Peer-Reviewed Articles by Zarrina Talan Azizova
Journal of The First-Year Experience & Students in Transition, 2020
Authors: Mendez, Jesse Perez; Johnson, Jamil; Azizova, Zarrina Talan; Clark, M. H.; Krsmanovic, M... more Authors: Mendez, Jesse Perez; Johnson, Jamil; Azizova, Zarrina Talan; Clark, M. H.; Krsmanovic, Masha
This study examined the impact of a first-year seminar (FYS) on educational outcomes among students attending an emerging Hispanic-Serving Institution (eHSI) in the southeastern United States. Four undergraduate cohorts of first-year students between 2012 and 2016 were the focus of this study. After accounting for a variety of demographic characteristics through propensity score matching, we found that the FYS course increased the likelihood of students returning to college for a second year if they (a) expected very little financial contribution from their families, (b) were women, or (c) were African American men. The course also appeared to increase students' first-year GPA among women and African American men. While the effects of the program on the general population were small, underserved populations benefited from the course.
Journal of Latinos and Education, 2019
This study examined the role of a state need-based financial aid policy
in Latina/o high school s... more This study examined the role of a state need-based financial aid policy
in Latina/o high school students’ meaning making of postsecondary
access. Utilizing narrative research, the analytical focus on the meaning
making uncovered patterns of individual agency in the journeys of
eight Latina/o high school students who were recent enrollees in the
state need-based financial aid program.
Purpose: The purpose of this paper is to examine the racial and ethnic aspects of the doctoral so... more Purpose: The purpose of this paper is to examine the racial and ethnic aspects of the doctoral socialization to provide a meaningful insight into the belief systems and decision-making processes related to academic success and degree completion. This paper addresses a gap in literature focusing on the racial and ethnic aspects of the doctoral student experience as they relate to student agency. Design/methodology/approach: This narrative research of four doctoral students uses a postmodern active interview method to foreground the role of a doctoral agency as manifested in the ways students make meaning of their experiences as members of the science, technology, engineering, agriculture and math academic community. A dialectical approach to the traditional socialization models provides the framework for understanding the meaning-making processes within a critical context of academia. Findings: Findings present the intrinsic foundations for a doctoral agency and forces that shape key decision-making processes for doctoral students. Research limitations/implications: Implications for research and practice provide guidance for faculty, graduate school administrators and organizations interested in supporting degree completion for historically marginalized doctoral students. Originality/value: This study examines doctoral socialization as a meaning-making process of racial/ethnic students in engineering and agricultural programs. Narrative research design provides depth into the individual experiences and the role of racial/ethnic histories in students’ socialization (meaning-making) processes in a predominantly White academic environment.
Book Review by Zarrina Talan Azizova
Book Chapters by Zarrina Talan Azizova
Square pegs and round holes: Alternative Approaches to diverse college student development theory, 2021
Select Conference Presentations by Zarrina Talan Azizova
Paper to be presented in November, 2017 at the annual pre-conference meeting of the Council of Et... more Paper to be presented in November, 2017 at the annual pre-conference meeting of the Council of Ethnic Participation of ASHE in Houston, TX. To induce higher numbers of low-income students of color into college, Orange County Public Schools supports chess tournaments for its Title I K-8 schools. Utilizing Yosso’s cultural wealth model and the concept of parental agency, this study examines what motivates minority parents to facilitate their child’s participation in chess tournament.
This study employs statistical analysis to reveal whether pre-law students’ considerations to pur... more This study employs statistical analysis to reveal whether pre-law students’ considerations to pursue law degree are determined by a set of personal, academic, and anticipatory socialization factors. Findings are discussed in the context of increasing tuition and fees, student debt, and decreasing public perceptions of a value of law degree.
The purpose of this study was to examine the impact of enrollment in a state need-based grant pro... more The purpose of this study was to examine the impact of enrollment in a state need-based grant program (Oklahoma’s Promise) on college aspirations and academic capital formation of low-income, Latino high school students (Campbell, 2003; Cornwell & Mustard 2002; Hilberg, Joshi, & House, 2009; St. John, Musoba, & Simmons, 2003). In pursing this line of inquiry, we investigated two research questions: (1) what role does a state need-based financial aid policy play in Latino high school students’ meaning-making of postsecondary access? And, (2) who are the most influential agents assisting Latino high school students’ acquisition and use of information about Oklahoma’s Promise? The discussions addressed the pubic good of a state-based financial aid program that targets low-income racial/ethnic groups.
