Literature Review

Literature Review Instructions

Prompt: In 1,000-1,500 words and using at least seven scholarly sources, create a literature review of the scholarship and research gap around the topic of your research proposal.  ( I have uploaded a draft proposal of what my topic is and more instructions for this assignment. (My topic is Financial Literacy of NCAA Division-I Football Players) (Use my draft as the main points of this assignment please) 

Clifford Stumme

INDS 400

1 February 2021

Financial Literacy of NCAA Division-I Football Players

 

 

Topic: How do mandatory financial literacy programs positively impact NCAA Division-I football players during and after their time in college. 

Sample: NCAA Division-I football team. The Liberty University Football Team will be used as the sample for this assignment. 

 

Independent Variable: Provide all members of the Liberty University Football Team with a pre and post financial literacy assessment.  

 

Dependent Variable: To select a 75 member core group of the Liberty University Football Team to present a comprehensive financial literacy presentation after the pretest and before the post test.  

 

Hypothesis: The 75 members of the Liberty University Football Team who participated in the comprehensive financial literacy presentation will score higher on the posttest than the players who did not participate in the financial literacy presentation. 

 

Research Question: Do mandatory financial literacy programs positively impact NCAA Division-1 football players during and after their time in college? 

 

Disciplines Incorporated: Sport Management and Business 

 

Justification: Mandatory financial literacy programs positively impact Division-1 football players because there is currently a lack of basic financial skills in young adults. Division-I football players receive stipend, cost of attendance, and potentially other grants that provide them with a substantial amount of money each month. Without having the proper knowledge of how to spend it or how to save it, football players are making key financial mistakes. By using a Sport Management and Business perspective, this research will be able to focus on the tendencies of NCAA Division-I student-athletes, as well as the best financial literacy practices to help them be successful during and after school. 

 
 
 

References

https://search.proquest.com/docview/2295960349?pq-origsite=summon#

 

https://journals.iupui.edu/index.php/jlas/article/view/22301

 

After feedback from my professor, I have decided to change my topic. The topic I chose to research is, “How do mandatory financial literacy programs positively impact NCAA Division-I student-athletes during and after their time in college?”

The purpose of this journal article is to understand that the NCAA student athletes’ benefits of having a cost of attendance(COA) are very important to students enrolled in school; covering many different expenses such as off campus meals or any specific item they are needing while on scholarship. Each institution has a different amount of money allotted to give to each student athlete on scholarship.

Citation: Tutka, P. M., & Williams, D. (2017). The Expensive Truth: The Possible Tax Implications Related to Scholarship and Cost of Attendance Payments for Athletes. Journal of Legal Aspects of Sport, 27(2), 145-161. doi:10.1123/jlas.2016-0008

Another article I found that will help me with my research is one that dives into the importance of NCAA student athletes being financially healthy and not being worried while attending their collegiate years as a student athlete. An example the article mentions is that some student athletes have lower financial stability than others; making it hard for them to feed themselves or provide extra spending money.

Citation: Mccoy, M. A., White, K. J., & Love, K. (2019). Investigating the financial overconfidence of student-athletes. Sport, Business and Management: An International Journal, 9(4), 381-398. doi:10.1108/sbm-10-2018-0091

Literature Review Instructions

Prompt: In 1,000-1,500 words and using at least seven scholarly sources, create a literature review of the scholarship and research gap around the topic of your research proposal.

Requirements:

1. A literature review accomplishes two main things: it summarizes the context of other scholar’s work related to your topic, and it identifies the research gap that you propose to fill.

2. You must include an introduction paragraph with a literature review purpose statement, body paragraphs that each center around a sub-topic related to your research proposal, and a conclusion paragraph that summarizes your literature review and emphasizes the presence of the research gap you have identified.

3. You must use third person

4. Your grammar, spelling, and punctuation should be flawless. Visit the Liberty University writing centers if you want extra help:

https://www.liberty.edu/academics/casas/academicsuccess/index.cfm?PID=38382

5. APA formatting is required, but do not include a title page or abstract.

Additional Suggestions:

1. The research gap is the lack of knowledge surrounding the research question you have chosen. You should definitely mention this in the conclusion but can also mention it in your purpose statement and in your body paragraphs.

