ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which specifically depicted the ceremony, eight focus groups and one interview consisting of women who have migrated from Ethiopia to Arizona, responded to the typicality of the photographs, as well as what they liked or did not like about the photographs. Focus groups were digitally recorded then transcribed for analysis. A combination of coding, extrapolation of rich texts, and identifying themes and patterns were used to analyze transcripts of the focus groups and interview. The findings suggest that this context is rich with shared meanings pertaining to: material artifacts, gender socialization, creation of a space for free expression, social expectations for communal contributions, and a female rite of passage.
ContributorsPlatt, Jennifer Brinkerhoff, 1971- (Author) / Arzubiaga, Angela (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation examines associations between religious affiliation, religious community context and health of women and their children in Mozambique focusing on the following issues: (1) attending prenatal consultations and delivering children in a health facility; (2) women's symptoms of STDs; and (3) under-five mortality. Estimation of random intercept Poisson regression for the outcome about attending prenatal consultations demonstrated a favorable effect of affiliation to Catholic or Mainline Protestant and Apostolic religious groups. The concentration of Zionist churches in the community had a negative influence. Random intercept logistic regression was used to estimate the relationship between religion and institutional child delivery. Affiliation to Catholic or Mainline Protestant denominations as well as concentration of Catholic or Mainline Protestant churches in the community had some beneficial effect on giving birth in health clinics. The presence of Zionist churches in the community had some negative effect and that of other groups no significant influence. Random intercept logistic regression was also employed for investigating the influence of religion on women's symptoms of STDs. Belonging to the Catholic or Mainline Protestant church had some protective effect on reporting symptoms of STDs. There was no effect of religious context, except that the concentration of Other Pentecostal churches had a positive effect on reporting symptoms of SDTs. Event-history analysis was conducted for examining relationships between maternal religious affiliation with under-five mortality. Affiliation to Catholic or Mainline Protestant churches and to Apostolic denominations increased the odds of child survival, although, the influence of having a mother belonging to Catholic or Mainline Protestant churches lost statistical significance after accounting particularly for the average level of education in the community, for the period of 5 years preceding the survey date. Taken together, the results in this dissertation show some protective effect of religion that varies primarily by denominational group to which women are affiliated. They also indicate that religious community context may have some negative effect on health of women and children. The nature of the effect of religious community context varies with the type of outcome considered and the type of religious mixture in the community.
ContributorsCau, Boaventura Manuel (Author) / Agadjanian, Victor (Thesis advisor) / Hayford, Sarah (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
Description
Historians often characterize first ladies in the Progressive Era as representatives of the last vestiges of Victorian womanhood in an increasingly modern society. This dissertation argues that first ladies negotiated an image of themselves that fulfilled both traditional and modern notions of womanhood. In crafting these images, first ladies constructed images of their celebrity selves that were uniquely modern. Thus, images of first ladies in the Progressive Era show them as modest and feminine but also autonomous, intelligent, and capable. Using the historian Charles Ponce de Leon's research on modern human-interest journalism, I contend that first ladies in the Progressive Era worked with the modern press in a symbiotic relationship. This relationship allowed the press exclusive access to what was, ostensibly, the first lady's private, and therefore authentic, self. By purporting to reveal parts of their private lives in the press, first ladies showed themselves as down-to-earth despite their success and fulfilled by their domestic pursuits despite their compelling public lives. By offering the press exclusive access to their lives, first ladies secured the opportunity to shape specific images of themselves to appeal, as broadly as possible, to their husbands and parties' constituents and the American public. First ladies in the Progressive Era thus acted as political figures by using both public and private, or what historian Catherine Allgor terms, "unofficial spaces" to support and reflect their husbands and parties' political agendas. In examining representations of first ladies in popular magazines and newspapers from 1901 to 1921 in tandem with letters, memoirs, and other personal papers from these women, a clear pattern emerges. Despite personal differences, first ladies in the Progressive Era represented themselves according to a specific formula in the modern press. The images, constructed by first ladies in this time period, reflect shifts in economic, social, and political life in Progressive Era America, which called for women to be independent and intelligent yet still maintain their femininity and domesticity.
ContributorsHorohoe, Jill (Author) / Gullett, Gayle (Thesis advisor) / Longley, Rodney K (Committee member) / Warren-Findley, Jannelle (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the differences in demographic and life characteristics between transgender and female prostitutes in a prostitution diversion program and identifies specialized treatment and exiting strategies for transgender prostitutes. The purpose of this study was to develop a better understanding of the transgender experience in prostitution and to contribute to the descriptive literature. Participants were 465 individuals who were arrested for prostitution and attended a prostitution-focused diversion program. Differences found to be significant between transgender and female prostitutes included demographic characteristics, history of childhood sexual abuse, and experience of violence in prostitution. Implications for treatment, exiting strategies and future research are discussed.
