Matching Items (6)
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- All Subjects: development
- All Subjects: Biculturalism
- Creators: Parmentier, Mary Jane
Description
Twenty-five percent of Americans are first- or second-generation immigrants (US Census, 2012). Thus, it is likely that many Americans identify with at least two cultures, that of the mainstream United States culture, and their ethnic culture from which they came, making them bicultural. However, current understanding of the impact of biculturalism on psychological functioning is quite limited in scope, as few studies have examined this association longitudinally or considered the moderating role of the cultural environment. The present study proposed to take a more comprehensive approach in understanding the consequences of biculturalism on psychological outcomes (i.e., depression, anxiety, and substance abuse symptoms) among Mexican American adolescents, as they belong to one of largest and fastest growing ethnic groups in the United States (US Census, 2013). The present study had two major goals. The first was to examine the influence of biculturalism on depression, anxiety, and substance abuse symptoms longitudinally over the course of two years. It was hypothesized that overall, biculturalism will lead to less depression, anxiety, and substance abuse symptoms. The results partially supported these predictions. For males, biculturalism was related to significantly fewer anxiety symptoms, but not for females. Further, no main effects of biculturalism were found for depression and substance abuse for males or females. The second goal of the study was to examine the potential moderating role of the cultural environment on the influence of biculturalism on mental health symptoms. It was hypothesized that bicultural individuals will exhibit less mental health symptoms in bicultural environments (person-environment fit) compared to more monocultural individuals (person-environment misfit). However, no differences are expected to ii emerge between bicultural and monocultural individuals in monocultural environments, as both groups should be well adapted in these settings. The results did not fully support these predictions. Though, biculturalism for male adolescents was related to significantly fewer anxiety symptoms in home environments where parents reported moderate degrees of biculturalism, and females' biculturalism was related to significantly fewer depression symptoms in neighborhood environments that were relatively bicultural; no effects of biculturalism were found in environments that were the most bicultural. The implications of the findings are discussed.
ContributorsBasilio, Camille D (Author) / Knight, George P. (Thesis advisor) / Kwan, Virginia S.Y. (Committee member) / Roosa, Mark W. (Committee member) / Gonzales, Nancy (Committee member) / Arizona State University (Publisher)
Created2014
Evaluation of sustainability in development projects utilizing renewable energy products in Zimbabwe
Description
The problem concerning the access to energy has become an increasingly acute matter of concern in low-income areas. Currently an estimated 1.2 billion people don't have access to energy (IEA, 2014). Following the declaration of 2012 as "The International Year of Sustainable Energy for All" by the United Nations General Assembly (UNDP, 2014), this alarming situation of energy poverty has resulted in the creation of new partnerships between governments, NGOs (Non-Governmental Organization), and large multi-national corporations.
This study is focused on the evaluation of sustainability of a development project in Gutu, Zimbabwe that is initiated by Schneider Electric Corporation's BipBop Program. This program aims to provide access to energy via photo-voltaic cells and battery kits for daily use. It is expected that this project will have a high impact on sustainable development, and creation of value, which in turn is expected to allow participation in global supply chains.
The results gathered from the analysis show that the development project to be piloted in Gutu, Zimbabwe is likely to have a "high impact on sustainability". The project is therefore considered an effective sustainable development project that aims to promote, and develop local Zimbabwean markets through increased transactions and the creation of sustainable supply chains that are expected to recruit Zimbabwe into the global value chains.
This study is focused on the evaluation of sustainability of a development project in Gutu, Zimbabwe that is initiated by Schneider Electric Corporation's BipBop Program. This program aims to provide access to energy via photo-voltaic cells and battery kits for daily use. It is expected that this project will have a high impact on sustainable development, and creation of value, which in turn is expected to allow participation in global supply chains.
The results gathered from the analysis show that the development project to be piloted in Gutu, Zimbabwe is likely to have a "high impact on sustainability". The project is therefore considered an effective sustainable development project that aims to promote, and develop local Zimbabwean markets through increased transactions and the creation of sustainable supply chains that are expected to recruit Zimbabwe into the global value chains.
ContributorsDemirciler, Barlas (Author) / Parmentier, Mary Jane (Thesis advisor) / Grossman, Gary (Committee member) / Maltz, Arnold (Committee member) / Arizona State University (Publisher)
Created2014
Description
Biculturalism embodies the degree to which individuals adapt to living within two cultural systems and develop the ability to live effectively across those two cultures. It represents, therefore, a normative developmental task among members of immigrant and ethnic-racial minority groups, and has important implications for psychosocial adjustment. Despite a strong theoretical focus on contextual influences in biculturalism scholarship, the ways in which proximal contexts shape its development are understudied. In my dissertation, I examine the mechanisms via which the family context might influence the development of bicultural competence among a socio-economically diverse sample of 749 U.S. Mexican-origin youths (30% Mexico-born) followed for 7 years (Mage = 10.44 to 17.38 years; Wave 1 to 4).
In study 1, I investigated how parents’ endorsements of values associated with both mainstream and heritage cultures relate to adolescents’ bicultural competence. Longitudinal growth model analyses revealed that parents’ endorsements of mainstream and heritage values simultaneously work to influence adolescents’ bicultural competence. By examining the effect of multiple and often competing familial contextual influences on adolescent bicultural competence development, this work provides insights on intergenerational cultural transmission and advances scholarship on the culturally bounded nature of human development.