2. A literature review purpose statement is just like a thesis statement in some ways. It belongs at the end of your introduction paragraph, and it gives the focus of the lit review, but in a lit review, you are not arguing to make a point. You are summarizing relevant research and identifying your research gap, so your purpose statement should reflect that. Here is an example of what one may sound like: While much research has been done on (broader topic), a research gap remains surrounding (your specific question).

3. If you cannot find a source that is a perfect fit for your topic, that is actually a good thing! It means your research question is original and has not already been studied. Find sources that are mostly or at least partially related, but if you find a source that is a perfect fit, that is a red flag.

4. To choose topics for your lit review body paragraphs, break your research question down into key sub-topics. For example: if you are studying whether listening to classical music makes kindergarteners run faster, you might pick the following sub-topics: influence of music on exercise intensity, studies on running training for young children, classical music effects on kindergarteners, etc. In each case, you can look up relevant studies, report those results and why they are relevant, and then identify where the research gap still remains.

5. A key aspect of a literature review is synthesis! There may be times where it makes sense to discuss just one source in a paragraph, but generally your paragraphs should be focused on a sub-topic and pull from multiple sources to illustrate where the scholarly literature is in studying that sub-topic.

6. When you summarize sources, use lots of citations! Citation density is a powerful way to show that you are not just giving a shallow or basic overview of a topic.

7. Remember that your hypothetical readers are scholars who already know the basics. Get detailed with your sources and avoid explaining basic things that scholars in the field would already know.

8. Do not argue for a point or show bias! It will be VERY tempting to argue for your point, but you should not argue in your literature review, only observe. Remember that the whole point of a research proposal (which your literature review is part of) is just to propose that a question be asked, not to argue that you know the answer. If you already know the answer, why even bother proposing asking it?

9. Identify the most up-to-date research on your topic. Find the newest sources you can!

10. Do not use your introduction to introduce your topic; instead, introduce the idea of the research on it. When you finish your Research Proposal in Week 7, you will have to write an overall introduction paragraph, and that one will introduce the topic itself. So, for now, introduce the literature review specifically. Introduce the idea of reviewing scholarship and the sub-topics you will be studying, include your statement of purpose, and keep it short!

11. Refer to the textbook and journal articles for information on and examples of literature reviews. Reading other, professional lit reviews is the best way to get better at writing yours.

INDS 400

Literature Review Grading Rubric

Criteria

Levels of Achievement

Content 70%

Advanced 90-100%

Proficient 70-89%

Developing 1-69%

Not present

Content

32 to 35 points
Literature review is thorough, unbiased, and portrays a holistic, well thought-through perspective on the topic.

25 to 31 points
Literature review attempts but sometimes fails to maintain an objective, interdisciplinary perspective on the topic.

1 to 24 points
Literature review lacks interdisciplinary focus; information is poorly presented or not in the form of a literature review.

0 points
Not present

Research

32 to 35 points
Literature review contains sources from all disciplines involved and leaves no gaps or unanswered questions.

25 to 31 points
Literature review leaves some questions unanswered, fails to research some disciplines, or contains 1-2 non-scholarly or irrelevant sources.

1 to 24 points
Literature review is based largely on untrustworthy, irrelevant, or non-scholarly sources, and some disciplines are not represented.

0 points
Not present

Structure 30%

Advanced 90-100%

Proficient 70-89%

Developing 1-69%

Not present

Grammar, Punctuation, Spelling, and Formatting

27 to 30 points
Few mistakes are evident.

21 to 26 points
Mistakes detract somewhat from the information being delivered.

1 to 20 points
Mistakes promote confusion or show a lack of professionalism.

