Matching Items (8)
Filtering by
- Creators: Arizona State University
- Resource Type: Text
- Status: Published
Description
Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect size (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.
ContributorsGibbs, Norman P. (Author) / Bartlett, Tara Lynn (Author) / Schugurensky, Daniel, 1958- (Author)
Created2021-05-01
Description
Frederic Thrasher's early work with youth gangs in Chicago continues to influence contemporary gang research. Thrasher's basic premise, that conflict with outside groups facilitates strong interpersonal ties between adolescents, has yet to undergo quantitative analysis. Using data from Wave II of the National Longitudinal Study of Adolescent Health ("Add Health"), this conflict is measured by the aggregate number of juvenile arrests for property and violent crimes in a community. Multivariate regression is conducted to explore the impact of police threat on number of friendship nominations, while logistic regression is conducted to see if police threat is impacting relationship strength between respondent's first male and female friend. The results from both the multivariate and logistic regressions do not support Thrasher's hypothesis. Implications for future research are discussed.
ContributorsMoule, Richard K (Author) / Katz, Charles M. (Thesis advisor) / Ready, Justin T. (Committee member) / Pratt, Travis C. (Committee member) / Arizona State University (Publisher)
Created2011
Description
The term “friend zone” has been used in various areas of social media and pop culture to define a situation where one individual covets a relationship with a close friend that never evolves; typically the situation includes a male seeking a potential romantic partner with a female. Although friendship is often viewed in a positive format and sometimes the foundation of a healthy relationship, this term has been stigmatized as an unfortunate situation and counterproductive to obtaining a fulfilling relationship.
To approach the multi-faceted concern of friend zone phenomena and the many areas damaging messages that occur, my thesis starts with the history of friend zone phenomena, establishing a definition of friend zone phenomena for future scholars. Next literature on friendship and love, and Galician’s work used for both the methodology and theoretical framework is introduced leading to the analysis. The methodology and theoretical framework for the analysis uses Mary-Lou Galician’s 7-Step-Reality-Check-Up, twelve Myths social media promoted as the preferred reading and the Twelve Prescriptions (Rxs) for Getting Real About Romance. Resources on the discourses of gender performativity, psychology, and sociology are also included in the theoretical framework.
I start with an introduction to retrograde misogyny, The Manosphere (including The Red Pill [TRP]), the Elliot Rodger case and rape culture. This initial segment is analyzed differently from the other texts to describe the crux of social justice issues within friend zone phenomena. I then analyze 10 online memes related to friend zone phenomena. Lastly, I analyze Jet and Star’s new book, How to Get out of the Friend Zone –their book is a textual version of the advice they give on their YouTube channel.
Throughout all the texts Myths 5 (Physical Attraction), 6 (Man = Stronger), and 13 (No Cross-Sexual Friends) were all proposed as the preferred reading. Myth 14 (Men Want Sex/Women Want Money) was prevalent across the memes and TRP/Rational Male. All four myths are laden with gender performativity with damaging perceptions of healthy and respectful relationships. Additional research on friend zone phenomena in the form of interviews and surveys is recommended as research is still sparse.
To approach the multi-faceted concern of friend zone phenomena and the many areas damaging messages that occur, my thesis starts with the history of friend zone phenomena, establishing a definition of friend zone phenomena for future scholars. Next literature on friendship and love, and Galician’s work used for both the methodology and theoretical framework is introduced leading to the analysis. The methodology and theoretical framework for the analysis uses Mary-Lou Galician’s 7-Step-Reality-Check-Up, twelve Myths social media promoted as the preferred reading and the Twelve Prescriptions (Rxs) for Getting Real About Romance. Resources on the discourses of gender performativity, psychology, and sociology are also included in the theoretical framework.
I start with an introduction to retrograde misogyny, The Manosphere (including The Red Pill [TRP]), the Elliot Rodger case and rape culture. This initial segment is analyzed differently from the other texts to describe the crux of social justice issues within friend zone phenomena. I then analyze 10 online memes related to friend zone phenomena. Lastly, I analyze Jet and Star’s new book, How to Get out of the Friend Zone –their book is a textual version of the advice they give on their YouTube channel.
Throughout all the texts Myths 5 (Physical Attraction), 6 (Man = Stronger), and 13 (No Cross-Sexual Friends) were all proposed as the preferred reading. Myth 14 (Men Want Sex/Women Want Money) was prevalent across the memes and TRP/Rational Male. All four myths are laden with gender performativity with damaging perceptions of healthy and respectful relationships. Additional research on friend zone phenomena in the form of interviews and surveys is recommended as research is still sparse.