ContributorsSchepel, Elizabeth (Author) / Roe-Sepowitz, Dominique (Thesis advisor) / Krysik, Judy (Committee member) / Androff, David (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purposes of this study were (a) to develop a reliable and valid measure of secondary student attitudes toward band teacher turnover using the Thurstone (1928) equal-appearing interval scale as a model, and (b) to administer this measurement tool to determine attitudes of high school band students toward teacher turnover. This procedure included collecting statements about an imagined teacher turnover from students in the population (N = 216) and having student judges (N = 95) sort the statements into eleven categories based on how positive, neutral, or negative, each statement was perceived. The judging results were then analyzed, and 29 statements were selected for inclusion in the final survey, which was completed by students (N = 521) from 10 randomly selected high schools in Arizona. Student responses were analyzed and compared by the independent variables of gender, grade level, and band teacher turnover experience, to determine if significant differences existed. Results indicated that the overall students' attitudes toward teacher turnover are neutral. One significant difference was found in the slightly positive attitudes of students in the year immediately following a band teacher turnover. This only lasts a year, as students in the second year of a teacher turnover were found to have comparable attitudes to students who have not experienced a new teacher transition. Findings also suggest seniors may have a different perspective than other students toward teacher turnover.
ContributorsKloss, Thomas E (Author) / Sullivan, Jill (Thesis advisor) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
Dr. Jerold D. Ottley's twenty-five years leading the Mormon Tabernacle Choir resulted in many distinguished awards and recognitions for the ensemble. Included among these are two Platinum and three Gold records from the Recording Industry Association of America, an Emmy from the Academy of Television Arts and Sciences, and two Freedom Foundation Awards for service to the country. He conducted the Choir at two presidential inaugurations, Ronald Reagan's in 1981 and George H. W. Bush's in 1989, as well as performances at the 1984 Los Angeles Olympics Gala. He presided over eleven international tours to twenty-six countries and crisscrossed the United States for engagements in nearly every region of the country. Despite the awards, commendations, and increased recognition of the Choir, Ottley's greatest contributions were largely internal to the organization. Jerold Ottley is a skilled music educator, administrator, and emissary. Application of these proficiencies while at the helm of the Choir, led to what are, arguably, his three largest contributions: 1) as educator, he instituted in-service training for choir members, raising the level of their individual musicianship, thereby improving the technical level of the entire Choir; 2) as administrator, Ottley created policies and procedures that resulted in a more disciplined, refined ensemble; and 3) as emissary, he raised the ensemble's reputation among the general public and with music professionals. For the general public, he significantly broadened the Choir's repertoire and traveled frequently thereby reaching a wider audience. He secured greater respect among music professionals by inviting many of them to work directly with the Choir. The results were unparalleled. Ottley's twenty-five year tenure with the Choir is reflected in broader audiences, increased professional acceptance, added organizational discipline, and unprecedented musical proficiency. It is a notable legacy for a man who reportedly never felt comfortable as director of the Mormon Tabernacle Choir.
ContributorsArchibald, Lyle Jay (Author) / Gentry, Gregory (Thesis advisor) / Britton, David (Committee member) / DeMars, James (Committee member) / Doan, Jerry (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
ContributorsYun, Gwan Ki (Author) / Stauffer, Sandra L (Thesis advisor) / Bush, Jeffrey B (Committee member) / Schmidt, Margaret T (Committee member) / Sullivan, Jill M (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The AIDS epidemic has tremendously impacted the population of Mozambique. The rate of newly infected young women continues to grow disproportionately which is why consideration of health interventions specific to this population to combat the spread of the disease is critical. The Health Belief Model emphasizes the importance of self efficiency in the process of health related behavioral changes. Previous research has found that low levels of autonomy increase one's risk of contracting HIV/AIDS. This research uses data from a study conducted in 2006 in Mozambique to test whether higher levels of autonomy are associated with the practice of self protective behaviors related to the contraction of HIV/AIDS. Results suggest that some measures of autonomy such as education are positively associated with the practice of self protective behaviors. However, higher levels of decision making powers were negatively associated with the practice of self protective behaviors.
ContributorsWilliams, Kelli (Author) / Hayford, Sarah (Thesis advisor) / Agadjanian, Victor (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis examines the 1994 Rwandan genocide with a specific emphasis on the rape of Tutsi women as a weapon of genocide. From the perspective of scholarship in trauma studies, an account of the conflict and colonialism leading up to the genocide is offered in order to demonstrate the historical making of the ground of collective trauma in Rwanda. Further, this thesis examines the discursive means of the perpetuation of collective trauma in the form of the Hutu demonization of Tutsi women. Shortcomings in the justice system emerging from the genocide are also discussed as a perpetuation of trauma. Finally, projects of justice and healing among Tutsi women are examined in an account of survival and resiliency. In conclusion, women that survived the genocide have navigated through societal and governmental systems to provide better lives for themselves, their families and the society.
ContributorsArmitage, Rebecca Lainé (Author) / Stancliff, Michael (Thesis advisor) / Casper, Monica (Committee member) / Simmons, William (Committee member) / Arizona State University (Publisher)
Created2011