To complete Chapter 2, you will need to:
- Analyze research literature in relation to a meaningful and justified gap in research for the PhD dissertation.
- Ground dissertation research in a theoretical/conceptual framework related to an identified social-educational problem.
To complete Chapter 3, you will need to:
- Determine the approach to research methodology and design for the dissertation.
- Identify data sources to answer the research questions.
- Demonstrate alignment in research design.
- Justify choices and decisions regarding:
Methodology
Research questions
Sample or participants
Instrumentation
Data sources
Data collection
Data analysis plan (to demonstrate alignment and consistency among each element of the study)
I NEED EACH CHAPTER TO CONTAIN AT LEAST 15 PAGES AND I NEED IT TO FLOW OFF OF CHAPTER 1
17
Abstract
[Dissertation Title]
by
[your official name]
MA, [university], 20XX
BS, [university], 20XX
Dissertation (or Proposal) Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Management
Walden University
[last month of term you graduate] 20XX
Abstract
Abstract text is double-spaced with no paragraph breaks. Describe the overall research problem being addressed in the first couple of sentences and indicate its important (e.g., who would care if the problem were solved). You can include a general introduction of the issue in the first sentence, but move to a clear statement of the research problem being addressed. Identify the purpose and theoretical foundations, if appropriate, summarize the key research question(s), and briefly describe the overall research design, methods, and data analysis procedures. Identify the key results, one or two conclusions, and recommendations that capture the heart of the research. Conclude with a statement on the implications for positive social change. Do not include references or citations in the abstract. Per APA style, spell out numbers nine and below, and use numerals for numbers 10 and above. If a number is the first word of a sentence, always spell it out. For listed items within a paragraph like this, (a) use letters, not numbers, in parentheses; (b) separate items with commas unless; (c) there is already a comma in one of the clauses. In that case, separate the elements with a semicolon. See the Walden Center for Research Quality for more information on the
Litmus Test
for the problem statement as well as on abstracts. In addition to the four elements in the Litmus Test, the PhD in Management adds a fifth element: connects with positive social change. Walden University envisions a distinctively different 21st century learning community where knowledge is judged worthy to the degree it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good. Show how your dissertation will connect with positive social change.
[Dissertation Title]
by
[your official name]
MA, [university], 20XX
BS, [university], 20XX
Dissertation (or Proposal) Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Management
Walden University
[last month of term you graduate] 20XX
Dedication
This is an optional page for a dedication. It does not have a page number. If you include a dedication, use regular paragraph formatting as shown here (not centered, italicized, or otherwise formatted). This page is already correctly formatted, so you can simply replace the sample text with your own. The Dedication heading does not appear in the table of contents. If you do not include any text on this page, delete it completely.
The Dedication page is a wonderful opportunity for you to pay special tribute to those individuals or organizations that provided you with encouragement, special assistance, or inspiration throughout your academic career.
Acknowledgments
As with the Dedication page, the Acknowledgments page is optional. It is a nice place to thank the faculty, friends, and family members who have helped you reach this point in your academic career. Some people make note of their spiritual beliefs and thank their Higher Power for helping to make their dreams possible.
Generally an acknowledgment page is no more than one page in length and consists of a brief description of how you were shown support by the people you acknowledge. Although it is not mandatory, it is good practice to thank anyone who gave you permission to use any copyrighted materials.
It is not necessary to include every single person or entity that helped you complete your dissertation. Usually, just the major players are acknowledged. Those who contributed in a minor way can be acknowledged in a general statement. For example, one could write, “I am forever grateful to all those at whatever organization and to everyone else I did not mention, but contributed in some fashion to the successful completion of this dissertation.”
This page is already correctly formatted, so you can simply replace this text with your own. If you include an Acknowledgments page, there is no page number, and the heading does not appear in the
Table of Contents
. If you do not include Acknowledgments, delete the heading and text, being careful to not delete the section break below this text.
Table of Contents
List of Tables
iv
List of Figures
v
Chapter 1: Introduction to the Study
1
Background of the Study
1
Problem Statement
1
Purpose of the Study
2
Research Questions
2
Theoretical Foundation
2
Conceptual Framework
3
Nature of the Study
3
Definitions
4
Assumptions
4
Scope and Delimitations
4
Limitations
5
Significance of the Study
5
Significance to Practice
5
Significance to Theory
5
Significance to Social Change
6
Summary and Transition
6
Chapter 2: Literature Review
7
Literature Search Strategy
7
Theoretical Foundation
7
Conceptual Framework
8
Literature Review
8
Summary and Conclusions
9
Chapter 3: Research Method
10
Research Design and Rationale
10
Role of the Researcher
10
Methodology
10
Participant Selection Logic
11
Instrumentation
11
Pilot Study
12
Procedures for Recruitment, Participation, and Data Collection
13
Data Analysis Plan
13
Issues of Trustworthiness
14
Credibility
14
Transferability
14
Dependability
14
Confirmability
14
Ethical Procedures
14
Summary
15
Chapter 4: Results
16
Pilot Study
16
Research Setting
16
Demographics
16
Data Collection
16
Data Analysis
17
Evidence of Trustworthiness
17
Credibility
17
Transferability
17
Dependability
17
Confirmability
17
Study Results
18
Summary
20
Chapter 5: Discussion, Conclusions, and Recommendations
21
Interpretation of Findings
21
Limitations of the Study
21
Recommendations
21
Implications
21
Conclusions
22
References
23
Appendix A: Title of Appendix
25
The Table of Contents (TOC) above must be updated to reflect the headings and pagination in your own document. First, ensure that you have applied the appropriate Styles tags to all APA Level 0, 1, and 2 headings. To update the TOC, right click anywhere in the Table of Contents, select Update field, then select Update entire table or Update page numbers only, and click OK. This should populate the TOC with all headings tagged as APA Level 0, 1, and 2 within your document.
