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This interdisciplinary thesis examines the possible relationship between the public speaking experience for women and the gender gap in political ambition. First, a historical analysis of women public speakers ranging from the 1800s to the Suffragettes to female politicians in the 1900s reveals a pattern of female public speakers in

This interdisciplinary thesis examines the possible relationship between the public speaking experience for women and the gender gap in political ambition. First, a historical analysis of women public speakers ranging from the 1800s to the Suffragettes to female politicians in the 1900s reveals a pattern of female public speakers in politics receiving extreme criticism for their communicative behavior. The thesis then turns to the socialization of young girls, highlighting how gameplay in children translates into gendered communicative behavior in adult women. Next, an examination of the pedagogy of public speaking showcases how the public speaking experience is different for women than it is for men, and how public speaking traditionally is taught in a masculine style. Then, through a review of the literature on the gender gap in political ambition, it is seen that not only are women severely underrepresented in political office in the United States, but women have far less political ambition than men. And a case study of the 2008 presidential primaries and elections, highlighting modern women in politics, demonstrates that the few women who are politically ambitious in the 21st century face criticism that mirrors those faced by political women decades and centuries prior. Finally, the thesis offers possible solutions to changing the experience of women as public speakers and fostering political ambition in women.
ContributorsPatton, Ashley Crystal (Author) / Gruber, Diane (Thesis director) / Wentzel, Bonnie (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
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The goal of this research study was to empirically study a poster-based messaging campaign in comparison to that of a project-based learning approach in assessing the effectiveness of these methods in conveying the scope of biomedical engineering to upper elementary school students. For the purpose of this honors thesis, this

The goal of this research study was to empirically study a poster-based messaging campaign in comparison to that of a project-based learning approach in assessing the effectiveness of these methods in conveying the scope of biomedical engineering to upper elementary school students. For the purpose of this honors thesis, this research paper specifically reflects and analyzes the first stage of this study, the poster-based messaging campaign. 6th grade students received socially relevant messaging of juniors and seniors at ASU achieving their biomedical aspirations, and received information regarding four crucial themes of biomedical engineering via daily presentations and a website. Their learning was tracked over the course of the weeklong immersion program through a pre/post assessment. This data was then analyzed through the Wilcoxon matched pairs test to determine whether the change in biomedical engineering awareness was statistically significant. It was determined that a poster-based messaging campaign indeed increased awareness of socially relevant themes within biomedical engineering, and provided researchers with tangible ways to revise the study before a second round of implementation. The next stage of the study aims to explain biomedical engineering through engaging activities that stimulate making while emphasizing design-aesthetic appeal and engineering habits of mind such as creativity, teamwork, and communication.
ContributorsSwaminathan, Swetha Anu (Author) / Ganesh, Tirupalavanam (Thesis director) / Shrake, Scott (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Female celebrities are commodified by the entertainment industry at every stage of their lives. The industry's expectations of female celebrities reflect society's expectations for women. From girlhood to adulthood, women are expected to follow particular scripts of femininity. These scripts are promoted and perpetuated by the entertainment industry. Women are

Female celebrities are commodified by the entertainment industry at every stage of their lives. The industry's expectations of female celebrities reflect society's expectations for women. From girlhood to adulthood, women are expected to follow particular scripts of femininity. These scripts are promoted and perpetuated by the entertainment industry. Women are used as commodities for consumerism by both the industry and the media alike. Female celebrities have higher expectations today than ever. With the modern phenomena of reality television and social media, the public demands a new level of authenticity and transparency from celebrities. In this thesis, I explore three womens' lives and careers: Britney Spears, Jessica Simpson, and Demi Lovato. I discuss the ways in which these three women have been commodified by the industry at each stage of their lives, as well as how they have, over the course of their careers, attempted to regain control of their images.

ContributorsHoltz, Alexis Paige (Author) / Vlahoulis, Michelle (Thesis director) / Leong, Karen (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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The purpose of this project is to assess how well today’s youth is able to learn new skills<br/>in the realm of engineering through online video-conferencing resources. Each semester of this<br/>last year, a class of students in both 3rd and 6th grade learned about computer-aided design (CAD)<br/>and 3D printing through their

