School and College. Paper presented at the annual meeting of the University Council

for Educational Administration, San Diego, CA.

SELECTED FUNDED GRANT ACTIVITY (MOST RELEVANT TO THIS APPLICATION)_ ___________

Obermann Center for Advanced Studies, University of Iowa, Interdisciplinary Research Grant Summer

2018, “Capturing the Experiences of Rural Latinx High School Students through Photovoice: An

Interdisciplinary Approach,” Co-Principal Investigator, $6,000 (funded)

Carver Trust, Muscatine Iowa, “Engaging At-Risk Latinx Students’ Sense of Belonging in Muscatine

High School: Outcomes of a Group Counseling Intervention Informed by Photovoice,” Letter of

Interest submitted May 2017. Invitation to submit full application, August 2017. Full application

submitted September 2017. Co-Principal Investigator, $101,529 (funded)

DeLTA Center/College of Education Interdisciplinary Research Grants for Collaborations among

Faculty, University of Iowa, “Exploring the Early College and College Transition Experiences of

Women from Underrepresented Groups,” Principal Investigator, $6,400.00 (funded)

SELECTED HONORS AND AWARDS (MOST RELEVANT TO THIS APPLICATION)___ ___________

2020 Fulbright Scholar, January-May, 2020, Universidad Autónoma de Yucatán, Mérida,

Mexico

2018 Aubrey Qualls Commitment to Diversity Award, College of Education, University of

Iowa

2017-2018 Diversity Catalyst Award Nominee, Chief Diversity Office, University of Iowa

2017 Digital Bridges for Humanistic Inquiry, Obermann Center, University of Iowa, $800

2016 Faculty Success Program, National Center for Faculty Development & Diversity,

University of Iowa, $3,250

Gerta Bardhoshi, Ph.D.

N352 Lindquist Center | 319-335-5942 | [email protected]

P E R S O N A L I N F O R M A T I O N

CURRENT POSITION

EDUCATION

2012

2006

2004

Assistant Professor, Appointed August 2015University of IowaCollege of EducationRehabilitation and Counselor Education

George Washington University, Washington, D.C.Doctorate of Philosophy, Counselor Education and Supervision School Counseling and Human Development Cognate

CACREP Accredited

Northern State University, Aberdeen, SD Masters of Science in Education, Mental Health Counseling

Northern State University, Aberdeen, SD Bachelor of Science, Psychology

P R O F E S S I O N A L E X P E R I E N C E

ASSISTANT PROFESSOR UNIVERSITY OF SOUTH DAKOTADelzell School of Education, Counseling & Psycology in EducationJuly 2012 - June 2015, Vermillion, SD

PROGRAM EVALUATOR OFFICE OF RESEARCH & EVALUATION, HEALTH RESOURCES AND SERVICES ADMINISTRATION

US Department of Health and Human ServicesFebruary 2010 – August 2012, Rockville, MD

APPROVED CLINICAL SUPERVISORCENTER FOR CREDENTIALING AND EDUCATIONApril 2014–April 2019

NATIONALLY CERTIFIED COUNSELORNATIONAL BOARD FOR CERTIFIED COUNSELORSSeptember 2010–July 2020

CERTIFIED SCHOOL COUNSELORSOUTH DAKOTA DEPARTMENT OF EDUCATIONNovember 2012–July 2022

LICENSED PROFESSIONAL COUNSELORSOUTH DAKOTA BOARD OF EXAMINERS FOR COUNSELORS AND MARRIAGE & FAMILY THERAPISTS

March 2015–December 2019

L I C E N S U R E S A N D C E R T I F I C A T I O N S

S E L E C T E D A W A R D S A N D H O N O R S

NCACES Research Award, Association for Counselor Education and Supervision, National. (2017).

Administrator's Citation for Outstanding Group Performance, Health Resources and Services Administration, Federal Government. (2011)

S C H O L A R S H I P

SELECTED BOOK CHAPTERS

Erford, B. T., & Bardhoshi, G. (2018). An introduction to group work: Historical perspectives and functional group models. In B. T. Erford (Eds.), Group work: Processes and applications (2nd ed.). New York, NY: Routledge, Taylor & Francis.

Erford, B. T., & Bardhoshi, G. (2018). Reality therapy, solution-focused, and behavior therapy approaches to group counseling and psychotherapy: Theory, techniques, and applications. In B. T. Erford (Eds.), Group work: Processes and applications (2nd ed.). New York, NY: Routledge, Taylor & Francis.