List of Tables
Table 1
.
Sample Table Title
18
Table 2
.
Another Sample Table Title
19
The List of Tables above must be updated to reflect any tables in your document. If you do not have any tables, delete this page (including the page break at the end of the page).
To update the above List of Tables, you must ensure that you have used the Insert Caption method to label your tables, following the instructions at the end of the Instructions for Using the PhD Management Annotated Dissertation Template document. Once you have done this, to update the List of Tables, right click anywhere in the list, select Update Field, then select Update entire table or Update page numbers only, and click OK. This will populate the List of Tables with your table numbers and titles.
If you follow this method, the table number and title will come in without a period between them, and there will be a mix of bold, italic, and plain font. Clean up the List of Tables manually by selecting all of the text and removing bolding and italics, then enter a period after each table number and one character space before the table title, as shown in the model in the template.
List of Figures
Figure 1
.
Sample Figure Title
19
Figure 2
.
Another Sample Figure Title
20
The List of Figures must be updated to reflect any figures in your document. If you do not have any figures, delete this page, but be careful not to delete the Section Break at the end of the page, as doing so will disrupt the pagination of the template.
To update the above List of Figures, you must ensure that you have used the Insert Caption method to label your figures, following the instructions at the end of the Instructions for Using the PhD Management Annotated Templates document. Once you have done this, to update the List of Figures, right click anywhere in the list, select Update Field, then select Update entire table or Update page numbers only, and click OK. This will populate the List of Figures with your figure numbers and titles.
If you follow this method, the figure number and title will come in without a period between them, and there will be a mix of bold, italic, and plain font. Clean up the List of Figures manually by selecting all of the text and removing bolding and italics, then enter a period after each figure number and one character space before the figure title, as shown in the model in the template.
v
Chapter 1: Introduction to the Study
[Describe the topic of the study, why the study needs to be conducted, and the potential social implications of the study. Preview the major sections of the chapter. Notes: This introductory material should be about a page in length.
Each of the following sections contains a suggested page length; however, the length of each section should be determined by sufficiency and completeness.]
Background of the Study
[Briefly, summarize research literature related to the scope of the study topic. Describe a gap in knowledge in the discipline that the study will address. End the section on why the study is needed. Note: This section should be between two and four pages in length.]
Problem Statement
[State the research problem. Provide evidence of consensus that the problem is current, relevant, and significant to the discipline. Frame the problem in a way that builds upon or counters previous research findings, focusing primarily on research conducted in the last 5 years. Address a meaningful gap in the current research literature. Notes: The problem statement should meet the Walden Litmus test; that is, it must be justified, grounded in the literature, original, and amenable to scientific study. See the Walden Center for Research Quality for more information on the Litmus Test. In addition to the four elements in the Litmus Test, the PhD in Management adds a fifth element: connects with positive social change. Walden University envisions a distinctively different 21st century learning community where knowledge is judged worthy to the degree it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good. Show how your dissertation will connect with positive social change.
One approach is to include both the general problem statement, which presents a broad concept of the problem, and the specific problem statement, which presents the focus of the study. Key words such as “the problem is . . .” are helpful to the reader. This section should be concisely written and be about a half a page in length.]
Purpose of the Study
[Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study and contains (a) the research paradigm, (b) the intent of the study (such as describe, compare, explore, develop), and (c) the concept/phenomenon of interest. Notes: see Creswell’s Research Design book, Chapter 6, for scripts on writing Purpose Statements. This section should be concisely written and be about a half a page in length.]
Research Questions
[State the research question(s). Note: This section should be less than a page in length.]
Theoretical Foundation
[Studies must include either a theoretical foundation or a conceptual framework section; studies may include both or just one. If there is only a Theoretical Foundation section, then delete the Conceptual Framework section heading/content and vice versa.
Identify the theory or theories and provide the origin or source. State concisely the major theoretical propositions and/or major hypotheses with a reference to more detailed explanation in Chapter 2. Explain how the theory relates to the study approach and research questions. Note: This section should be between one and three pages in length.]
Conceptual Framework
[Identify and define the concept/phenomenon that grounds the study. Describe concisely the conceptual framework (for qualitative studies, the distinctive ideas; for quantitative studies, a description of the body of research that supports the need for the study) as derived from the literature, with reference to a more detailed analysis in Chapter 2. State the logical connections among key elements of the framework with a reference to a more thorough explanation in Chapter 2. State how the framework relates to the study approach and key research questions as well as instrument development and data analysis where appropriate. Note: A framework is a container for ideas, information, and such. A theory is a body of knowledge that is explanatory and predictive. For example, Porter’s value chain is a framework, while Ricardo’s comparative advantage is a theory. Note: This section should be between one and three pages in length.]