The purpose of this project is to assess how well today’s youth is able to learn new skills<br/>in the realm of engineering through online video-conferencing resources. Each semester of this<br/>last year, a class of students in both 3rd and 6th grade learned about computer-aided design (CAD)<br/>and 3D printing through their laptops at school. This was done by conducting online lessons of<br/>TinkerCAD via Zoom and Google Meet. TinkerCAD is a simple website that incorporates easy-to-learn skills and gives students an introduction to some of the basic operations that are used in<br/>everyday CAD endeavors. In each lesson, the students would learn new skills by creating<br/>increasingly difficult objects that would test both their ability to learn new skills and their overall<br/>enjoyment with the subject matter. The findings of this project reflect that students are able to<br/>quickly learn and retain new information relating to CAD. The group of 6th graders was able to<br/>learn much faster, which was expected, but the class of 3rd graders still maintained the<br/>knowledge gained from previous lessons and were able to construct increasingly complicated<br/>objects without much struggle. Overall, the students in both classes enjoyed the lessons and did<br/>not find them too difficult, despite the online environment that we were required to use. Some<br/>students found the material more interesting than others, but in general, the students found it<br/>enjoyable to learn about a new skill that has significant real-world applications

ContributorsWerner, Matthew (Author) / Song, Kenan (Thesis director) / Lin, Elva (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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What if I told you that a few photos of a sweatshirt, delivered at the perfect time, cracked a case that had stumped some of the world’s greatest marketing minds for more than twenty years? What if I told you that a dismissed lawsuit played an integral part in this?

What if I told you that a few photos of a sweatshirt, delivered at the perfect time, cracked a case that had stumped some of the world’s greatest marketing minds for more than twenty years? What if I told you that a dismissed lawsuit played an integral part in this? One made possible by a rainy night in Couva, Trinidad? Or that all of this, hundreds of years in the making, could aid a wrongfully incarcerated man in being freed after spending twenty two years in prison, and pioneer one of the largest-scale social justice movements of the 21st century? All catalyzed by the effects of a global pandemic? If I told you, would you believe me? But let’s get back to that sweatshirt for now.<br/>In January 2020, the Coronavirus was a seemingly distant issue for another part of the world to most Americans. A generation that had seen the likes of H1N1 and Ebola come, cause irrational panic, and subsequently disappear had grown complacent with regard to unknown diseases. On March 9th, Utah Jazz center Rudy Gobert took a defiant step in dispelling fears of COVID-19 by touching every microphone in the room at the end of an interview. Two days later, a test revealed that he had contracted the virus, the first professional athlete to do so. The NBA suspended all activities, and thus began the succession of sports leagues across the nation suspending their seasons as global infection numbers rose. But we humans are resilient. As weeks became months, the NBA and WNBA were able to engineer “bubbles” to play in: isolated areas with only the players and essential personnel to play the games, equipped with safety precautions and persistent testing. With no fans allowed inside, social media and media members provided the only glimpse into the “bubble” that ordairy fans would get.<br/>The mornings of July 25th and 26th, as the players arrived for the first games of the day and were snapped by photographers, many sported orange hoodies with the trademark white WNBA logo in the center, to promote the start of the WNBA’s “bubble” season that summer. This sent the internet into a frenzy. “#OrangeHoodie” was trending across all social media platforms, the item sold out on many websites, and more people than ever were talking about the WNBA online. That season, WNBA viewership spiked. More people watched the WNBA than ever before, even with the NBA’s playoffs taking place at the same time. How, then, did a single orange hoodie change the future of marketing the WNBA? What does that tell us about other women’s sports that have similarly struggled with attention and viewership? What role does media exposure play in all of this; do we perceive women differently in the media than we do men? Are these issues rooted in deeper societal prejudices, or are women’s sports simply quantifiably less entertaining?<br/>On a journey to find the answers to these questions, I learned a lot about the relationship of media and culture, about sport, and about the outstanding untold stories of American sportswomen. However, the most important thing I found was that women are marketable. After long being denied the opportunities and exposure they deserve, American culture has as a result pushed women to the background under the guise of them not being demanded or marketable. This could not be further from the truth. They are not demanded because they are not seen. Investing in sportswomen would not only create a better future for all women, but for all people. How, then, is this achievable? How will the powers that be allow for changes to be made? How can we as individuals be receptive to this change? In this thesis, I will take you on a journey where media is fun and fair, and where the future is female.

ContributorsLandrau, Roberto Luis (Author) / Eaton, John (Thesis director) / Wong, Kelvin (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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During the First and Second World Wars, the totality of global war and the involvement of the United States necessitated the use of American women within military medical services as nurses. Military nursing served as a catalyst for professionalizing nursing as well as the entrance women into US military jobs.

