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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
Predominantly White arts colleges in the United States, like many other institutions around the country, need equitable leadership frameworks that center Black and Brown students. This project is a response to that demand. The purpose of this dissertation is to develop a BIPOC equity coalition in an Arts college at a Predominantly White Institution (PWI). The choice to utilize an autoethnographic research design was based on the researcher’s lifelong work in social justice and equity. Additionally, the choice to utilize Black-centered storytelling was due to the researcher’s identity as a Black male who has a company devoted to social justice activism. The research questions for this dissertation are: 1) How does one develop a diverse equity coalition that is BIPOC-centered within a Predominantly White arts college? and 2) What leadership roles must be in place in order to develop a diverse equity coalition that is BIPOC-centered, within a Predominantly White arts college? The data sources for this dissertation are meeting notes, Facebook call for action, letter of demand, and reflective journal process. The data from this year-long experience was analyzed to describe the steps needed to develop a BIPOC equity coalition. The steps included a call to action on social media, listening sessions, formation of the coalition, development of guiding principles, and action steps taken throughout the academic year. Additionally, data revealed that roles such as having a seat at the table with administrators, and having the power of a job and a title within the arts school influenced the success of the coalition’s actions throughout the academic year. The first three chapters of the dissertation present the theoretical frameworks supporting the equity coalition. Chapter 4 and 5 presents findings and answers to research question 1 and 2.
ContributorsMcGilvery, Donta (Author) / Etheridge Woodson, Stephani (Thesis advisor) / Alhassan, Shamara (Committee member) / Tepper, Steven (Committee member) / Belgrave, Melita (Committee member) / Stewart Sr, Warren (Committee member) / Arizona State University (Publisher)
Created2021