SELECTED ARTICLES IN REFEREED JOURNALS

Bardhoshi, G., Cobb, N., & Erford, B. (in press). Determining Evidence-Based Outcomes in School-Aged Youth: A Synopsis of Free-Access Instruments for School Counselor Use. Professional School Counseling.


Erford, B. T., Bardhoshi, G., Haecker, P., Shingari, B., Shleichter, J., & Atalay, Z. (2018). Selecting Assessment Instruments for Problem Behavior Outcome Research with Youth. Measurement and Evaluation in Counseling and Development. DOI: 10.1080/07481756.2017.1358063.

Bardhoshi, G., Duncan, K., & Erford, B. (2017). Effect of a specialized classroom counseling intervention on increas-ing self-efficacy among first-grade rural students. Professional School Counseling, 21(1), 12-25. DOI: doi: 10.5330/1096-2409-21.1.12.

Bardhoshi, G., Erford, B. T., Sherman, M. F., & Atalay, Z. (2017). Brief Psychometric Analysis of the Self-Evaluation Scale- Parent Report (SES-P). Counseling Outcome Research and Evaluation. DOI: http://dx.-doi.org/10.1080/21501378.2017.1336616.

Erford, B. T., Bardhoshi, G., Ross, M., Gunther, C., & Duncan, K. (2017). Meta-analysis of Counseling Outcomes for Youth with Conduct Disorders. Journal of Counseling and Development, 95(1), 35-44. DOI: 10.1002/jcad.12115.

Bardhoshi, G., Duncan, K., & Schweinle, A. (2016). Predictors of Parent Involvement and their Impact on Access of Post-secondary Education Facilitators among White and American Indian Parents. Journal of School Counseling, 14(4).

Bardhoshi, G., Duncan, K., & Erford, B. T. (2016). Psychometric Meta-analysis of the English Version of the Beck Anxiety Inventory (BAI). Journal of Counseling and Development, 94(3), 356-373. DOI: 10.1002/jcad.12090.

Duncan, K., Brown-Rice, K., & Bardhoshi, G. (2014). Perceptions of the importance of clinical supervision among certified rural school counselors. The Professional Counselor, 4, 444-454. DOI: 10.15241/kd.4.5.444.

Garcia, J., Bardhoshi, G., Siblo, M., Steen, S., & Haase, E. (2013). Enhancing multicultural empathy in the classroom and beyond: A proposed model for training beginner counselors. VISTAS/American Counseling Association.

Hergenrather, K. C., Rhodes, S. D., Cowan, C. A., & Bardhoshi, G. (2009). Photovoice in community-based participa-tory research: A qualitative review. American Journal of Health Behavior, 33(6), 686-698.

SELECTED STATE PUBLICATIONS

Bardhoshi, G. (2016). South Dakota Comprehensive School Counseling Model (3rd ed. ed.). SD Department of Education.

S E L E C T E D S E R V I C E

American Counseling Association Practice Briefs, Executive Editor, International. (August 2015–Present).

Journal of Counseling and Development, Editorial Board Member, International. (July 2015–Present).

Measurement and Evaluation in Counseling and Development, Editorial Board Member, International. (July 2017–Present).

EDITORIAL AND REVIEW ACTIVITIES

S E L E C T E D P R E S E N T A T I O N S

S E L E C T E D G R A N T S

Bardhoshi, G., Cobb, N., & Erford, B., Free Access Assessment Instruments for Determining Evidence-based Outcomes. Conference presentation, European Branch of the American Counseling Association, Athens Greece. (October 6, 2018).

Johnson, E., & Bardhoshi, G., Using a Community-Based Participatory Research Approach for Counseling Research with Marginalized Populations. Conference presentation presented at the Association for Assessment and Research in Counseling, Richmond, Virginia United States. (September 7, 2018).

Bardhoshi, G., & Erford, B. T., From A to Z: Best Practices in Instrument Development and Counseling Outcome Measurement. Conference presentation presented at the Association for Assessment and Research in Counseling, Phoenix, Arizona. (September 9, 2017).

Greive, K., Bardhoshi, G., & Suing, M., Illuminating the on-campus experience of LGBT students through photovoice. Conference presentation presented at the NASPA Region IV-West Conference, National Association of Student Affairs Administrators in Higher Education, Beaver Creek, Colorado. (November 11, 2015).