In her article A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education... more In her article A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education's Missions, Hancy Franz (2009) laments the current status of engaged scholarship. Although faculty find engaged scholarship as an appealing idea, they typically lack frameworks that provide clear conceptual ways of connecting their research to practice that may generate direct benefits to the communities that their home institutions serve. Franz offers such a framework, which assisted us in our development and implementation of the Undergraduate (UG) Research Lab in Educational Equity and Social Justice through the lens and strategies of engagement scholarship. We followed Franz's (2009) definition of engaged scholarship as " a reciprocal relationship with a community that adds value to the community and the scholar's discipline " (p. 35). Franz's engaged scholarship model assumes that engagement occurs when three university functions merge into an engaged scholarship circle: (1) a knowledge accumulation through discovery and development (i.e. research), (2) knowledge dissemination (i.e. teaching), and (2) a pursuit of change in learning, behavior, or social condition (i.e. outreach or impact practice). The model does not privilege one function over the other, but instead treats all three as the interconnected practices that respond to internal (institutional) and external (social) factors. Engaged scholars may enter the circle at any point undertaking four non-sequential participatory research steps: research problem formation, theory building, research/program design, and problem solving. The purpose of this paper is to offer one of the possible interpretations and applications of the Engaged Scholarship Model to the development of a high impact program for underrepresented and under-served college and high-school students. In this paper, we discuss two concepts that we utilized, the course that we developed that infused these two concepts together, relevance of Franz's engaged scholarship model to the learning experience of a student-researcher, and implications for practice.
Papers by Zarrina Talan Azizova
The Review of Higher Education, 2017
Studies in graduate and postdoctoral education, Nov 13, 2017
PurposeThe purpose of this paper is to examine the racial and ethnic aspects of the doctoral soci... more PurposeThe purpose of this paper is to examine the racial and ethnic aspects of the doctoral socialization to provide a meaningful insight into the belief systems and decision-making processes related to academic success and degree completion. This paper addresses a gap in literature focusing on the racial and ethnic aspects of the doctoral student experience as they relate to student agency.Design/methodology/approachThis narrative research of four doctoral students uses a postmodern active interview method to foreground the role of a doctoral agency as manifested in the ways students make meaning of their experiences as members of the science, technology, engineering, agriculture and math academic community. A dialectical approach to the traditional socialization models provides the framework for understanding the meaning-making processes within a critical context of academia.FindingsFindings present the intrinsic foundations for a doctoral agency and forces that shape key decision-making processes for doctoral students.Research limitations/implicationsImplications for research and practice provide guidance for faculty, graduate school administrators and organizations interested in supporting degree completion for historically marginalized doctoral students.Originality/valueThis study examines doctoral socialization as a meaning-making process of racial/ethnic students in engineering and agricultural programs. Narrative research design provides depth into the individual experiences and the role of racial/ethnic histories in students’ socialization (meaning-making) processes in a predominantly White academic environment.
Journal of the First-Year Experience & Students in Transition, 2020
Routledge eBooks, Jun 21, 2023
Journal of the First-Year Experience & Students in Transition, 2020
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Peer-Reviewed Articles by Zarrina Talan Azizova
This study examined the impact of a first-year seminar (FYS) on educational outcomes among students attending an emerging Hispanic-Serving Institution (eHSI) in the southeastern United States. Four undergraduate cohorts of first-year students between 2012 and 2016 were the focus of this study. After accounting for a variety of demographic characteristics through propensity score matching, we found that the FYS course increased the likelihood of students returning to college for a second year if they (a) expected very little financial contribution from their families, (b) were women, or (c) were African American men. The course also appeared to increase students' first-year GPA among women and African American men. While the effects of the program on the general population were small, underserved populations benefited from the course.
in Latina/o high school students’ meaning making of postsecondary
access. Utilizing narrative research, the analytical focus on the meaning
making uncovered patterns of individual agency in the journeys of
eight Latina/o high school students who were recent enrollees in the
state need-based financial aid program.
Book Review by Zarrina Talan Azizova
Book Chapters by Zarrina Talan Azizova
Select Conference Presentations by Zarrina Talan Azizova
Papers by Zarrina Talan Azizova
This study examined the impact of a first-year seminar (FYS) on educational outcomes among students attending an emerging Hispanic-Serving Institution (eHSI) in the southeastern United States. Four undergraduate cohorts of first-year students between 2012 and 2016 were the focus of this study. After accounting for a variety of demographic characteristics through propensity score matching, we found that the FYS course increased the likelihood of students returning to college for a second year if they (a) expected very little financial contribution from their families, (b) were women, or (c) were African American men. The course also appeared to increase students' first-year GPA among women and African American men. While the effects of the program on the general population were small, underserved populations benefited from the course.
in Latina/o high school students’ meaning making of postsecondary
access. Utilizing narrative research, the analytical focus on the meaning
making uncovered patterns of individual agency in the journeys of
eight Latina/o high school students who were recent enrollees in the
state need-based financial aid program.