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- Creators: Hugh Downs School of Human Communication
- Creators: Arizona State University
- Creators: Adame, Elissa
- Member of: Theses and Dissertations
Description
Welfare recipients must engage in a specified number of hours of work-based activities. Work-based activities include providing childcare for others, enrolling to obtain a GED, participating in job clubs, and working for pay. Welfare recipients may choose to get a GED or participate in job clubs to improve their chances of finding employment. As some states require participation in job clubs to receive welfare benefits, this study examined the likelihood of job club participation by low-income females in states where job club participation is optional, not mandatory. Using data from a sample of 3,642 low-income mothers participating in the Survey of Income and Program Participation (SIPP), I explored the relationship between educational attainment and the probability of attending job club or searches in the past month. Sociodemographic and state-level characteristics were used to control for other factors in logistic regression models. Results show that low-income women with higher educational attainment were more likely to attend a job club. Other significant factors were marital status, metropolitan residence, number of children, number of family members, and state poverty rate. Policy implications suggest that attendees already have the necessary skills to obtain a job and time limits and enrollment caps may hinder the changes of the targeted population.
ContributorsYim, Gloria T (Author) / Hayford, Sarah (Thesis advisor) / Peck, Laura (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
Description
Objective: The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) is a federally-funded program that provides supplemental food packages, nutrition education, and healthcare referrals to low-income women, infants, and children under 5, who are at the highest nutritional risk. This study explores if household WIC participation is associated with healthier dietary behaviors among age-ineligible children (5-18-years-old) in WIC households. Consumption frequency of fruits, vegetables, 100% juice, sugar-sweetened beverages (SSBs), and energy-dense snacks (sweet and salty snacks) among children from WIC and income-qualifying non-WIC households were compared.
Methods: Data were obtained from two cross-sectional panels (2009-10 and 2014) of the New Jersey Child Health Study conducted in four low-income New Jersey cities. Questions from previously validated surveys assessed consumption frequency of fruits, vegetables, SSBs, and sweet and salty snacks. Analyses were confined to 570 children between 5-18 yrs; of which 365 (5-11 yrs: 237, 12-18 yrs: 128) resided in WIC participating households and 205 (5-11 yrs: 138, 12-18 yrs: 67) in income-qualifying non-WIC households. Over half of the sample was African American and 43% were Hispanic. Multivariable analyses were conducted to compute incidence rate ratios (IRRs) using negative binomial regression to compare the differences in eating behaviors of children in WIC vs. Non-WIC households
Results: Household WIC participation was associated with a slightly higher frequency of vegetable consumption among 12-18-year-old children (IRR= 1.25, p=.05); differences were significant among older males (12-18-years-old) (p=.006), and not in females.
Frequency of 100% juice consumption was significantly higher among younger females (5-11-years-old) in WIC households who consumed juice about 44% more frequently (p=.02) compared to similar age girls in non-WIC households. Hispanic children in WIC households reported a lower frequency of SSBs consumption (p=.01); this association was only true among males (p=.02).
Conclusions: Household WIC participation is associated with healthier dietary behaviors among age-ineligible children living in the households, suggesting a positive spillover effect of the program. Proposed changes to WIC packages are likely to have dietary implications not only for WIC participants but also for non-participating children residing in WIC households,
Methods: Data were obtained from two cross-sectional panels (2009-10 and 2014) of the New Jersey Child Health Study conducted in four low-income New Jersey cities. Questions from previously validated surveys assessed consumption frequency of fruits, vegetables, SSBs, and sweet and salty snacks. Analyses were confined to 570 children between 5-18 yrs; of which 365 (5-11 yrs: 237, 12-18 yrs: 128) resided in WIC participating households and 205 (5-11 yrs: 138, 12-18 yrs: 67) in income-qualifying non-WIC households. Over half of the sample was African American and 43% were Hispanic. Multivariable analyses were conducted to compute incidence rate ratios (IRRs) using negative binomial regression to compare the differences in eating behaviors of children in WIC vs. Non-WIC households
Results: Household WIC participation was associated with a slightly higher frequency of vegetable consumption among 12-18-year-old children (IRR= 1.25, p=.05); differences were significant among older males (12-18-years-old) (p=.006), and not in females.