Nature of the Study
[Provide a concise rationale for selection of the design/tradition. Briefly describe the key concept and/or phenomenon being investigated. Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed). Note: This section should be between one and three pages in length.]
Definitions
[Provide concise definitions of key concepts or constructs. Define terms used in the study that have multiple meanings (e.g., socioeconomic status, educator, health service professional). Do not include common terms or terms that can easily be looked up in a dictionary. Include citations that identify support in the professional literature for the definition or operational definition. Notes: The term should be indented the same as a paragraph indent, italicized, and terminated with a colon, with the definition itself in plain type, sourced, and listed alphabetically. This section should be between one and three pages in length.]
Assumptions
[Clarify aspects of the study that are believed but cannot be demonstrated to be true. Include only those assumptions that are critical to the meaningfulness of the study. Describe the reasons why the assumption(s) was/were necessary in the context of the study. Note: This section should be around a page in length.]
Scope and Delimitations
[Describe specific aspects of the research problem that are addressed in the study and why the specific focus was chosen. Define the boundaries of the study by identifying populations included and excluded and theories/conceptual frameworks most related to the area of study that were not investigated. Address potential transferability. Note: This section should be around a page in length.]
Limitations
[Describe limitations of the study related to design and/or methodological weaknesses (including issues related to limitations of transferability and dependability). Describe any biases that could influence study outcomes and how they are addressed. Describe reasonable measures to address limitations. Note: This section should be around a page in length.]
Significance of the Study
[The Significance of the Study is described in terms of (a) how this study will/may fill a gap in the literature, (b) professional application, and (c) positive social change (e.g., improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies). Be certain to address and include the phrase positive social change in this section. Note: This section, including the three subsections, should be between three to five pages in length.]
Significance to Practice
[Identify potential contributions of the study that advance practice and/or policy (as applicable).]
Significance to Theory
[Identify potential contributions of the study that advance knowledge in the discipline. This is an elaboration of what the problem addresses.]
Significance to Social Change
[Describe potential implications for positive social change that are consistent with and bounded by the scope of the study.]
Summary and Transition
[Summarize main points of the chapter. Provide a transition to Chapter 2. Note: This section should be around a page.]
Chapter 2: Literature Review
[Restate the problem and the purpose. Provide a concise synopsis of the current literature that establishes the relevance of the problem. Preview major sections of the chapter. Note: This section should be less than a page in length.]
Literature Search Strategy
[List accessed library databases and search engines used. List (and italicize) key search terms and combinations of search terms (with more detailed search terms located in an appendix if appropriate). Describe the iterative search process by explaining what terms were used in what database to identify germane scholarship. In cases where there is little current research, and few (if any) dissertations and/or conference proceedings, describe how this was handled. Note: This section should be between one and three pages in length.]
Theoretical Foundation
[Include only the Theoretical Foundation and/or the Conceptual Framework here as provided in Chapter 1. Either one or both may be presented, depending on what was presented in Chapter 1.
Name the theory or theories. Provide origin or source of the theory. Describe major theoretical propositions and/or major hypotheses, including delineation of any assumptions appropriate to the application of the theory. Provide a literature- and research-based analysis of how the theory has been applied previously in ways similar to the current study. Provide the rationale for the choice of this theory. Describe how and why the selected theory relates to the present study and how the research questions relate to, challenge, or build upon existing theory. Notes: Either the theoretical foundation or the conceptual framework may be provided; both are not required but may be presented. This section should be between three and six pages in length.]
Conceptual Framework
[Identify and define the concept/phenomenon. Synthesize primary writings by key theorists, philosophers, and/or seminal researchers related to the concept or phenomenon. Provide key statements and definitions inherent in the framework. Describe how the concept or phenomenon has been applied and articulated in previous research and how the current study benefits from this framework. Notes: Either the theoretical foundation or the conceptual framework may be provided; both are not required but may be presented. This section should be between three and six pages.]
Literature Review
[Provide an exhaustive review of current literature that includes the following information regarding the key concepts of the study.
Describe studies related to the constructs of interest and chosen methodology and methods that are consistent with the scope of the study. Describe ways researchers in the discipline have approached the problem and the strengths and weakness inherent in their approaches. Justify from the literature the rationale for selection of the concepts. Review and synthesize studies related to the key concepts and/or phenomena under investigation to produce a description of what is known about them, what is controversial, and what remains to be studied. Review and synthesize studies related to the research questions and why the approach selected is meaningful. Note: This section should be between 30 and 50 pages in length.]
Summary and Conclusions
[Concisely summarize major themes in the literature. Summarize what is known as well as what is not known in the discipline related to the topic of study. Describe how the present study fills at least one of the gaps in the literature and will extend knowledge in the discipline. Provide transitional material to connect the gap in the literature to the methods described in Chapter 3. Note: This section should be around a page in length.]