During the First and Second World Wars, the totality of global war and the involvement of the United States necessitated the use of American women within military medical services as nurses. Military nursing served as a catalyst for professionalizing nursing as well as the entrance women into US military jobs. This thesis explores American women’s military nursing roles during WWI and WWII within the historical context of the precedence set for female nurses’ involvement in wartime medical service in both the American Civil War and the Spanish Civil War. In so doing, it seeks to answer specific research questions focused on nurse’s wartime experiences, the formality of their role, and public perceptions of female nurses. I will examine the change over time of these issues and reasons for their evolution.
ContributorsGlew, Haley Nicole (Author) / Stoff, Laurie (Thesis director) / Foote, Nicola (Committee member) / WPC Graduate Programs (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Information Systems (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Despite efforts to recruit and retain female engineering students, only about 21.3% of bachelor’s degrees each year in engineering and computer science are awarded to women. The purpose of this synthesis is to understand the ways in which current research has explored how self-identity, engineering identity, and sense of belonging

Despite efforts to recruit and retain female engineering students, only about 21.3% of bachelor’s degrees each year in engineering and computer science are awarded to women. The purpose of this synthesis is to understand the ways in which current research has explored how self-identity, engineering identity, and sense of belonging influence undergraduate women’s persistence. Analysis is focused around 4 themes that emerged: (1) Sense of Self: Self-Efficacy, Expectancy Value Theory; (2) Culture of Engineering: Engineering Identity; (3) Stereotype Threat; (4) Interdisciplinary Studies to Expand the Culture of Engineering. Conclusions of this synthesis may be used as opportunities for future engagement with these topics.
ContributorsTapia, Kayla (Author) / Ganesh, Tirupalavanam (Thesis director) / Velez, Jennifer (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high

The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high level systematic problem solving through basic and specialized computational thinking curriculum at I Am Zambia in order to give these women an even larger stepping stool into a successful future.

To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.

Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
ContributorsGriffin, Hadley Meryl (Author) / Hsiao, Sharon (Thesis director) / Mutsumi, Nakamura (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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This study aims to evaluate and explore whether a positive correlation exists between female leadership and corporate social responsibility, as well as its subsequent reasoning, while specifically focusing on female leaders within the upper management (i.e. board of directors and CEOs) of S&P 500 firms. Since several studies identify

This study aims to evaluate and explore whether a positive correlation exists between female leadership and corporate social responsibility, as well as its subsequent reasoning, while specifically focusing on female leaders within the upper management (i.e. board of directors and CEOs) of S&P 500 firms. Since several studies identify a positive relationship between female leadership and corporate social responsibility, our case study of IBM and PepsiCo aims to provide a real-life framework to these theoretical models. Ultimately, our case study does align with the findings of those models, yet also provides a unique perspective as to the reasoning for the difference in CSR outcomes, citing business strategy as opposed to altruism and other-orientation. Due to our limited sample size, our findings do not empirically support this notion, but instead offers a potential area for further research.
ContributorsMehta, Pashmi (Co-author) / Westbrook, Ciara (Co-author) / Shropshire, Christine (Thesis director) / Funk, Kendall (Committee member) / Department of Management and Entrepreneurship (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Engineering has historically been dominated by White men. However, in modern history, engineering is becoming more diverse as the opportunity to pursue engineering has become accessible to people of all races and genders. Yet, college ready high school students from nontraditional backgrounds—women, ethnic minorities, first-generation-to-college students, and those with financial

Engineering has historically been dominated by White men. However, in modern history, engineering is becoming more diverse as the opportunity to pursue engineering has become accessible to people of all races and genders. Yet, college ready high school students from nontraditional backgrounds—women, ethnic minorities, first-generation-to-college students, and those with financial need—often lack exposure to engineering, thus reducing their likelihood to pursue a career in this field. To create engineering learning experiences that can be expanded to a traditional high school science classroom, the Young Engineers Shape the World program at Arizona State University was consulted. The Young Engineers Shape the World program encourages women, notably the most underrepresented group in the engineering field, as well as other students of diverse backgrounds, to pursue engineering. The goal of this effort was to create a 3-contact hour chemical engineering based learning experience to help students in grades 10-11 learn about an application of chemical engineering. Using knowledge of chemical engineering, a soil pH testing activity was created, simulating a typical high school chemistry science experiment. In addition to measuring pH, students were asked to build a modern garden that contained a physical barrier that could protect the garden from acid rain while still allowing sunlight to reach the plant. Student feedback was collected in the form of an experience evaluation survey after each experience. Students found that the soil-moisture quality testing and design of a protective barrier was engaging. However, an iterative curriculum redesign-implement-evaluate effort is needed to arrive at a robust chemical engineering based design learning experience.
ContributorsOtis, Timothy Kevin (Author) / Ganesh, Tirupalavanam (Thesis director) / Schoepf, Jared (Committee member) / Chemical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05