Frequency of 100% juice consumption was significantly higher among younger females (5-11-years-old) in WIC households who consumed juice about 44% more frequently (p=.02) compared to similar age girls in non-WIC households. Hispanic children in WIC households reported a lower frequency of SSBs consumption (p=.01); this association was only true among males (p=.02).
Conclusions: Household WIC participation is associated with healthier dietary behaviors among age-ineligible children living in the households, suggesting a positive spillover effect of the program. Proposed changes to WIC packages are likely to have dietary implications not only for WIC participants but also for non-participating children residing in WIC households,
ContributorsSteeves, Stephanie N (Author) / Ohri-Vachaspati, Punam (Thesis advisor) / Tasevska, Natasha (Committee member) / DeWeese, Robin (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
ContributorsRomasanta, Lindsay Rae (Author) / Liou, Daniel D. (Thesis advisor) / Margolis, Eric (Committee member) / Golden, Amy (Committee member) / Arizona State University (Publisher)
Created2016
Description
The following paper is a proposal for marketing materials advertising the W. P. Carey Leaders Academy and the experience of business students in Barrett, The Honors College. There is a distinct need for materials that market to and inform prospective students about the experiences and feeling of community that can be attained from being a student in the W. P. Carey Leaders Academy, which is "a community designed exclusively for premier students enrolled in the W. P. Carey School of Business" (W. P. Carey Leaders Academy). The challenge of successfully creating these materials was approached with various methods of data collection and research. The data collection included a review of Arizona State University (ASU), the W. P. Carey School of Business, and Barrett, The Honors College marketing materials, a review of materials from competing institutions, and scholarly articles on the subject of recruitment and marketing. Admission-based data from groups of excelling students was featured. Finally, interviews and surveys with current faculty, staff, and students were conducted to supplement the research and data collection. Analysis of the data provided insight into best practices when marketing from universities and provided an understanding of appropriate methods for marketing this information. The data indicated that creating an online viewbook, like the one currently marketing the entire business school, as well as providing a physical postcard mailer directing students to the online viewbook, would be the best strategy for marketing the W. P. Carey Leaders Academy. The sections of the viewbook this paper proposes to include are Why the W. P. Carey Leaders Academy, W. P. Carey Leaders Academy Experience, Student Life, Academic Success, Involvement, Scholarship, Professional Future, Barrett, The Honors College, For Parents, and Next Steps. Details of the Time, Cost, and Project Personnel follow.
ContributorsHerrold, Kelsey Jayne (Author) / Eaton, John (Thesis director) / Desch, Tim (Committee member) / Wilson, Jill (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Hugh Downs School of Human Communication (Contributor)
Created2013-05
Description
The following study applies research on Implicit Person Theory (IPT) to the context of organizational communication. IPT scholars argue that most individuals ascribe to one of two groups regarding perceptions of ability: entity or incremental theorists. Entity theorists believe abilities are fixed, unchanging, and constant, whereas incremental theorists believe abilities are changeable, malleable, and subject to development. Incremental theories are a predictor of success, while entity theories can stifle development (e.g., Dweck, 2006). This study explores the relationship employees' mindsets have on the organization, including learner empowerment, impression management, organizational dissent, and guilt. The present study reasons that incremental (versus entity) theorists will exhibit higher perception of learner empowerment, lower expression of impression management behaviors, higher expression of organizational dissent, and a lower perception of organizational related guilt. No significant results were found on the directional relationships predicted; however, this study presents implications for future research in the area of IPT and organizational communication.
ContributorsWallace, Brittney Sierra (Author) / Adame, Elissa (Thesis director) / Martin, Judith (Committee member) / Saffer, Adam (Committee member) / Hugh Downs School of Human Communication (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05