ContributorsMichael, Cherish Krista (Author) / Elenes, C. Alejandra (Thesis advisor) / Hall, Deborah (Committee member) / Murphy-Erfani, Julie (Committee member) / Arizona State University (Publisher)
Created2015
Description
This visually rich qualitative teacher-action research focuses on the personal learning experience a classroom of first grade students had as they grew in understanding of difference through daily interactions with young friends who have severe disabilities. Each first grader spent 30 minutes, one day a week, visiting the special education classroom down the hall, which was home to their friends who needed total care and spent a majority of their day in a wheelchair.
During these visits, the first graders enjoyed interacting with their friends using a variety of manipulatives, music, movement, games, books, and art. This experience was loosely supervised by the special education teacher after students were given instructions on stations and activities available that day. Upon returning to their classroom, the students reflected on the experience. Reflection for the first few weeks was through oral discussion to build a community feel and common language. Written reflections were later kept in student-created journals.
Though this experience began in the fall, data for this exploration was collected during the Spring semester of the 2013-2014 school year. The following questions guided the design and implementation of this study: 1) How do children make sense of their interactions with children who have severe disabilities, and what do their words reveal regarding their understandings about and across difference?
2) What do interactions between students “look like,” and what can “doing” reveal about human interactions?
Data collection and analysis were informed through a critical, ethnographic-like lens with a participant perspective from the teacher-researcher. Photos and video documentation focused on the hands and feet of the participants to ensure privacy rights. Interviews, journal entries, photo elicitation, and a focus group discussion provided the remainder of the data set after parental permission and participant assent.
Findings are shared visually with an invitation to enter a child’s lifeworld via their voice, both written and verbal. Readers are asked to ponder the evidence through the shared voice and visions and consider the impact of the affective realm on learning and understanding and its significance in all of human interactions—all the selves and all the others.
During these visits, the first graders enjoyed interacting with their friends using a variety of manipulatives, music, movement, games, books, and art. This experience was loosely supervised by the special education teacher after students were given instructions on stations and activities available that day. Upon returning to their classroom, the students reflected on the experience. Reflection for the first few weeks was through oral discussion to build a community feel and common language. Written reflections were later kept in student-created journals.
Though this experience began in the fall, data for this exploration was collected during the Spring semester of the 2013-2014 school year. The following questions guided the design and implementation of this study: 1) How do children make sense of their interactions with children who have severe disabilities, and what do their words reveal regarding their understandings about and across difference?
2) What do interactions between students “look like,” and what can “doing” reveal about human interactions?
Data collection and analysis were informed through a critical, ethnographic-like lens with a participant perspective from the teacher-researcher. Photos and video documentation focused on the hands and feet of the participants to ensure privacy rights. Interviews, journal entries, photo elicitation, and a focus group discussion provided the remainder of the data set after parental permission and participant assent.
Findings are shared visually with an invitation to enter a child’s lifeworld via their voice, both written and verbal. Readers are asked to ponder the evidence through the shared voice and visions and consider the impact of the affective realm on learning and understanding and its significance in all of human interactions—all the selves and all the others.
ContributorsStruble, Gwen J (Author) / Swadener, Beth Blue (Thesis advisor) / Sandlin, Jennifer (Thesis advisor) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2015
Description
Recent research within the field of natural resource management has been devoted to studying the cognitive structures, called mental models, that guide people’s thoughts, actions, and decision-making. Artificial lighting threatens the sustainability of pristine night skies around the world and is growing worldwide at an average rate of six-percent per year. Despite these trends, stakeholders’ mental models of night skies have been unexplored. This study will address this gap by eliciting stakeholders’ mental models of dark skies. Scenario planning has become a pervasive tool across diverse sectors to analyze complex systems for making decisions under uncertainty. The theory of scenario planning hypothesizes that scenario planning contributes to learning and improves upon participants’ mental models. However, there have been scant empirical studies attempting to investigate these two claims. Stakeholders’ mental models of dark skies were mapped while simultaneously testing the hypotheses that participation in scenario planning results in more complex mental models and alters environmental attitudes. Twenty-one Arizona stakeholders participated in one of two workshops during September 2016. Three identical surveys were given to measure knowledge, environmental attitudes and mental model change during the workshops. Knowledge gain peaked during the introductory lecture and continued to increase during the workshop. Scenario planning increased participants’ environmental attitudes from anthropocentric to nature-centered and was found to have a significant positive impact on dark sky advocates’ change in mental model complexity. The most prominent drivers affecting dark skies were identified using social network analysis of the pre and post mental models. The most prominent concepts were altered significantly from pre to post workshop suggesting that scenario planning may aid practitioners in understanding exogenous factors to their area of expertise. These findings have critical theoretical and managerial implications of mental model alteration, environmental attitudes, and the future of Arizona’s night skies. A revised theoretical framework is offered to include environmental attitudes into the theory of scenario planning and a conceptual framework was created to illustrate the most salient drivers affecting or being affected by dark skies.