Chapter 3: Research Method
[Restate the study purpose as described in Chapter 1. Preview the major sections of the chapter. Note: This section should be less than a page in length.]
Research Design and Rationale
[Restate research questions exactly as written in Chapter 1. State and define central concept(s)/phenomenon(a) of the study. Identify the research tradition (e.g., qualitative and the selected design such as narrative research, case study, phenomenology, ethnography, or grounded theory). Provide a rationale for the chosen tradition. Explain why other possible choices would be less effective. Note: This section should be between one and three pages in length.]
Role of the Researcher
[Define and explain your role as observer, participant, or observer-participant. Reveal any personal and professional relationships you, as the researcher, may have with participants, with emphasis on supervisory or instructor relationships involving positions of power with the participants. State how any researcher biases and/or power relationships are or will be managed. Describe other ethical issues as applicable (these could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives) and the plan for addressing these issues. Note: This section should one or two pages in length.]
Methodology
[Needs to be described in sufficient depth so that other researchers can replicate the study.]
Participant Selection Logic
[Identify the population (if appropriate). Identify and justify the sampling strategy. State the criterion/a on which participant selection is based. Establish how participants are known to meet the criterion/a. State the number of participants/cases and the rationale for that number. Explain specific procedures for how participants will be identified, contacted, and recruited. Describe the relationship between saturation and sample size. Notes: Qualitative phenomenological studies should have a sample size of 20 participants or until saturation occurs. Sample sizes for other qualitative studies may vary. For example a case study may collect data from appropriate participants with other data coming from observations, or other collected data sets. This section should be two or three pages in length.]
Instrumentation
[Identify each data collection instrument and source (e.g., observation sheet, interview protocol, focus group protocol, videotape, audiotape, artifacts, archived data, and other kinds of data collection instruments). Identify the source for each data collection instrument (i.e., published or researcher produced). If historical or legal documents are used as a source of data, demonstrate the reputability of the sources, and justify why they represent the best source of data. Establish sufficiency of data collection instruments to answer research questions.]
[For published data collection instruments, add the following: Who developed the instrument and what is the date of publication? Where and with which participant group has it been used previously? How appropriate is it for current study (i.e., context and cultural specificity of protocols/instrumentation) and whether modifications will be or were needed? Describe how content validity will be or was established. Address any context- and culture-specific issues specific to the population while developing the instrument specific to the population. Note: If the instrument was researcher developed, do not respond to these questions.]
[For researcher-developed instruments, add the following: Basis for instrument development (i.e., literature sources or other bases, such as a pilot study). Describe how content validity will be/was established. Establish sufficiency of data collection instruments to answer the research questions. Notes: If the instrument was published by another researcher, do not respond to these questions. This section may be between three and five pages in length.]
Pilot Study
[Do not include this section if a pilot study will not be done. However, pilot studies are frequently done with qualitative studies to test researcher-developed instruments, protocols, and instructions.]
[Include all procedures for recruitment, participation, and data collection associated with the pilot study and the main study. Describe the relationship of the pilot study to the main study (e.g., what is the purpose of the pilot study?). Include the IRB approval number in the completed dissertation. Notes: This section may not be appropriate for all studies but if provided should be between one and two pages in length. Many of the techniques used in the primary study and the pilot study may be the same.]
Procedures for Recruitment, Participation, and Data Collection
[For each data collection instrument and research question, provide details of data collection.
· From where will data be collected?
· Who will collect the data?
· Frequency of data collection events.
· Duration of data collection events.
· How data will be recorded?
· Follow-up plan if recruitment results in too few participants.
· Explain how participants exit the study (e.g., debriefing procedures).
· Describe any follow-up procedures such as requirements to return for follow-up interviews.
Note: This section should be between two and six pages in length.]
Data Analysis Plan
[For each type of data collected, identify:
· Connection of data to a specific research question.
· Type of and procedure for coding.
· Any software used for analysis.
· Manner of treatment of discrepant cases.
Note: This section should be between three and six pages in length.]
Issues of Trustworthiness
Credibility
[Credibility (internal validity): Describe appropriate strategies to establish credibility, such as triangulation, prolonged contact, member checks, saturation, reflexivity, and peer review. Note: This section should be less than a page in length.]
Transferability
[Transferability (external validity): Describe appropriate strategies to establish transferability, such as thick description and variation in participant selection. Note: This section should be less than a page in length.]
Dependability
[Dependability (the qualitative counterpart to reliability): Describe appropriate strategies to establish dependability, such as audit trails and triangulation. Note: This section should be less than a page in length.]
Confirmability
[Confirmability (the qualitative counterpart to objectivity): Describe appropriate strategies to establish confirmability, such as reflexivity. Note: This section should be less than a page in length.]
Ethical Procedures
[Agreements to gain access to participants or data. Include actual documents in the Institutional Review Board (IRB) application. Describe the treatment of human participants including the following (include actual documents in the IRB application):
· institutional permissions, including IRB approvals that are needed (for the proposal) or were obtained (for the completed dissertation, include relevant IRB approval numbers)
· ethical concerns related to recruitment materials and processes and a plan to address them
· Eehical concerns related to data collection/intervention activities; these could include participants’ refusing participation or early withdrawal from the study and response to any predicable adverse events and a plan to address them
Describe treatment of data, including archival data, including issues of:
· whether data are anonymous or confidential and any concerns related to each, and
· protection for confidential data (i.e., data storage procedures, data dissemination, who will have access to the data, and when the data will be destroyed).
