ETDs

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.

Displaying 1 - 2 of 2
Filtering by

Clear all filters

156104-Thumbnail Image.png

Understanding the role of social support in the association between loneliness and well-being for STEM graduate students

Description
As women enter STEM fields they are often presented with chilly climates. The chilly climate refers to incidents of sexism, isolation, and pressure to prove themselves to peers and higher level academics (Callister, 2006; Hall & Sandler, 1982). For women of color, the status of being a double minority can…

As women enter STEM fields they are often presented with chilly climates. The chilly climate refers to incidents of sexism, isolation, and pressure to prove themselves to peers and higher level academics (Callister, 2006; Hall & Sandler, 1982). For women of color, the status of being a double minority can intensify the psychological distress experienced by students (Joseph, 2012; Ong, 2011; Malcom, Hall, & Brown, 1976). For minority populations in STEM, loneliness is experienced due to lack of belonging and social isolation (Morris & Daniel, 2008; Walton & Cohen, 2007). This study sought to investigate whether social support could serve as a protective factor in the negative relationship between loneliness and psychological well-being (Cohen, 2004; Lawson, 2001; Lazarus & Folkman, 1984) for those who hold a minority status. In addition, this study explored differences in the associations between loneliness, social support, and psychological well being and whether or not the moderation relationships were different for sub-groups based on gender or ethnic minority status. Cross-sectional data from 205 STEM graduate students was collected through an online study. A hierarchical regression analysis was used to test the buffering effects (Barron & Kenny, 1986) of global social support (total support from friends, family, and significant others) and family social support specifically. Model results suggested that global social support buffers the negative associations between loneliness and psychological well-being for less lonely minority participants in the study. Family social support buffered the associations of loneliness on psychological well-being for men with less loneliness. An unexpected finding in the present study revealed that for men and non –minority participants with high loneliness, psychological well-being decreased as family support increased. These results highlight the need for further research exploring through which mechanisms social support works as a buffer against loneliness in the sub-groups within STEM graduate student populations. The findings of this study could inform practices focused on the recruitment and retention of underrepresented STEM graduate students.
ContributorsAnderson, Mercedes (Author) / Bernstein, Bianca L. (Thesis advisor) / Randall, Ashley K. (Committee member) / Tracey, Terence (Committee member) / Arizona State University (Publisher)
Created2017
171414-Thumbnail Image.png

Demystifying Disclosure: An Investigation of Interpersonal Violence Disclosure Experiences for College Women

Description
Each year, an alarming number of college women are victims of interpersonal violence. In investigating the experiences of college women, the process of disclosure has emerged as an important research focus. Much of the current literature on interpersonal violence disclosure has focused on negative and positive social reactions from informal…

Each year, an alarming number of college women are victims of interpersonal violence. In investigating the experiences of college women, the process of disclosure has emerged as an important research focus. Much of the current literature on interpersonal violence disclosure has focused on negative and positive social reactions from informal and formal supports. However, there is a lack of literature understanding how those disclosure reactions are connected to psychological, emotional, and behavioral consequences after the disclosure. Through in-depth, semi-structured interviews with eight diverse college women, the present study explores the nuanced ways survivors experience formal and informal disclosures, interpret disclosure reactions, and experience distress and growth. Using Interpretative Phenomenological Analysis (IPA) following a feminist paradigm, I identified seven themes related to the process of sharing one’s interpersonal violence victimization with others. The themes were organized into two categories that illustrate participants’ disclosure experiences and the psychosocial consequences of disclosure. The findings of this study may be used to inform training for university resource personnel as well as education for individuals within a survivor’s support system.
ContributorsAnderson, Mercedes (Author) / Spanierman, Lisa (Thesis advisor) / Buckman, Lindsey (Committee member) / Pereira, Jennifer (Committee member) / Arizona State University (Publisher)
Created2022