Bardhoshi, Gerta, "Psychometric Validation and Synthesis of the School Counselor Self-efficacy Scale", Sponsored by IMFR, The University of Iowa, $35,546.00. (2018–2019)

Bardhoshi, Gerta, Locke, Leslie, & Swanston, Jeremy, "Engaging Rural Latinx students’ Sense of Belonging in their Schools: Outcome of a Group Counseling Intervention Informed by Photovoice", Sponsored by J. Roy Carver Foundation, Private Industry, $89,000.00. (January 2018–2019)

Bardhoshi, Gerta, "Psychometric Meta-analysis of the Counselor Burnout Inventory", Sponsored by IMFR, The University of Iowa, $32,966.00. (2016)

Bardhoshi, Gerta, & Swanston, Jeremy (Co-Investigator), "Social Behavioral Stories in the Classroom.", Sponsored by Community Impact Grant, The University of Iowa, $10,000.00. (October 2015–June 2016)

Bardhoshi, Gerta, & Duncan, Kelly, "Using Data to Guide School Improvement", Sponsored by South Dakota Department of Education, State, $90,000.00. (January 2013–August 2015)

Bardhoshi, Gerta (Principal Investigator), & Greive, Kimberly (Co-Investigator), "Illuminating the On-campus Experience of LGBT Students Through Photovoice.", Sponsored by National Association of Student Personnel Administrators, $5,000.00. (September 2014–January 2015)

S E L E C T E D T E A C H I N G

Counseling Children & Adolescents in Schools

Psychiatric Disorders and Interventions

Human Development and Psychosocial Intervention

Crisis Intervention in Professional Counseling

Advanced Multiculturalism in Counseling

Counseling Assessment and Appraisal

Doctoral Practicum: Group Counseling

School Counseling Program Management and Leadership

Schoo l o f Ar t &

A r t His tor y

Univers i t y o f I owa

Iowa C i t y, I owa 52242

319.335.0290

[email protected]

www.jeremyswanston.com

JEREMY SWANSTONC U R R I C U L U M V I TA E

UNIVERSITY OF SOUTH DAKOTA

M.F.A. Graphic DesignMay 2015Graduated Summa Cum Laude

NORTHERN STATE UNIVERSITY

B.A. / Graphic DesignMay 2003Graduated Cum Laude

SCHOOL OF ART & ART HISTORY / UNIVERSITY OF IOWA, IOWA CITY, IAAssistant Professor / 2015-present

UNIVERSITY OF SOUTH DAKOTA / VERMILLION, SDTeaching Assistant / 2013-2015

EDUCATIONAL HISTORY

ACADEMIC EXPERIENCE

SELECTED GRANTS & FELLOWSHIPS

2018 / International Travel Award: $900, University of Iowa International Programs, 2018 International Conference on Human Systems Engineering and Design Conference.

2017 / Community Impact Grant: $10,000, University of Iowa Office of Outreach and Engagement, Leveraging Design Thinking To Engage Communities and Promote Sustainable Solutions. J. Swanston (PI).

Carver Grant: $89,908, Carver Trust, Engaging At-Risk Latinx Students’ Sense of Belonging in Muscatine High School. J. Swanston (Co-PI), G. Bardhoshi (Co-PI), & L. Locke (Co-PI).

Obermann Fellowship: $18,000, University of Iowa Obermann Center For Advanced Studies, Capturing the Experiences of Rural Latinx High School Students through Photovoice: An Interdisciplinary Approach . J. Swanston (Co-PI), G. Bardhoshi (Co-PI), & L. Locke (Co-PI).

2016 / Astronomy and Astrophysics Grant: $405,011, National Science Foundation, Understanding Merger-Driven Galaxy Evolution with a Uniform Sample of Sub-Galactic-Scale Binary Active Galactic Nuclei. H. Fu (PI) & J. Swanston (Collaborator).

Old Gold Summer Research Fellowship: $3,000, University of Iowa, Word Thug

Faculty Innovators Grant: $2,500, University of Iowa, SO.BE Stories, J. Swanston (Co-PI) & G. Bardhoshi (Co-PI).

2015 / Community Impact Grant: $10,000, University of Iowa, Social Behavioral Stories in the Classroom. J. Swanston (Co-PI) & G. Bardhoshi (Co-PI).