0 points
Not present

11

SocialInclusion of Deaf with Hearing Congregants within a Ministerial Setting Comment by Stumme, Clifford James (College Applied Studies & Acad Succ): As you review this sample student paper, please keep in mind that there are some flaws in this paper (as with any piece of writing). However, it is one of the best INDS 400 research proposals received to date, so it is an excellent reference point.

Sample Student Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Also, remember that what you are looking at is an example of the overall research proposal, not just the literature review. If you are working on your literature review, refer to the portion marked “literature review” and remember that within that literature review portion, there is a unique introduction, body paragraphs, and conclusion. The first paragraph is the introduction for the proposal as a whole, which is different from the kind of introduction you should write for the literature review itself. Also remember that while this research proposal has an abstract, you do not need one for the literature review.

Liberty University

INDS 400: Knowledge Synthesis for Professional and Personal Development

January 3, 2020

Abstract Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the abstract gives a brief overview of the elements of the research proposal without arguing or getting ahead of itself by predicting results.

Culture can influence how people interact and the level of inclusion of different cultures in a particular setting. While numerous studies have been conducted examining deaf studies and deaf culture, there is a curious lack of research that has specifically considered the level of inclusion of deaf people in evangelical hearing churches. This research proposal includes an interdisciplinary including a literature review that examines a handful of studies on interactions among deaf and hearing populations to consider challenges of hearing and deaf integration. Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf inclusion in ministerial settings. It was found through this literature review that a gap in scholarly research exists in this area. As further research would be necessary to address this gap, the goal of this research proposal is to conduct a qualitative study for further research by petitioning deaf perspective through online interviews utilizing the social media platform of Facebook. Although a low budget would be necessary, the implications of this research would provide a platform to open community conversation to address challenges and provide ideas on integration of deaf and hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide additional information for fellowship, growth and exposure to the Gospel for deaf congregants in these settings. The purpose of this qualitative study on social inclusion of deaf people is to discover experiences, perspective and ideas of deaf visitors and attendees in an evangelical hearing church in a northeastern state of the United States in order to explore issues, raise awareness and improve practices within the church for inclusion of the local deaf population.

Keywords: deaf studies, ministry, church,

Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting

In an age when minority groups are finding much societal integration, social integration and inclusion of deaf and hearing congregants within the context of evangelical ministerial settings creates a unique challenge for ministry leadership who seek to provide opportunities for inclusion of deaf with hearing congregants for fellowship and spiritual growth in local communities. The purpose of this study in examining existing research from diverse perspectives through an interdisciplinary approach was to identify the gap in scholarship regarding deaf inclusion in evangelical hearing churches. A handful of studies have examined interactions among deaf and hearing populations from a number of perspectives, which prove beneficial when examining the subject through Deaf Studies and Ministry lenses. The goal of this research is to propose further study in order to address the gap in research through opening the community conversation to deaf perspective. In consideration of the diverse perspectives examined, including mainstreamed deaf and hearing college students, deaf inclusion in Catholic ministry and ministry to teens with disabilities, an opportunity to approach the subject from an interdisciplinary vantage point to address this gap in scholarship exists and reveals the need for further study regarding inclusion of deaf in ministerial settings in evangelical hearing churches and initiate a community conversation. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: This thesis statement is a little long, but notice how it establishes the topic, the research question, and the gap all while proposing future research? Remember that this is a research proposal, so your thesis should propose research.

Literature
Review Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how there is an introduction before the literature review? When you write your literature review, only write the literature review’s individual introduction (modeled just below here). Wait to write the overall introduction to your research proposal in the research proposal assignment in a later week.

Culturally deaf people in the United States define themselves by their shared experiences and language as a cultural and linguistic minority group. However, many in the hearing community perceive people who are deaf as disabled and see what they cannot do over what they can do in spite of not having the ability to hear. These differing perspectives impact inclusion of deaf people in ministerial settings. Portolano (2015) examined one such setting in a study conducted on the history of deaf Catholics from 1949 to 1977, noting the struggle for inclusion in parish life. This study found a robust field of scholarship in America in deaf studies while noting there still exists a curious lack of studies on the experience of deaf Catholics in the United States and few studies acknowledging deaf Catholics as a minority group (Portolano, 2015). The study found differing perspectives in the deaf Catholic community where some saw deafness as a disability that needed intervention and others viewed it as a cultural and linguistic minority group, noting that while some progress has been made, isolation and inequality among the hearing continued to present closed doors for the deaf (Portolano, 2015). Recognizing deafness as a cultural and linguistic minority while actively seeking that deaf perspective be added to the conversation may provide insight toward ministerial inclusion and integration in hearing congregations for this people group.