Other ethical issues as applicable: These issues could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives. Note: This section should be between one and two pages in length.]
Summary
[Summarize the main points in the chapter. Provide a transition statement to Chapter 4. Note: This section should about a page in length.]
Chapter 4: Results
[Review briefly the purpose and research questions. Preview the organization of the chapter. Note: This section should be about a page in length.]
Pilot Study
[If provided, describe the pilot study. Report any impact the pilot study had on the main study (e.g., changes in instrumentation and/or data analysis strategies). Note: This section should be about a page in length.]
Research Setting
[Describe any personal or organizational conditions that influenced participants or their experience at the time of study that may influence interpretation of the study results (e.g., changes in personnel, budget cuts, and other trauma). Note: This section should be about a page in length.]
Demographics
[Present participant demographics and characteristics relevant to the study. Note: This section should be about a page in length.]
Data Collection
[State the number of participants from whom each type of data was collected. Describe location, frequency, and duration of data collection for each data collection instrument. Describe how the data were recorded. Present any variations in data collection from the plan presented in Chapter 3. Present any unusual circumstances encountered in data collection. Note: This section should be between two and three pages in length.]
Data Analysis
[Report process used to move inductively from coded units to larger representations including categories and themes. Describe the specific codes, categories, and themes that emerged from the data using participant quotations as needed to emphasize their importance Describe qualities of discrepant cases and how they were factored into the analysis. Note: This section should be between three and six pages in length.]
Evidence of Trustworthiness
Credibility
[Describe implementation of and/or adjustments to credibility strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Transferability
[Describe implementation of and/or adjustments to transferability strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Dependability
[Describe implementation of and/or adjustment to consistency strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Confirmability
[Describe implementation of and/or adjustment to consistency strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Study Results
[Address each research question. The chapter may be organized by research question or patterns or themes. Present data to support each finding (e.g., quotes from transcripts, documents, etc.). Discuss discrepant cases/nonconfirming data as applicable. Include tables and figures to illustrate results, as appropriate and per the current edition of the Publication Manual of the American Psychological Association. Note: This section should be between six and 15 pages in length.]
Tables 1 and 2 reflect correct APA format for tables. Note that the point size of table text can be smaller than body text (12 point) but no smaller than 8 point. You may change the font inside tables to a sans serif font such as Arial if you wish. For guidance on formatting tables in APA Style, visit the Doctoral Capstone Form and Style webpage on tables.
Table 1
Sample Table Title
Stub heading
Column A
Column B
Column C
Column D
Row 1
Row 2
Row 3
Row 4
Note. From “Attitudes Toward Dissertation Editors,” by W. Student, 2020, Journal of Academic Optimism, 98, p. 11 (
https://doi.org/10.xxxxxxxxx
). Copyright 2020 by Academic Publishing Consortium. Reprinted with permission.
This general table note cites the source of a table that was originally printed elsewhere. You must obtain permission from the copyright holder to reprint a table or figure that is not in the public domain. Include letters of permission in an appendix. Per APA 7.14, table and figure notes must be left justified and double spaced, as shown here.
Table 2
Another Sample Table Title
Stub heading
Column A
Column B
Column C
Row 1
Row 2
See instructions at the end of the Instructions for Using the PhD Management Annotated Templates document for creating table labels that can be updated in the List of Tables.
Figures 1 and 2 reflect APA formatting rules for figure captions. As with tables, refer to the figure by number in the narrative text preceding the placement of the figure. For more on figures in APA Style, visit the Doctoral Capstone Form and Style Figures page.
Figure 1
Sample Figure Title
Figure 2
Another Sample Figure Title
See instructions at the end of the Instructions for Using the PhD Management Annotated Templates document for creating figure labels that can be updated in the List of Figures.
Summary
[Summarize answers to research questions. Provide a transition to Chapter 5. Note: This section should be about a page in length.]
Chapter 5: Discussion, Conclusions, and Recommendations
[Concisely reiterate the purpose and nature of the study and why it was conducted. Concisely summarize key findings. Note: This section should be less than a page in length.]
Interpretation of Findings
[Describe in what ways findings confirm, disconfirm, or extend knowledge in the discipline by comparing them with what has been found in the peer-reviewed literature described in Chapter 2. Ensure interpretations do not exceed the data, findings, and scope. Note: This section should be between four and eight pages in length.]
Limitations of the Study
[Describe the limitations to trustworthiness that arose from execution of the study. These should be used to revise what was written in Chapter 1 for the proposal. Note: This section should be about a page in length.]
Recommendations
[Describe recommendations for further research that are grounded in the strengths and limitations of the current study as well as the literature reviewed in Chapter 2. Ensure recommendations do not exceed study boundaries. Note: This section should be between three and five pages in length.]
