Exploring a Theoretical Framework of Student-Professor Performance, Power Relations and Structural Inequalities Affecting Students’ Ability to Perform

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dc.contributor.advisorStein, Robert E.
dc.contributor.advisorPorter, Karen L.
dc.contributor.advisorSluyter-Beltrao, Jeff
dc.contributor.authorDominick, Sydney J.
dc.date.accessioned2021-01-04T23:05:10Z
dc.date.available2021-01-04T23:05:10Z
dc.date.issued2020-11-30
dc.descriptionThesis completed in partial fulfillment of the requirements for the Alfred University Honors Program.en_US
dc.description.abstractMy thesis looks at the age-old question regarding the college classroom: Why don’t students read for class? I explore power dynamics in the classroom between professors and students as well as students and students in terms of completing assigned reading and the effects of gaining social capital. My thesis looks further at the entire education system and inequalities in playing the student role as well as the effect of capitalism on the classroom experience. Using a combination of social theory and quantitative research I have found that the literature suggests that there are outside factors affecting the student as well as performances in the classroom demonstrated by the professors and other students that may contribute to one of the many reasons students do not read for class.en_US
dc.identifier.urihttp://hdl.handle.net/10829/24271
dc.language.isoen_USen_US
dc.relation.ispartofHerrick Libraryen_US
dc.rights.urihttps://libraries.alfred.edu/AURA/termsofuseen_US
dc.subjectHonors thesisen_US
dc.subjectEducationen_US
dc.subjectSocial theoryen_US
dc.subjectStudent performanceen_US
dc.subjectReadingen_US
dc.titleExploring a Theoretical Framework of Student-Professor Performance, Power Relations and Structural Inequalities Affecting Students’ Ability to Performen_US
dc.typeThesisen_US

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