Another interdisciplinary perspective to be considered is one of ministry with people with disabilities. While deaf people do not view themselves as disabled, insight can be gained in reviewing research conducted around this type of ministry. Jacober (2007) studied experiences of families of teens with disabilities with church ministries with the purpose of raising awareness and interest in ministry for this group. In this study, Jacober (2007) administered interviews across nine states between 2004 and 2006 with the parent or parents of 17 families with an adolescent with a disability. The results indicated common themes including feeling ignored, being overlooked and feeling that people made no attempt to engage the persons with disabilities (Jacober, 2007). While the need for integration is evident for people with disabilities, including and raising awareness of deaf perspective through interviews can bring a fresh perspective in considering inclusion of the deaf in ministerial settings.

Another perspective considered in the nature of deaf and hearing interaction is found in research concerning deaf and hearing student populations mainstreamed together in colleges. One such study by Foster and DeCaro (1991) examined social interaction levels and communication barriers between deaf and hearing students living on mainstreamed dorm floors at the Rochester Institute of Technology in which the goal was to promote interaction between deaf and hearing college students. They found that deaf students were more likely than hearing students to focus on the opportunity of interacting with their hearing counterparts in choosing to live in the mainstreamed setting, whereas the hearing students focused on the dorm’s physical benefits for determining the choice (Foster & DeCaro, 1991).

Through interviews with students, they also found that students noted that an attempt to communicate drew people together and intentional persistent attempts resulted in mutual respect (Foster & DeCaro, 1991). They found that hearing student perceptions on deafness were seldom based on experience with deaf people and many had no experience with deaf people, while deaf students brought varied experience with the hearing world with them (Foster & DeCaro, 1991). They found that fear was a common factor in which primarily hearing students had a fear of the unfamiliar and unpredictable nature of relating to deaf students (Foster & DeCaro, 1991). Considering this perspective and the similar goal of promoting interaction between deaf and hearing in evangelical church settings can shed light on perceptions of deaf and hearing church congregants.

Additionally, deaf students noted the snobbery of the hearing students and noted their unfriendliness and refusal to strive for communication (Foster & DeCaro, 1991). Both populations experienced embarrassment and discomfort; however Foster & DeCaro (1991) found that most concluded that deaf and hearing could live side by side without much difficulty. Deaf students also noted that respect from the deaf were given to the hearing for attempts to learn sign language and Deaf culture (Foster & DeCaro, 1991). Another study by Miller (2010) examined the epistemological perspectives of deaf and hearing perspectives in their understanding of deaf people, their language of ASL, their culture and views of the hearing world’s treatment of deaf people. Examining how deaf and hearing interact and perceive one another contributes fresh perspective to deaf inclusion in the ministerial setting of the hearing church and demonstrates the need for further research in the deaf perspective in these settings. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the author is synthesizing multiple sources into a single paragraph about one topic! This is ideal in a lit review.

Another study by Carter, Bumble, Griffin and Curcio (2017) was conducted to investigate how congregation members perceived how to foster a sense of inclusion and support among people in the congregation who had teenagers with disabilities. In this study, Carter et al. (2017) used “communication conversation” events in two locations in a southeastern state in the United States, analyzing over 1,000 ideas generated by 175 participants. They found that community dialogue revealed recommendations including family supports, hospitality initiatives, awareness efforts and intentional reflection and teaming within ministerial leadership as pertaining to presenting needs (Carter et al., 2017). They also found congregants had a number of ideas for supporting the involvement of teenagers with disabilities including worship services, religious education, small groups and other inclusive congregational activities (Carter et al., 2017). These findings from community conversations regarding populations of people with disabilities highlight possibilities for community dialogue including deaf perspective regarding deaf integration and inclusion in ministerial settings of hearing churches. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: And here it happens again!