Implications
[Positive social change: (a) Describe the potential impact for positive social change at the appropriate level (individual, family, organizational, and societal/policy); and (b) ensure implications for social change do not exceed the study boundaries. Express as tangible improvements. Describe methodological, theoretical, and/or empirical implications, as appropriate. Describe recommendations for practice, as appropriate. Note: This section should be between four and six pages in length.]
Conclusions
[Provide a strong take-home message that captures the key essence of the study. Note: This section should be less than a page in length.]
References
Examples of references follow. Replace with your own references, which should come from four possible sources: peer reviewed journals, some books, some dissertations, and some government or professional organizational websites.
Suggest up to 100 to 150 references with 80% to 85% being peer-reviewed journal articles published within 3 to 5 years of the expected graduation date. References should be primarily electronic journal articles with perhaps a few seminal articles, professional books, dissertations, or professional/government websites.]
Insert references here. Examples of some common types of references follow.
These sample entries are tagged with the “APA Reference” style tag, which means the line spacing and hanging indent are automatic. Apply the “APA Reference” style tag to your entries.
Pay special attention to italics, capitalization, and punctuation. The style tag does not govern those aspects of the entry.
Sample Entries
Journal article with DOI (even if accessed in print form)
Author, A. A., Author, B. B., & Author, C. C. (1994). Title of article. Title of Periodical, xx(x), xxx–xxx. https://doi.org/xxxxxx . . .
Nonperiodical (authored book with a DOI)
Author, A. A. (1994). Title of work. Publisher. https://doi.org/xxxxx . . .
Chapter 10 of the Publication Manual of the American Psychological Association, seventh edition, includes numerous examples of reference list entries. For more information on references in APA Style, consult the APA website or the Walden Doctoral Capstone Form and Style page on APA References
.
Appendix A: Title of Appendix
[Insert appendix content here. Appendices are ordered with letters (Appendix A, Appendix B, etc.) rather than numbers. If there is only one appendix in your document, label it Appendix (rather than Appendix A), per APA rules.
The appendices must adhere to the same margin specifications as the body of the dissertation. Photocopied or previously printed material may have to be shifted on the page or reduced in size to fit within the area bounded by the margins.
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(Template updated November 2020)
Running Head: RESEARCH PROJECT 1
RESEARCH PROJECT 11
African American Male Juvenile Rehabilitation versus Incarceration Punishment
Mia Lee
Chapter 1
CHAPTER 1
The influx of African American male adolescents into the juvenile court system has generated a serious social problem. In the juvenile justice system, African American boys are the most overrepresented demographic (Voisin, Kim, Takahashi, Morotta & Bocanegra, 2017). The presence of African American male kids in the juvenile penal system has societal ramifications (Ryan, Williams& Courtney, 2013). These consequences include the possibility of absenteeism, drug abuse, and gang membership (Lucero, Barrett & Jensen, 2015). If those concerns are not addressed, there is a risk that the child offender may commit crimes as an adult, perhaps leading to more serious consequences (Barnette et al., 2015; Schlesinger, 2018).
When addressing juvenile delinquent treatment and punishment, there are two major principles to consider when considering the link between social justice and juvenile justice. Over the years, these two ideas have fueled a cycle of change in the juvenile justice system. While some claim that because juveniles are so young, they should receive therapy rather than punishment for their crime, punishment for juveniles who commit murder is preferable to treatment because some contend that they understood fully what they were doing. The purpose of this study paper is to explore the distinctions between juvenile rehabilitation and prison punishment for African American criminals. Juvenile rehabilitation and imprisonment among African Americans are not equal or up to societal norms and guidelines. The study concentrates on identifying the problem in terms of rehabilitation and incarceration and, as a result, changing and improving the way society views African Americans. The study attempts to follow the research in a variety of ways that include a knowledge of criminal justice and how African Americans fare throughout jail and rehabilitation. The research paper focuses on a societal issue; thus, it is critical to include and utilize, which is a significant benefit to the way they collect information.
Gap in Research Knowledge
Juvenile justice system engagement has been linked to delinquency or adolescent offending, drug abuse, poor mental health, and sexual risk behaviors, according to studies (Greene, Gabbidon & Wilson, 2018). Despite the fact that low-income African-American youth are disproportionately affected by these behavioral issues, few studies have looked into how juvenile justice system involvement and episodes of these adolescents may be linked to behavioral issues that lead to concerns about rehabilitation and incarceration (Greene, Gabbidon & Wilson, 2018). This study fills in the gaps by examining the extent to which juvenile justice system engagement and contacts are linked to a wide range of child behavioral and health issues, resulting in the justice system’s decision to utilize rehabilitation or incarceration as a punishment option. Poor mental health, delinquency or juvenile offending, drug abuse, STI risk behaviors, and exposure to community violence are among concerns that low-income African American teenagers face.
Problem Statement
The problem addressed is how African American Male Juveniles do not get offered rehabilitation methods, but they get punished to serve incarceration time. This leads to higher recidivism rates because they do not have alternative resources. African male juveniles endure harsh incarnation punishment, which includes lengthy confinement in penal facilities (González, 2017). When people are released from prison and return to society, most of them engage in further criminal acts. It is not enough to punish offenders in order to keep them from engaging in criminal activity. To assist avoid repeat offenses, it is necessary to implement rehabilitative programs among convicts rather than imposing direct punishment.
