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Chief Student Affairs Officers' Interpretation Clemson University TigerPrints All Dissertations Dissertations 5-2012 CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS Rebecca Caldwell Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Part of the Educational Administration and Supervision Commons Recommended Citation Caldwell, Rebecca, "CHIEF STUDENT AFFAIRS OFFICERS' INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS" (2012). All Dissertations. 890. https://tigerprints.clemson.edu/all_dissertations/890 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. CHIEF STUDENT AFFAIRS OFFICERS’ INTERPRETATION AND IMPLEMENTATION OF THE MINIMUM LEGAL DRINKING AGE AND THE AMETHYST INITIATIVE: A DISCURSIVE POLICY ANALYSIS A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Educational Leadership by Rebecca Jane Caldwell May 2012 Accepted by: Dr. Pamela A. Havice, Committee Chair Dr. Tony W. Cawthon Dr. James Satterfield Dr. Jason Cassidy ABSTRACT High-risk drinking is an endemic health and safety issue for college campuses in the United States (U.S.). While public health officials have recommended various models for campus alcohol prevention efforts, in 2008 a group of college presidents recommended a controversial strategy: reconsidering the U.S. minimum legal drinking age (MLDA). The primary purpose of this study was to explore how Chief Student Affairs Officers (CSAOs) describe the impact of the Minimum Legal Drinking Age (MLDA) on high-risk drinking and alcohol-related issues on college and university campuses. The secondary purpose was to describe the impact of the Amethyst Initiative (AI), the aforementioned effort to re-examine the MLDA, on CSAOs who work on campuses that did and did not sign the AI. Discursive methods of policy analysis (Fischer, 2003) were used to address the research questions, specifically interpretive policy analysis (Yanow, 2000) and discourse analysis (Gee, 2005, 2011). Analyses included a discourse analysis of the Amethyst Initiative Presidential Statement and discourse analysis of interviews with CSAOs. Participants were eight CSAOs from campuses whose presidents signed the AI and eight CSAOs from similar campuses that did not sign the AI. The CSAOs in this study approached alcohol abuse prevention with a focus on preventing dangerous and irresponsible drinking rather than underage drinking. CSAOs attempted to develop a balanced approach to prevention and enforcement efforts, as they simultaneously balanced the complex roles of a CSAO with various campus constituents. ii CSAOs who participated in this study expressed a range of beliefs about the changeability of campus alcohol abuse issues and the possible effects of a lower MLDA. Individually, the CSAOs who participated in this study expressed a variety of viewpoints about the MLDA and the AI, whether or not their president signed the AI. Three-quarters expressed some level of personal opposition to the current MLDA, but all cited policy enforcement as an important tool in addressing alcohol abuse on their campuses. The CSAOs in this study displayed a broad range of involvement by their president in the decision whether or not to sign the AI. Overall, the AI had little impact on CSAOs’ interpretation and implementation of the MLDA. Participants from both AI and non-AI institutions reported that the AI failed to capture the attention and imagination of their campuses and the broader culture. iii DEDICATION This dissertation is dedicated to my wife Cloe and my son Larson; you are my dream come true. Also to my parents, David and Barbara Caldwell, for instilling my love of learning and giving me a lifetime of love and support, as well as my brother Ethan and my nieces Emily Rose and Madelynn Rae and my nephew Taylor David. Thanks to you all for letting me pursue my passion. I offer you all my love and support to pursue yours. iv ACKNOWLEDGMENTS First and foremost, I’d like to thank my chair, Dr. Pam Havice. Thank you for your encouragement, guidance, and positivity. It was a sincere pleasure to work with you. I’d like to thank my entire committee, Dr. Tony Cawthon, Dr. James Satterfield, and Dr. Jason Cassidy. The path wasn’t always clear, but your guidance and wisdom helped this study to come together. Thank you for your encouragement, support, and work alongside me. I’d like to thank my entire Clemson faculty for a great experience in this doctoral program. Special thanks to Dr. Janie Clark Lindle, who helped so much with my writing at the start and helped my final process with crucial conversations at a pivotal moment. My colleagues in the office put up with my crazy schedule and encouraged me to keep going: Becky Stancil, Isis Arrieta-Dennis, Aimee Hourigan, Jen Adler, Diane Edwards, Dee Casey, Kathy Ross, Danielle Dorn, Adam Tate, and Adam Hall. Every day, we suit up and do tough work that really matters. You have my admiration and my gratitude. And to my sweet Ms. B, thanks for sticking it out until I was done. Thank you to the leadership in the Division of Student Affairs at UNCW who made room for me to pursue my degree: Vice Chancellor Pat Leonard, Dr. Mike Walker, and Dr. Brian Victor. Thanks to my work pals who kept me sane and moving forward: Katrin Wesner, Jennie McNeilly, Larry Wray, Amy Hector, Dr. Matt Mayhew, Dr. Nathan Lindsay, Dr. Donna Chapa-Crowe, Dr. Peggy Turner, and Abby Knight. Special thanks to our dear friends Katie Peel, Amy Schlag, Lori Messinger, and Boo Tyson for spending Sunday afternoons with Cloe and Larson during the last crucial months of writing. v I have been blessed with a special group of women in my life who have mentored and inspired me. Thanks to Dr. Ruth Harper for your on-going mentorship. I operate daily based on the values you taught me about work and life. Our relationship is so special to me. Lastly, a special thanks to Tracy Riddle, a woman who taught me to approach this work with equal parts laughter and love. vi TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iv ACKNOWLEDGMENTS ............................................................................................... v LIST OF TABLES ........................................................................................................... x LIST OF FIGURES ........................................................................................................ xi CHAPTER I. NATURE OF THE PROBLEM..................................................................... 1 Introduction .............................................................................................. 1 Statement of the Problem ......................................................................... 5 Purpose of the Study ................................................................................ 6 Research Questions .................................................................................. 6 Theoretical Framework ............................................................................ 6 Research Design and Methodology ......................................................... 7 Significance of the Study ......................................................................... 9 Limitations and delimitations ................................................................ 10 Definition of Terms................................................................................ 11 Organization of the Study ...................................................................... 12 II. REVIEW OF THE LITERATURE ............................................................. 14 Introduction ............................................................................................ 14 College Alcohol Use .............................................................................. 15 Prevention Theories ............................................................................... 18 Amethyst Initiative................................................................................. 28 Minimum Legal Drinking Age (MLDA) ............................................... 33 Chief Student Affairs Officers (CSAOs) ............................................... 41 Theoretical Framework .......................................................................... 48 Chapter Summary .................................................................................. 53 vii Table of Contents (Continued) Page III. METHODOLOGY ...................................................................................... 55 Introduction ............................................................................................ 55 Study Design and Research Paradigm ................................................... 55 Research
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