The purpose of this literature review was to consider diverse perspectives including mainstreamed deaf and hearing college students, deaf inclusion in Catholic ministry and ministry to teens with disabilities with an interdisciplinary approach. In studying these varied perspectives, it becomes significant to note the gap in scholarship pertaining to the study of inclusion and integration of deaf people in ministerial settings in evangelical hearing churches. Much scholarship exists in the area of deaf studies including deaf culture and mainstreaming deaf in hearing educational settings, but there remains a lack of interdisciplinary perspective of the topic of inclusion and integration of the deaf in the evangelical ministry setting. While scholarship mentions ministry with teens with disabilities and Catholic ministry with the deaf, it is curiously silent regarding this issue. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how she calls attention to the research gap.

Methodology

Twenty deaf people who have visited and/or attended an evangelical church of 1,000 congregants in the northeastern United States will be interviewed utilizing a specific list of questions through a private Facebook platform (Jacober, 2007). Questions regarding how to foster a sense of inclusion and support, recommendations for awareness efforts and ideas for involvement will be asked (Carter et al., 2017). Individual deaf people who have visited or attended the church will be sent a private Facebook invitation to participate and offered an incentive gift certificate to a local restaurant in order to increase response rate. Permission from the individual interviewees will be attained. The online platform was chosen for the comfort of the interviewees to use their first language ASL for responses as many deaf people regularly use Facebook to discuss issues and are familiar and comfortable with this platform. As ASL is a visual language and facial expressions and gestures are important, the video recording will capture the content for later viewing with the added benefit of alleviating the distraction of the interviewer’s presence.

Each of the recorded interview responses will subsequently be interpreted by an ASL interpreter and transcribed for the researcher for further study. If there is a participant response to a particular question that is different from the responses of other participants, a follow-up in-person interview will be requested of that participant to allow an opportunity for more understanding of the response. An ASL interpreter would be present for follow-up face-to-face interviews. The resulting qualitative data from all interview responses and follow-up interviews will be analyzed for patterns and trends. Although in a small sample of twenty participants, drawing of statistical conclusions will not be possible, a coding process will be used to measure common responses and patterns. This coding will thus be used to create a presentation table to display common responses for analysis by the researcher and presentation to churches. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: A really good model for a simple methodology follows this pattern:
Explain who/what your sample population is
Explain your intervention/analysis/independent variable
Explain how you will collect data
Explain how you will analyze the data
Explain what a significant result will look like by comparing it to normal or your base (i.e. “one result will be higher than another”)

Rationale

Research in the local perspectives and ideas from a deaf cultural perspective is important to study because findings will impact deaf inclusion in the local evangelical church setting. The purpose of this qualitative study in a northeastern state in the United States is to discover the experiences of the deaf in a hearing church setting and opportunities for their integration within the church (Jacober, 2007). The main objective hoped to be accomplished in this study is to determine specific ideas from a deaf cultural perspective regarding deaf inclusion in the hearing evangelical church setting, bringing more understanding to the hearing community regarding deaf culture and recognizing deaf input into the conversation of integration. This study aims to address the difference in the deaf cultural perspective with the goal of integrating deaf congregants in the hearing ministerial setting and striving toward social inclusion, while discovering the value deaf people add to the community of believers (Kyle, 1988). By giving the deaf a voice in the conversation, the local deaf have the opportunity to become part of the community of believers and contribute a unique value to that community (Kyle, 1988). The goal is to foster meaningful input of deaf perspective that leads to inclusion of deaf congregants in the evangelical hearing church setting (Kyle, 1988). Seeking to add cultural deaf perspective to the conversation can promote deaf-hearing integration and inclusion with the goal of uncovering the value and unique contributions deaf individuals have to add to the community of believers (Kyle, 1988).