African American Male Juvenile Rehabilitation vs. Incarceration Punishment is a contentious issue that several researchers are attempting to investigate. When juvenile offenders are put into the criminal justice system, the issue is whether they should be sent to serve their penalty automatically or whether there should be rehabilitative approaches that may be used to assist protect them from reoffending. When adolescent offenders are exposed to the criminal justice system or have their first encounter with law enforcement, this is when they leave their mark. Law enforcement authorities have now decided how they will react to and engage with them from now on. Unfortunately, not all youth have favorable contacts with law enforcement, which is why the study was conducted.
Overall Purpose
The study’s goal is to determine the difference between juvenile rehabilitation and jail punishment among African American criminals. The purpose of this study article is to explore the distinctions between juvenile rehabilitation and prison punishment for African American criminals. Juvenile rehabilitation and imprisonment among African Americans are not equal or up to societal norms and guidelines.
The initiative focuses on identifying the problem in terms of rehabilitation and incarceration and, as a result, changing and improving the way society views African Americans. It is clear that the article will attempt to follow the study in a variety of ways that include a knowledge of criminal justice and how African Americans fare during jail and rehabilitation. The research paper focuses on a societal issue; thus, it is critical to include and utilize, which is a significant benefit to the way they collect information. The paper utilizes the qualitative research methodology which will help in providing social evidence and research into the issue which is beneficial to the way that they do connect and thus it is important to increase their interactions.
Research Question
1. What are the disparities between jail and youth rehabilitation for African American offenders?
2. What are the problems in terms of rehabilitation and incarceration useful for creating mitigating strategies of the social issue of African American juveniles?
Framework
According to the punishment theories, offenders are taken through the incarceration process to discourage them from getting involved in criminal activities. Incarceration exists to punish the offenders because they deserve the punishment (Donaldson, 2020). When considering the impacts of punishment, it does not reflect its purpose in offenders’ lives but introducing rehabilitative programs proves to be more beneficial. Punishment is described as suffering, loss, pain, or any other consequence inflicted on a person by the relevant authorities for the offence. What individuals feel is acceptable in terms of criminal consequences is mainly governed by the ideology of punishment to which they subscribe. That is, individuals tend to agree with the punishment theory that is most likely to produce the outcome they feel is proper (Enns & Ramirez, 2018). This belief system concerning the goals of punishment frequently spills over into the political arena. Politics and incarceration policy are inextricably linked. Many of the changes in correctional policy experienced in the United States during this period reflected the political context of the moment.
Legislation should be used to improve society happiness, according to utilitarian philosophy. Because crime and punishment are incompatible with enjoyment, they should be maintained to a minimum. Utilitarians realize that there is no such thing as a crime-free society, but they try to inflict just the amount of punishment required to discourage future crimes (Enns & Ramirez, 2018). According to utilitarian philosophy, laws that define a penalty for illegal action should be intended to deter future criminal behavior. Deterrence is effective on both a small and large scale. The phrase “general deterrence” refers to the power of a penalty to dissuade others from doing criminal acts (Garland, 2018). The punishment serves as an example for the rest of society and a message to others that criminal behavior will be punished. Rehabilitation is another utilitarian argument for punishment. The goal of rehabilitation is to allow offenders to succeed within the confines of the law so that they do not commit crimes again (Garland, 2018). In most cases, rehabilitative interventions for criminal offenders involve treatment for mental illness, substance abuse, and recurring violent behavior. The use of educational programs to give offenders with the information and skills they need to engage in the labor market is also part of rehabilitation.
Nature of Study
The research mainly utilizes the descriptive research design that mainly focuses on helping to find and answer the how, what, where and when the issue takes place. The research is focusing to identify such questions before moving on to try and find out the why at the end. The descriptive research design is appropriate because it help make a right judgment that establishes a plan that make sure that they do interact and make sure that they do come up with the proper plans. It is important to use the descriptive research design because it focuses on trying to understand the reasons between the juvenile rehabilitation and incarceration punishment among the African American offenders. The design helps in building a proper plan that helps in getting the right answers that will help make sure that there is a direction of the research helping make sure that there are interactions and variances in the society which is vital for the research. The research focuses on the differences between the juvenile rehabilitation and incarceration whereby there is a major difference but there is something that is creating some inconsistencies in the society leading to major issues in the society.
Background
The criminal justice system provides services that ensure offenders do not participate in criminal activities when released into society. The system offers both direct punishment and rehabilitation services to the offenders (Donaldson, 2020). Rehabilitation provides a chance for individuals to learn about the cause of their problems, learn changes in behaviors, and eliminate the risk of committing a crime. Incarceration includes punishment as a way of correcting the offenders. Individuals taken through rehabilitation seem to show improved behaviors when released than those from incarceration.