SELECTED INVITED LECTURES AND CONFERENCE PRESENTATIONS

2019 / I Don't Want To Be Stereotyped: A Study with Latinx Students Informed by Photovoice. 2019 America Educational Research Association Annual Meeting, April, 2019, Toronto, Canada.

2018 / Photographing the Latina/o Experience in Iowa: Social Activism, Research, and Policy. 2018-2019 Obermann Conversations, November, 2018, Iowa City, IA. (invited)

Beginning, Middle, and End: Designing Engaging User Experiences Through Storytelling. 1st International Conference on Human Systems Engineering and Design: Future Trends and Applications, October, 2018, Reims, France. (invited)

Project Perry: Leveraging Design Thinking To Engage Communities & Promote Sustainable Solutions. University & College Designers Association Design Education Summit, May, 2018, Youngstown, OH.

2017 / Creating Effective and Engaging Interactive Educational Apps for Early Learners Through Emotional Design. 8th International Conference on Applied Human Factors and Ergonomics, July, 2017, Los Angeles, CA. (invited )

Elevating the role of design within the humanities, science, and education scholarship. Converge, AIGA Design Educators Community Conference, June, 2017, Los Angeles, CA.

2016 / Infusing App-based technology in classroom guidance: Best practice recommendations and challenges from the field. Iowa Educational Research and Evaluation Association Annual Conference, December, 2016, Iowa City, IA.

2015 / SO.BE Stories, Promoting Positive Social Behaviors for Children In the Digital Space. 45th Annual University & College Designers Association Conference, September, 2015, Orlando, FL.

SO.BE Stories, Promoting Positive Social Behaviors for Children In the Digital Space. University & College Designers Association Design Education Summit, May, 2015, Brookings, SD.

Schoo l o f Ar t &

A r t His tor y



319.335.0290

[email protected]



SELECTED SCHOLARSHIP AND CREATIVE ACTIVITY

2018 / Advanced Reproductive Center of Hawaii (interactive design) Website development and design for Advanced Reproductive Center of Hawaii, an international infertility clinic devoted to helping

couples achieve the dream of parenthood.

HolacracyOne Educational Card (print design) Designed an educational card for Holacracy’s wide range of training materials, which are used by their national and international clients.

Century Vision Global (interactive design) Website development and design for Century Vision Global, whose mission is focused on creating and sustaining long-term partnerships

with entrepreneurial eye care providers throughout the national who want to grow their practices.

Vision Foundation Mobile App (2018 Fall Edition) (interactive design) Mobile app design and development for the Vision Foundation regional conference, and distributed on Apple and Android devices.

Sidecar (interactive design) Ongoing design and development for the Sidecar website, a company specializing in solutions, expert guidance, and interactive training to

assist chiropractic businesses in achieving success throughout the nation.

Vision Foundation Mobile App (2018 Spring Edition) (interactive design) Mobile app design and development for the Vision Foundation regional conference, and distributed on Apple and Android devices.

SD Synod (interactive design) Website development and design for the South Dakota Synod, one of the 65 Synods of the Evangelical Lutheran Church in America, that

consists of 212 congregations with approximately 340 rostered leaders.

Equinox (ui/ux design, prototype) Designed the user interface and user experience for the Equinox app prototype. Equinox is a company focused on developing innovating

treatments for Glaucoma. This app serves as a monitoring device for patients and doctors during the treatment process.

FiveFour (interactive design) Website development and design for FiveFour, a management consulting agency that aims to grow businesses through specialized

expertise and interactive training content.

2017 / GravBox (ui/ux design, branding) Designed the branding and graphic elements as well as the user interface/experience for the app component used for the GravBox simulator,

an interactive sandbox that simulates gravitational dynamics and was developed to teach abstract astronomy concepts to students.

Word Thug (branding, interactive design) Designed and developed the identity system and website for Word Thug, a critical multimedia space for community artists and writers

whose works challenge dominant language and culture.

Central American Eye Clinics (interactive design) Website development and design for Central American Eye Clinics (CAEC), an organization that partners with local doctors to restore

vision so whole families can experience the freedom of sight.

Street Psalms (interactive design) Website development and redesign for Street Psalms, a non-profit organization that serves as a resource center for life-giving

perspectives and practices that foster transformation in vulnerable urban communities.

Vision Foundation Mobile App (Back To The Future Edition) (interactive design) Mobile app design and development for the Vision Foundation regional conference, and distributed on Apple and Android devices.