Findings will be provided to the church leadership teams of northeastern churches in the United States that have attempted to provide sign language interpreters for deaf congregants. Results of analysis of interviews will be presented to church leadership teams with the intention to understand the perspective of the deaf community and to help identify opportunities and ideas for inclusion. This study seeks to explore issues and raise awareness to improve practices within the church for inclusion of the deaf population in order to provide opportunities for fellowship, growth and access to the Gospel (Jacober, 2007). While much scholarship exists regarding deaf studies and deaf culture, there is a notable lack of research regarding deaf culture from an evangelical ministerial perspective. As church leadership teams in northeastern churches seek to include and minister to deaf congregants, ample opportunity exists to reach and foster inclusion of this marginalized minority group in local evangelical Christian ministries. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: In your rationale, avoid assuming the result of your study or arguing for one result. Instead, focus on explaining why asking the question is important (why the gap should be filled) regardless of what the answer will be.

Conclusion

Examining diverse perspectives in Deaf Studies and Ministry in the literature review revealed a gap in scholarship regarding the social inclusion of deaf people in evangelical church settings and presented an opportunity to approach the subject from an interdisciplinary vantage point while revealing a need for further study. Cultural deaf perspective in the literature review revealed varied perspectives of the definition of deaf culture as some view deafness as a disability and some view it as a cultural and linguistic minority. Differing perspectives of deaf and hearing congregants of evangelical hearing churches presents an opportunity for more understanding through community conversation that will foster social inclusion and integration of deaf congregants. The goal of this research proposal is to add deaf perspective, experiences and ideas to the community conversation to raise awareness and fresh perspective. Determining specific ideas from a deaf cultural perspective regarding deaf inclusion in the hearing evangelical church setting can bring more understanding to the hearing community while including deaf contribution in the community conversation. Understanding deaf cultural perspective on issues of inclusion in local churches will allow leadership of hearing churches to more readily assess the convergence of deaf and hearing congregants and more successfully approach challenges associated with including this minority group in ministerial settings. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: In your conclusion, summarize the elements of your proposal and explain again why this question is important to ask keeping in mind that your audience is scholars. So filling the gap (as long as it’s an important gap) is really important to them.

References

An Ecological Model of Social Interaction between Deaf and Hearing Students within a Postsecondary Educational Setting. (1991). Disability, Handicap & Society, 6(3), 181-201. Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Note that there are some issues with the references formatting in this student paper, but the formatting of the second one has been improved to model what a journal article reference should look like.

Antia, S. D., & Kreimeyer, K. H. (1996). Social interaction and acceptance of deaf or hard-of-hearing children and their peers: A comparison of social-skills and familiarity-based interventions. Volta Review, 98(4), 157-80.

Carter, E., Bumble, J., Griffin, B., & Curcio, M. (2017). Community Conversations on Faith and Disability: Identifying New Practices, Postures, and Partners for Congregations. Pastoral Psychology, 66(5), 575-594.

Jacober, A. E. (2007). Ostensibly Welcome: Exploratory Research on the Youth Ministry Experiences of Families of Teenagers with Disabilities. Journal Of Youth Ministry, 6(1), 67-92.

Kersting, S. A. (1997). Balancing Between Deaf and Hearing Worlds: Reflections of Mainstreamed College Students on Relationships and Social Interaction. Journal Of Deaf Studies & Deaf Education, 2(4), 252-263.

Kyle, J. G., & Pullen, G. (1988). Cultures in Contact: deaf and hearing people. Disability, Handicap & Society, 3(1), 49-61.

Miller, M. S. (2010). Epistemology and People Who Are Deaf: Deaf Worldviews, Views of the Deaf World, or My Parents Are Hearing. American Annals Of The Deaf, 154(5), 479-485.

Portolano, M. (2015). “Shun not the struggle”: The Language and Culture of Deaf Catholics in the U.S., 1949-1977. U.S. Catholic Historian, 33(3), 99-124.