Youths from the marginalized communities face the stress and disproportionate juvenile systems differently ac compared to youths from other communities. Even though there have been strides in the juvenile’s system due to improvements in rehabilitation and other policies, the length other stay of the African American male youths in confinement and the level of punishments when incarcerated exceeds what is stipulated on the policies. Therefore, this implies that African American male youths face tough incarceration punishments including having longer stays within the correction or punitive justice systems.
Violent offenders should be treated equally, and governments are always pragmatic towards the control of crimes; however, policies and individuals argue that tough punishments should be given to violent offenders as compared to nonviolent offenders. Many people argue that nonviolent offenders should be rehabilitated while violent offenders should face incarceration punishments. Such policies are more likely to affect African American male youths because, they are often associated with violent crimes. Therefore, they will face harsh punishments when incarcerated as compared to white male youths. This source will help in supporting my dissertation topic because it highlights the different perceptions towards offenders and varying degrees.
Many people hold that male black youths face tough punitive measures in incarceration facilities as compared to other races. More so, when they are taken into rehabilitation, chances of recidivism are higher. This is a vital source to develop my dissertation argument that juvenile rehabilitation and incarceration punishments for male Black youths are tough and harsher as compared to other races.
Treatment is where juveniles receive assistance. As an example, consider counseling. The author of the textbook Introduction to Juvenile Justice defines treatment as “a collection of acts or services aimed to rehabilitate or alter an individual” (Listwan, 2013, Ch. 10.2). “Juvenile offender treatment might involve a variety of activities such as group therapy, individual sessions, school-based interventions, and/or community mentorship programs” (Listwan, 2013, Ch. 10.2). Treatment can take place almost anyplace. It can happen in schools, households, prisons, or various community institutions (Listwan, 2013). Treatment is intended to aid in the rehabilitation of juveniles. Parole, life sentences, the death penalty, or a lengthy term are all options for punishment. Consider a sentence of over 25 years. Punishment would be more appropriate in this instance. As previously indicated, punishment can take the form of parole, life sentences, the death penalty, or a lengthy prison sentence. Some claim that because of their age, juveniles should not be treated as adults and should instead be treated as children.
References
Atkin-Plunk, C. A. (2020). Should all violent offenders be treated equally? Perceptions of punishment and rehabilitation for violent offenders with varying attributes. Victims & Offenders, 15(2), 218-242.
Barnert, E.S., Perry, R., Azzi, V.F., Shetgiri, R., Ryan, G., Dudovitz, R., Chung, B. (2015). Incarcerated youths’ perspectives on protective factors and risk factors for juvenile offending: A qualitative analysis. American Journal of Public Health, 105(7), 1365-1371. doi:10.2105/ajph.2014.302228
Donaldson-Richard, K. (2020). Effects of Laws, Policies, and Rehabilitation Programs on African American Male Juvenile Recidivism in Southwest Georgia.
Dragomir, R. R., & Tadros, E. (2020). Exploring the impacts of racial disparity within the American juvenile justice system. Juvenile and Family Court Journal, 71(2), 61-73.
Enns, P. K., & Ramirez, M. D. (2018). Privatizing punishment: Testing theories of public support for private prison and immigration detention facilities. Criminology, 56(3), 546-573.
Garland, D. (2018). Theoretical advances and problems in the sociology of punishment. Punishment & Society, 20(1), 8-33.
González, T. (2017). Youth incarceration, health, and length of stay. Fordham Urb. LJ, 45, 45.
Greene, H. T., Gabbidon, S. L., & Wilson, S. K. (2018). Included? The status of African American scholars in the discipline of criminology and criminal justice since 2004. Journal of Criminal Justice Education, 29(1), 96-115.
Hinton, E., & Cook, D. (2020). The Mass Criminalization of Black Americans: A Historical Overview. Annual Review of Criminology, 4.
Listwan, S. J. (2013). Introduction to juvenile justice [electronic version]. Retrieved from
https://content.ashford.edu/
Lucero, J. L., Barrett, C., & Jensen, H. (2015). An examination of family and school factors related to early delinquency. Children & Schools, 37(3), 165–173. doi:10.1093/cs/cdv013
Miguel, C., & Gargano, J. (2017). Moving beyond retribution: Alternatives to punishment in a society dominated by the school-to-prison pipeline. Humanities, 6(2), 15.
Ryan, J., Williams, A., & Courtney, M. (2013). Adolescent neglect, juvenile delinquency, and the risk of recidivism. Journal of Youth & Adolescence, 42(3), 454-465. doi:10.1007/s10964-013-9906-8
Showers, C. (2021). Risks for African American Male Youth Involved in the Juvenile Justice System.
Voisin, D. R., Kim, D., Takahashi, L., Morotta, P., & Bocanegra, K. (2017). Involvement in the juvenile justice system for African American Adolescents: Examining associations with behavioral health problems. Journal of Social Service Research, 43(1), 129–140. doi:10.1080/01488376.2016.1239596
Welch, K., Butler, L. F., & Gertz, M. (2019). Saving children, damning adults? An examination of public support for juvenile rehabilitation and adult punishment. Criminal Justice Review, 44(4), 470-491.
Western, B., & Wildeman, C. (2008). Punishment, inequality, and the future of mass incarceration. U. Kan. L. Rev., 57, 851.
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