What the Grandfathers Taught Me: Lessons for an Indian Country Researcher

Masta, Stephanie

doi:10.46743/2160-3715/2018.3254

Cited by 12 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Pedagogy that places western scientific knowledge as the ultimate source of knowledge and epistemology prevents the development of agency among learners, especially those from historically excluded communities (Smith, 1999;Masta, 2018;Alexiades et al, 2021). Diversifying knowledge systems in curricula (e.g.…”

Section: Support Transformative Agency In Educationmentioning

confidence: 99%

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Hall

Illingworth²,

Mohadjer³

et al. 2022

Geosci. Commun.

View full text Add to dashboard Cite

Abstract. There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and justice in the geosciences. Here, in this manifesto, we present a list of opportunities for educators to bring about this cultural shift within higher education: (1) advocating for institutional change, (2) incorporating diverse perspectives and authors in curricula, (3) teaching historical and socio-political contexts of geoscience information, (4) connecting geoscience principles to more geographically diverse locations, (5) implementing different communication styles that consider different ways of knowing and learning, and (6) empowering learner transformation and agency.

show abstract

Section: Support Transformative Agency In Educationmentioning

confidence: 99%

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Hall

Illingworth²,

Mohadjer³

et al. 2022

Geosci. Commun.

View full text Add to dashboard Cite

show abstract

“…The allocation of federal funding for STEM‐focused programs, community support for STEM degree programs that will meet the needs of local businesses, and previous interactions with scientists or engineers (e.g., oil pipeline spills) can heavily influence conceptions of STEM. This component forces higher education instructors to examine university culture and power structures and to work with Indigenous communities to ensure that institutional policies meet the needs of students and communities in both the short and long term (Brayboy 2005; Masta 2018).…”

Section: Theoretical Framework and Definitionsmentioning

confidence: 99%

“…Inclusive pedagogy is characterized by a commitment to social justice, a position where differences are seen as strengths (e.g., the co-construction of knowledge in a learning setting is heightened with increasing diversity), and also where power differentials within the learning environment are examined Spratt 2013, Parsons 2019). Calls for incorporating reciprocal support of cultural integrity in the curriculum have also been heard from many Indigenous scholars (e.g., Kirkness and Barnhardt 2001, Wilson 2008, Joseph and Windchief 2015, Masta 2018. Barnhardt (1991, 2001) detailed an inclusive pedagogical approach (i.e., the "Four R"s) that is contextualized for the higher education needs of Indigenous students specifically.…”

Section: Inclusive Pedagogymentioning

confidence: 99%

Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students

Alexiades

Haeffner

Reano

et al. 2021

Bulletin Ecologic Soc America

View full text Add to dashboard Cite

The i‐NATURE (Indigenous iNtegration of Aquatic sciences and Traditional Ecological Knowledge for Undergraduate culturally Responsive Education) is a culturally relevant, project‐, and place‐based curriculum that included extensive applied research experience contextualized for specific Indigenous communities. The program developed a model for incorporating Traditional Ecological Knowledge into STEM undergraduate education which included direct participation of several Indigenous communities in the Pacific Northwest region of the United States. After implementation of the i‐NATURE model, we tested whether the inclusive pedagogical strategies used in our intervention improved retention and learning outcomes for the students who participated in the i‐NATURE program. We report a highly significant difference in annual retention and mean course grade point average in the Environmental Science and Studies Programs pre‐ and post‐implementation of the i‐NATURE curriculum. We also report an increase in student interest in pursuing STEM careers and the impacts of the i‐NATURE curricula on two undergraduate participants. This study indicates that academic and research experiences in STEM higher education programming, that incorporates cultural relevant ways of knowing and is reflective of Indigenous community values, can improve student success outcomes and garner interest in pursuing STEM careers.

show abstract

“…Masta (2018) investigates capital structure and a firm’s workforce. Researchers state that for a business to grow, it needs not only funds but also human capital.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Kieschnick and Moussawi (2018) find a negative linear association between the age of the firm and leverage, due to the interaction between the age of the firm and governance of the firm. Masta (2018) investigates capital structure and a firm's workforce. Researchers state that for a business to grow, it needs not only funds but also human capital.…”

Section: Capital Structure Decisionsmentioning

confidence: 99%

A qualitative inquiry into the capital structure decisions of overconfident finance managers of family-owned businesses in India

Mundi

Kaur

Murty

2021

QRFM

View full text Add to dashboard Cite

Purpose The purpose of this study is to understand the impact of the overconfidence of finance managers on the capital structure decisions of family-run businesses in the Indian scenario. Furthermore, this study aims to demonstrate that measurable managerial characteristics explain the capital structure decisions of managers. Design/methodology/approach The qualitative approach to research, which aims at understanding a given phenomenon among the experts, is followed. Semi-structured interviews are conducted with 21 overconfident finance managers of family-owned businesses. Content analysis is used to analyse the collected data regarding capital structure decisions into several themes to fully explore the issue in the Indian scenario. Findings In terms of preference for cash or debt, most of the responding overconfident finance managers of family-run businesses agreed that cash is the preferred source of financing over debt financing. This is due to the biased behaviour of overconfident managers, who consider lower availability of debt as a reason to prefer cash over debt financing. The present study reports that overconfident finance managers prefer short- to long-term debt financing. These managers raise certain practical issues, such as stringent debt terms and inflexible repayment schedules, that arise in relation to the long-term debt market. The study also finds that overconfident finance managers do not fully use tax savings. Respondents reported a lack of access to the debt market and a lack of expertise in capital structure decisions as factors in these capital structure decisions. In addition, the study explores various factors, such as the role of government, the Central Bank of India and industry practices, in relation to capital structure decisions. The study finds that the capital structure decisions of these overconfident finance managers are suboptimal because of the presence of overconfidence bias. Research limitations/implications This study gathers information from respondents who are finance managers, not top-level managers, of family businesses; the decision not to interview the higher-ranking managers is a potential limitation of the present study. Another limitation is the small number of respondents in a specific firm size. Because of these factors, the generalisability of the findings of this study will obviously be restricted. Practical implications The present study has several practical implications. The first is the recognition of overconfidence bias as it affects the decision-making of finance managers. Executives, especially finance executives, will benefit from the recognition of overconfidence bias and will understand how the presence of such bias impacts corporate decision-making. Managers will understand that bias leads to faulty decision-making. The study will provide indirect feedback to policymakers and regulators in terms of understanding the role of macroeconomic variables in economic decisions. The qualitative approach followed in the present study may enhance the understanding of capital structure decisions from a psychological perspective. The majority of studies in the review of literature adopt quantitative approaches; so the qualitative approach adopted here represents a methodological innovation, and it may provide a deeper understanding of the matter. Originality/value The existing literature includes quantitative research aimed at understanding the impact of CEO overconfidence on various corporate policies such as capital budgeting, mergers and acquisitions, dividend policy and capital structure decisions. Quantitative research into the presence of overconfidence bias among executives and its impact on corporate policies returns mixed results. To fulfil the need for studies of overconfidence bias among executives with practical implications, this study explores the presence of overconfidence bias among finance managers in family-run businesses and investigates the impact of overconfidence on capital structure decisions.

show abstract

What the Grandfathers Taught Me: Lessons for an Indian Country Researcher

Cited by 12 publications

References 0 publications

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students

A qualitative inquiry into the capital structure decisions of overconfident finance managers of family-owned businesses in India

Contact Info

Product

Resources

About