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dc.contributor.advisorCrawford, Emilyeng
dc.contributor.advisorHart, Jennifer L. (Jennifer Lynn), 1967-eng
dc.contributor.authorFishman-Weaver, Kathryn Evaeng
dc.date.issued2015eng
dc.date.submitted2015 Falleng
dc.description.abstractThe unique social-emotional needs of academically high achieving young women are often absent from educators' schemas of potentially vulnerable populations. This masked issue in schools, is the consequence of first, a hyper-focus on achievement, and second, hegemonic narratives about gender and success. The purpose of this youth participatory action research (YPAR) project was to unmask the affective crisis of high achieving young women on the precipice of college. Using a community-based approach, student-researchers practiced strong vulnerability, planned educational workshops, and shared courageous stories via public radio. The YPAR process led to complex and nuanced discoveries about courage, connection, and self-care. These discoveries informed a new framework for wholehearted affective education.eng
dc.identifier.urihttps://hdl.handle.net/10355/48687
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.titleWholehearted affective education : a feminist framework for cultivating courage, connection, and self-care in the college transitioneng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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