MyCare Suite (interactive design) Multimedia website design and development for myCare Suite, Eye Care Leaders’ powerful family of new and existing eye care solutions.

Eye Care Leaders is the premiere source for top-rated ophthalmology-specific EHR and Practice Management systems and is trusted by more than 7,500 physicians nationally.

HolacracyOne Educational Materials (interactive design) Designed a collection of educational materials for Holacracy’s national and international clients.

Association for Specialists in Group Work Newsletter (print design) Responsible for designing each issue of the ASGW newsletter, The Group Worker, which is a triannual publication that is distributed nationally.

Sidecar (interactive design) Multimedia website design and development for Sidecar, a company specializing in solutions and expert guidance to assist chiropractic

businesses achieve success.

CORE Orthopedics (interactive design) Multimedia website design and development for CORE Orthopedics & Sports Medicine, an independent group of orthopedic surgeons serving

communities in the South Dakota, Minnesota and Iowa region.

Vision Foundation Mobile App (Secret Agent) (interactive design) Mobile app design and development for the Vision Foundation regional conference, and distributed on Apple and Android devices.

South Dakota Counseling Association Website (interactive design) Design and maintain the online presence of the South Dakota Counseling Association.

PROFESSIONAL PRODUCTION

Schoo l o f Ar t &

A r t His tor y



319.335.0290

[email protected]



PUBLICATIONS

2018 / Bardhoshi, G., Swanston, J., Kivlighan, D. M. (in review). Social-Behavioral Stories in the Kindergarten Classroom: An App-Based Counseling Intervention for Increasing Social-Skills. Professional School Counseling.


PROFESSIONAL AFFILIATIONS

AIGA American Institute of Graphic ArtsGraphis

SERVICE

COMMUNITY/DEPARTMENT SERVICE

2018-Present / Program Head, Graphic Design, School of Art and Art History

2018 / External Reviewer, Dialectic, AIGA Design Educators Community

2016-Present / Faculty Advisior, UI Students in Design Organization

SELECTED DESIGN EXHIBITIONS

2018 / PhotoVoices: A Collection of Experiences In and Out of the School (Solo) Muscatine Community College, Muscatine, IA. 2018 School of Art and Art History Biennial Exhibition (Group) School of Art and Art History, Iowa City, IA. Seoultech & Iowa Art & Design Faculty Exchange Exhibition (Group) SEOULTECH Museum of Art, Seoul, South Korea.

2016 / Illuminating the On-Campus Experience of LGBTQ Students Through Photovoice (Solo) Muenster University Center, Vermillion, SD. 2016 School of Art and Art History Biennial Exhibition (Group) School of Art and Art History, Iowa City, IA.

HONORS & AWARDS

SELECTED TEACHING

2016 / Platinum Winner, Exposing Violence (Social Justice Poster Series), Hermes Creative Awards.

Gold Winner, SO.BE Stories (Mobile App), Hermes Creative Awards.

Gold Winner, SO.BE Stories (Mobile App), AVA Digital Awards.

Merit Winner, Exposing Violence (Social Justice Poster Series), Graphis.

2015 / Silver Winner, SO.BE Stories (Mobile App), 45th Annual UCDA Design Competition.

Merit Award, Beer Gear, (Package Design), Wilber Stilwell Student Awards Exhibition.

2012 / U.S. Presidential Inauguration, selected to design all materials for the 2013 Presidential Inauguration.

Graphic Design III: Introduction to Interactive Design

Graphic Design IV: Type & Image

Graphic Design VI: Advanced Interactive Design

Graphic Design VII: Undergraduate Workshop

Graphic Design VIII: Graduate Workshop

Honors in Studio Art

SELECTED SCHOLARSHIP AND CREATIVE ACTIVITY (CONT)

CREATIVE RESEARCH

2018 / Project Perry/Proyecto Perry (community engagement) This project employed problem-and project-based learning, as well as principles of design thinking, to engage with the rural and socio-

economically diverse community of Perry, IA. A total of twelve students, six from the University of Iowa and 6 from Iowa State University, spent five days living in the community, reaching out and engaging with leaders and residents, and co-identifying community challenges and solutions. Students formed small teams and engaged residents on a variety of challenges that were essential to community vitality, including, but not limited to, economic development, education, community engagement, and cultural inclusiveness.

Documents

PhotoVoices: Amplifying the Perspectives of Latinx