ContributorsHobbins, Robert J (Author) / Nyaupane, Gyan P (Thesis advisor) / Budruk, Megha (Committee member) / Iwaniec, David M (Committee member) / Arizona State University (Publisher)
Created2016
Description
Baruch de Spinoza (1632-1677) is most often treated as a secular philosopher in the literature. But the critical-historical and textual analyses explored in this study suggest that Spinoza wrote the Ethics not as a secular project intended to supersede monotheism for those stoic enough to plumb its icy depths, but rather, and as is much less often assumed, as a genuinely Judeo-Christian theological discourse accounting for the changing scientific worldviews and political realities of his time. This paper draws upon scholarship documenting Spinoza's involvement with Christian sects such as the Collegiants and Quakers. After establishing the largely unappreciated importance of Spinoza's religious or theological thought, a close reading of the Ethics demonstrates that friendship is the theme that ties together Spinoza's ethical, theological, political, and scientific doctrines.
ContributorsBelcheff, David (Author) / Samuelson, Norbert (Thesis advisor) / Clay, Eugene (Thesis advisor) / Foley, Peter (Committee member) / Arizona State University (Publisher)
Created2014
Description
Friendships make us happy, keep us healthy, and can even facilitate our reproductive fitness. But most friendships are not forever—even when we want them to be. How do people maintain valued friendships? I propose that “friendship jealousy” arises when people perceive others as posing threats to valued friendships, and that this response can function to prevent friendship loss and friend defection. In preliminary experiments, I tested predictions derived from this functional view. As predicted, I found, first, that friendship jealousy is calibrated to friend value. Second, friendship jealousy predicts intentions to “friend guard” (i.e., engage in behavior to protect the friendship). Third, friendship jealousy has sex-differentiated features, which are consistent with sex differences in friendship structures and ancestral friendship functions. The present work pits against one another intuitive and functional predictions as to what drives friendship jealousy. Although intuition might lead one to expect greater jealousy when a friend spends more time with a new person, a functional view suggests greater jealousy when that new person threatens to fulfill the same function for one’s friend that one is currently fulfilling (i.e., to “replace” him/her). Preliminary studies revealed that greater friendship jealousy is evoked when friends form new same-sex friendships (which presumably pose greater replacement threat, but lesser time threat) versus new romantic relationships (which presumably pose lesser replacement threat, but greater time threat). The focal experiment explicitly and experimentally manipulates a version of “replacement threat” (whether the best friend “chooses” the new friend over you) and “time threat” (how much time the best friend spends with the new friend). In line with functional predictions, the amount of time the best friend spends with a new friend drives friendship jealousy—but only when direct information about replacement threat is unavailable. Regardless of the time threat posed, participants report high friendship jealousy when replacement threat is high, and low friendship jealousy when replacement threat is low. Results imply that friendship jealousy is calibrated to replacement threat (over time threat). Overall, findings suggest that friendship jealousy might be a functional response aimed at facilitating friendship maintenance.
ContributorsKrems, Jaimie Arona (Author) / Kenrick, Douglas T. (Thesis advisor) / Neuberg, Steven L. (Thesis advisor) / Aktipis, Athena (Committee member) / Ha, Phuong Thao (Committee member) / Arizona State University (Publisher)
Created2018
Description
Research on attachment in adults began by assuming parallels from attachment as a behavioral system for using relationships to balance the tradeoff between safety and exploration in infants, to the same tradeoff function in adults. Perhaps more pressing, for adults, are the novel social tradeoffs adults face when deciding how to invest resources between themselves and their close relationship partners. The current study investigated the role of the attachment system in navigating two such tradeoffs, in a sample of ASU undergraduates. In one tradeoff condition, participants had the option of working on puzzles to earn either themselves or their closest friend a monetary reward. In the second tradeoff condition, participants worked to earn monetary rewards for a close or new friend. Analyses showed no evidence of attachment avoidance predicting prioritizing redistributing money to a close friend in either condition. While there was no effect of anxiety on prioritizing one’s close friend over one’s self, there was a marginal effect in both prioritizing one’s close friend over a new friend when redistributing money and starting on the close friend’s word search first. Although attachment style largely did not predict earning or redistributing monetary rewards in these two relationship tradeoffs, implications for how these results fit within the broader theoretical perspective are discussed.
ContributorsYee, Claire (Author) / Shiota, Michelle N. (Thesis advisor) / Kenrick, Douglas T. (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Luecken, Linda J. (Committee member) / Arizona State University (Publisher)
Created2018