In study 2, I offer a substantial extension to decades of family stress model research focused on how family environmental stressors may compromise parenting behaviors and youth development by testing a culturally informed family stress model. My model (a) incorporates family cultural and ecological stressors, (b) focuses on culturally salient parenting practices aimed to teach youth about the heritage culture (i.e., ethnic socialization), and (c) examines bicultural competence as a developmental outcome. Findings suggest that parents’ high exposure to ecological stressors do not compromise parental ethnic socialization or adolescent bicultural competence development. On the other hand, mothers’ exposures to enculturative stressors can disrupt maternal ethnic socialization, and in turn, undermine adolescents’ bicultural competence. By examining the influence of multiple family environmental stressors on culturally salient parenting practices, and their implications for adolescent bicultural competence development, this work provides insights on ethnic-racial minority and immigrant families’ adapting cultures and advances scholarship on the family stress model.
In study 1, I investigated how parents’ endorsements of values associated with both mainstream and heritage cultures relate to adolescents’ bicultural competence. Longitudinal growth model analyses revealed that parents’ endorsements of mainstream and heritage values simultaneously work to influence adolescents’ bicultural competence. By examining the effect of multiple and often competing familial contextual influences on adolescent bicultural competence development, this work provides insights on intergenerational cultural transmission and advances scholarship on the culturally bounded nature of human development.
In study 2, I offer a substantial extension to decades of family stress model research focused on how family environmental stressors may compromise parenting behaviors and youth development by testing a culturally informed family stress model. My model (a) incorporates family cultural and ecological stressors, (b) focuses on culturally salient parenting practices aimed to teach youth about the heritage culture (i.e., ethnic socialization), and (c) examines bicultural competence as a developmental outcome. Findings suggest that parents’ high exposure to ecological stressors do not compromise parental ethnic socialization or adolescent bicultural competence development. On the other hand, mothers’ exposures to enculturative stressors can disrupt maternal ethnic socialization, and in turn, undermine adolescents’ bicultural competence. By examining the influence of multiple family environmental stressors on culturally salient parenting practices, and their implications for adolescent bicultural competence development, this work provides insights on ethnic-racial minority and immigrant families’ adapting cultures and advances scholarship on the family stress model.
ContributorsSafa Pernett, Maria Dalal (Author) / White, Rebecca M. B. (Thesis advisor) / Knight, George P. (Committee member) / Updegraff, Kimberly A. (Committee member) / Wilkens, Natalie D. (Committee member) / Arizona State University (Publisher)
Created2019
Description
Development throughout the course of history has traditionally resulted in the demise of biodiversity. As humans strive to develop their daily livelihoods, it is often at the expense of nearby wildlife and the environment. Conservation non-governmental organizations (NGOs), among other actors in the global agenda, have blossomed in the past century with the realization that there is an immediate need for conservation action. Unlike government agencies, conservation NGOs have an independent, potentially more objective outlook on procedures and policies that would benefit certain regions or certain species the most. They often have national and international government support, in addition to the credibility and influencing power to sway policy decisions and participate in international agendas. The key to their success lies in the ability to balance conservation efforts with socioeconomic development efforts. One cannot occur without the other, but they must work in coordination. This study looks at the example of African Great Apes. Eight ape-focused NGOs and three unique case studies will be examined in order to describe the impact that NGOs have. Most of these NGOs have been able to build the capacity from an initial conservation agenda, to incorporating socioeconomic factors that benefit the development of local communities in addition to the apes and habitat they set out to influence. This being the case, initiatives by conservation NGOs could be the key to a sustainable future in which humans and biodiversity coexist harmoniously.
ContributorsPrickett, Laura (Author) / Parmentier, Mary Jane (Thesis advisor) / Zachary, Gregg (Committee member) / Gerber, Leah (Committee member) / Arizona State University (Publisher)
Created2019
Description
The primary goal of this paper is to analyze a tool used for measuring human
development on a global scale. Originally, development within a country was solely judged by the degree of economic growth by way of Gross National Product (GNP) and per capita income. Holistically, GNP measures the total extent of economic activity of a country’s people within a given time period. (Rutherford, 2012). Critics found several issues with this one-dimensional approach of measuring human development. What failed to be recognized was the distribution of income among the country’s citizens. Higher incomes often favor men within the majority when compared to women and people of minority groups (Feiner & Roberts, 1990). GNP also failed to recognize the social limitations under a government. In other words, are there limitations as to what goods can be bought and who can buy them?
development on a global scale. Originally, development within a country was solely judged by the degree of economic growth by way of Gross National Product (GNP) and per capita income. Holistically, GNP measures the total extent of economic activity of a country’s people within a given time period. (Rutherford, 2012). Critics found several issues with this one-dimensional approach of measuring human development. What failed to be recognized was the distribution of income among the country’s citizens. Higher incomes often favor men within the majority when compared to women and people of minority groups (Feiner & Roberts, 1990). GNP also failed to recognize the social limitations under a government. In other words, are there limitations as to what goods can be bought and who can buy them?
ContributorsSteeley, Emily Anne (Author) / Parmentier, Mary Jane (Thesis director) / Grgich, Traci (Committee member) / Harrington Bioengineering Program (Contributor) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This paper outlines a responsible innovation framework to evaluate technologies designed for education. Traditionally, technologies being implemented for development of education come from foreign nations with less cultural understanding of the needs of the country they are trying to serve. This framework outlines categories that impact the success or failure of an educational technology. The framework is explained and then applied to the SolarSPELL case; an offline digital library designed to bring information to resource constrained areas around the world. The purpose of this research is to explore the factors determining success and failure of educational technology projects and design a framework that can be used moving forward to assess projects prior to the final implementation stage to encourage more successful projects. The framework designed in this research proved useful for evaluating educational technology designed for resource constrained areas.
ContributorsArnold, Madison (Author) / Parmentier, Mary Jane (Thesis director) / Hosman, Laura (Committee member) / School for the Future of Innovation in Society (Contributor) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12