Matching Items (4)
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- All Subjects: Empathy
- All Subjects: Equity
- Creators: Alberts, Jess K.
Description
The division of domestic labor has far-reaching implications for "private" life (e.g. relational satisfaction and conflict) and for "public" paid labor (e.g. time and dedication in the workplace and career advancement). Although several theories have been developed and tested, they do not sufficiently explain the consistent findings that women in mixed sex households perform a majority of the domestic labor. Without understanding the causes for differences in task performance, past research encouraging communicative solutions to ameliorate conflict was ineffective in changing task allocation and performance. Therefore, it is necessary to understand theoretical explanations that drive domestic labor behavior to develop effective solutions. The recent integrative theory of the division of domestic labor attempts to explain how individuals interact with household partners to allocate domestic tasks. Recognizing the complexity of the division of domestic labor, the integrative theory considers individual, dyadic, and societal factors that influence task allocation. Because clear differences in task performance have been found in mixed sex households, this study separates sex and gender as distinct variables by considering same-sex roommate relationships, essentially removing sex differences from the living arrangement. Furthermore, this study considers individual threshold levels as described by the integrative theory in order to test the theoretical underpinnings. Specifically, this study is designed to investigate the relationships between individual cleanliness threshold levels and gender, sex, perceptions of satisfaction, equity, and frequency of conflict in same-sex roommate relationships. Results indicate support of the integrative theory of the division of domestic labor. Regarding gender differences, partial support for the theory appeared in that feminine individuals have lower threshold levels than masculine individuals. Regarding sex differences, women possess lower individual threshold levels (i.e. more bothered when a task is undone) compared to men, which likely accounts for why existing research indicates that women spend more time performing domestic tasks. What is more, individuals with higher threshold levels report greater relational satisfaction. Further, individuals whose threshold levels differ from their living partner report lower relational satisfaction and greater conflict frequency. Finally, in terms of equity, both overbenefited and underbenefited individuals experience more conflict than those who feel their relationship is equitable. These results provide theoretical support for the integrative theory of the division of labor. Furthermore, the development and testing of a threshold measure scale can be used practically for future research and for better roommate pairings by universities. In addition, communication scholars, family practitioners and counselors, and universities can apply these theoretically grounded research findings to develop and test strategies to reduce conflict and increase relational satisfaction among roommates and couples.
ContributorsRiforgiate, Sarah (Author) / Alberts, Jess K. (Thesis advisor) / Mongeau, Paul (Thesis advisor) / Roberto, Anthony (Committee member) / Romero, Mary (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and school settings, and variance in digital literacy. Additional insight was gained through interviews and observing school faculty in three public school districts in the Phoenix Metropolitan Area. This provided a better understanding of local context in order to gain a sense of the national and local realities of the digital landscape as they relate to educational equity in the educational settings where I aim to serve as a certified teacher.
ContributorsJakubczyk, Nicole Marie (Author) / Foulger, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The goals of this dissertation were to develop a measurement called the
Empathetic Expressions Scale (EES) for Negative and Positive Events, to evaluate expressions of empathy from the receiver perspective, and to provide initial evidence for empathetic expressions as a separate construct from the empathy experience. A series of studies were conducted using three separately collected sets of data. Through the use of Exploratory Factor Analysis (EFA), the EES for Negative Events and the EES for Positive Events were created from the emerged factors. A five-factor structure emerged for the EES for Negative Events, which include Verbal Affirmation, Experience Sharing, Empathetic Voice, Emotional Reactivity, and Empathetic Touch. This scale was found to have good convergent and discriminant validity through the process of construct validation and good local and model fit through Confirmatory Factor Analysis (CFA). A four-factor structure and two-factor structure emerged for the EES for Positive Events. The four factors include Verbal Affirmation, Experience Sharing, Empathetic Voice, and Emotional Reactivity. The two factors in the second structure include Celebratory Touch and Hugs.The final study focused on evaluating different empathetic expressions from the receiver perspective. From the receiver perspective, the participants rated five types of empathetic expressions in response to negative or positive events disclosure. According to the findings, Emotional Reactivity was rated as the most effective empathetic expression in negative events on both levels of supportiveness and message quality scales whereas Verbal Affirmation received the lowest ratings on both criteria. In positive events, Experience Sharing was evaluated as the most supportive and highest quality message whereas Verbal Affirmation was evaluated the lowest on both criteria. Taken together, the series of studies presented in this dissertation provided evidence for the development and validity of the EES for Negative and Positive Events.
Empathetic Expressions Scale (EES) for Negative and Positive Events, to evaluate expressions of empathy from the receiver perspective, and to provide initial evidence for empathetic expressions as a separate construct from the empathy experience. A series of studies were conducted using three separately collected sets of data. Through the use of Exploratory Factor Analysis (EFA), the EES for Negative Events and the EES for Positive Events were created from the emerged factors. A five-factor structure emerged for the EES for Negative Events, which include Verbal Affirmation, Experience Sharing, Empathetic Voice, Emotional Reactivity, and Empathetic Touch. This scale was found to have good convergent and discriminant validity through the process of construct validation and good local and model fit through Confirmatory Factor Analysis (CFA). A four-factor structure and two-factor structure emerged for the EES for Positive Events. The four factors include Verbal Affirmation, Experience Sharing, Empathetic Voice, and Emotional Reactivity. The two factors in the second structure include Celebratory Touch and Hugs.The final study focused on evaluating different empathetic expressions from the receiver perspective. From the receiver perspective, the participants rated five types of empathetic expressions in response to negative or positive events disclosure. According to the findings, Emotional Reactivity was rated as the most effective empathetic expression in negative events on both levels of supportiveness and message quality scales whereas Verbal Affirmation received the lowest ratings on both criteria. In positive events, Experience Sharing was evaluated as the most supportive and highest quality message whereas Verbal Affirmation was evaluated the lowest on both criteria. Taken together, the series of studies presented in this dissertation provided evidence for the development and validity of the EES for Negative and Positive Events.
ContributorsSuwinyattichaiporn, Tara (Author) / Guerrero, Laura K. (Thesis advisor) / Broome, Benjamin (Committee member) / Romero, Mary (Committee member) / Arizona State University (Publisher)
Created2016
Description
In 2015, Germany was at the center of one of the largest displacements in history as upwards of a million refugees, many from Syria, fled to Germany. In my study, I was fortunate enough to spend three months living in Germany and interacting with Germans and refugees to hear their stories of positive intercultural interaction. Through the integration of Acculturation Theory (Berry, 1980), Cross-Cultural Adaptation Theory (Y.Y. Kim, 1980), and Coordinated Management of Meaning Theory (Pearce & Cronen, 1980) I conducted a qualitative research project where I interviewed 44 individuals representing both German citizens (25) and refugees (19) and collected their stories of positive intercultural interactions with one another. These stories affirmed the importance of intercultural competency, social support, and empathy as core elements of positive interaction providing a platform to create future initiatives grounded in these elements as others engage in intercultural transitions and develop migrant-host relationship. Furthermore, this research underscored the need to address both host and migrant experiences during intercultural transitions being sure not to privilege either group when seeking positive paths to facilitate interaction.
ContributorsAnderson, Versha J (Author) / Alberts, Jess K. (Thesis advisor) / Broome, Benjamin J. (Thesis advisor) / Martin, Judith N. (Committee member) / Matoba, Kazuma (Committee member) / Arizona State University (Publisher)
Created2017