Matching Items (3)
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- All Subjects: development
- All Subjects: Mexican American children--Mental health.
- Creators: Segal, Elizabeth
- Creators: Anderson, Derrick
- Member of: ASU Electronic Theses and Dissertations
Description
The current study sought to reevaluate Cass' Theory of sexual identity formation in terms of lesbian identity development over the past twenty years and how media acts as mediation in lesbian identity development. Ten semi-structured interviews were conducted with only nine useable transcripts analyzed for this thesis. This study is an explanatory investigation into linear stage theory, specifically Cass' theory, as well as the impact of media as a mediator during lesbian identity development. This study had three objectives 1) to gain an understanding of the theory and its components related to lesbian identity development 2) to understand the lesbian identity formation process and 3) to understand the impact and influence if any, media has had on lesbian self-reported identity development. Qualitative methods were used to obtain information and analyze the responses. Results indicate that the participants in this study believed that the coming out process was important. This study's results showed that several of the participants entered each stage of the theory, while others did not. Media had little influence on the identity development, and the participants had mixed reviews of medias portrayal of lesbians. Implications for practice and further research are discussed.
ContributorsHaseley, Hilary (Author) / Lacasse, Jeffrey R (Thesis advisor) / Segal, Elizabeth (Committee member) / Rounds, Tamara (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Arizona legislature has enacted a number of anti-immigrant policies which negatively impact Latino immigrant families. The purpose of this study was to explore the perceptions of Latino parents on how anti-immigration policies emotionally impact their children and how they believe they can protect their children from the harmful effects of such policies. Secondary data analysis was conducted based on in-depth semi structured interviews completed with a sample of 54 Latino immigrant parents residing in the state of Arizona. Grounded theory methods informed the analysis process. A constant comparative approach was used to complete initial and focused coding. Findings indicate that Latino immigrant parents observed a range of behavioral changes in their children following the passage of anti-immigrant legislature. Parents reported that the emotional impact they observed stemmed from children's social interactions in their home, school, and community environments as well as through their exposure to the media. Latino youth experienced emotional impact is summarized in the following themes, concern and sense of responsibility; fear and hypervigilance; sadness and crying; and depression. Findings further demonstrated that parents protected Latino youth from anti-immigration policies directly and indirect ways by focusing on children's safety and well-being (let children live their childhood, be prepared, send messages), building parents capacity (pursue education, obtain papers), and engaging in change efforts at the community level (be proactive). Parents indicated that by engaging in these efforts they could protect their children, and counter the negative effects of anti-immigrant policies. Implications for social work practice to better advocate and serve Latino youth at the individual, family, and community level are discussed.
ContributorsRubio-Hernandez, Sandy (Author) / Ayón, Cecilia (Thesis advisor) / Bacallao, Martica (Committee member) / Segal, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
Development is a compelling, but imprecise goal. Although the concept can motivate action and mobilize resources, fundamental questions about what it means to ‘develop’ and what actions are required to achieve that goal remain the subject of intense debate. Faced with this uncertainty, development actors can look to two sources of guidance: other disciplines, or the practice of development itself. This dissertation explores the origins of the theories which guide development action and argues that in order for development to deliver on its mandate it must reject supposedly universal theories borrowed from other disciplines (‘exogenous’ theories) and instead must develop contingent, local theories based in the on-the-ground experiences of those doing development (‘endogenous’ theories).
This argument is demonstrated using the case of innovation theory in Guyana. Innovation and development are both popular ways to make sense of change and in recent decades they have become conflated, with innovation being presented as a near-universal fix for development problems. This discourse has taken root in Guyana, where the recent discovery of oil has made the questions of development increasingly urgent and the promise of innovation increasingly attractive. The argument proceeds in four phases:
Chapter one explores how and why certain theories become influential in development, then discusses the implications of doing development work based on ‘exogenous’ versus ‘endogenous’ theory. It then proposes four guidelines for the use of theory in development.
Chapter two traces how innovation came to become understood as a solution to development problems, and assesses whether and under what conditions it can be expected to contribute to development.
Chapter three turns to Guyana, and builds on interviews and participant observation to present an endogenous theory of innovation in Guyana. The chapter also explores the practical and methodological challenges of building such a theory.
Chapter four compares the endogenous theory of innovation presented in the previous chapter to several dominant exogenous theories, exploring the policy implications of each and demonstrating why the endogenous theory provides a superior source of guidance for development action in Guyana.
ContributorsBarton, Chris J (Author) / Crow, Michael (Thesis advisor) / Anderson, Derrick (Thesis advisor) / Grossman, Gary (Committee member) / Chhetri, Nalini (Committee member) / Calhoun, Craig (Committee member) / Arizona State University (Publisher)
Created2023