Matching Items (4)
Filtering by

Clear all filters

136528-Thumbnail Image.png
Description
A total of 154 families were included in the larger study in which this study is situated. A sub-sample of 32 parent-child dyads (balanced in terms of parent and child gender and ethnicity) were randomly selected for in-depth content analysis of transcript and video data. The fourth-grade students and their

A total of 154 families were included in the larger study in which this study is situated. A sub-sample of 32 parent-child dyads (balanced in terms of parent and child gender and ethnicity) were randomly selected for in-depth content analysis of transcript and video data. The fourth-grade students and their parents were recruited from elementary schools, community recreation centers, and public libraries. Each dyad participated in six science activities while researchers audio and video recorded sessions, which were then transcribed and coded for expressions of encouragement and discouragement. Parents filled out questionnaires while children were interviewed. Parents did not report that science was more important for one gender over the other. A significant difference in encouragement and discouragement based on child gender was not found. A significant difference in encouragement based on parental beliefs was not found, but a significant difference in discouragement based on parental beliefs was found. Neither parental beliefs nor parental behaviors predicted how children rated interest in the science activities they participated in. The implications and limitations of this study are discussed.
ContributorsMessinger, Kayla Lorrie-Lee (Author) / Sandrin, Susannah (Thesis director) / Seeley, Bridget (Committee member) / Barrett, The Honors College (Contributor) / College of Letters and Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2015-05
134340-Thumbnail Image.png
Description
My thesis explores the role that implicit gender bias plays in the courtroom. From personal experience, I have seen the way that gender has been a factor in the courtroom as a result of both competing in and coaching Mock Trial. As a competitor, my gender was always a factor

My thesis explores the role that implicit gender bias plays in the courtroom. From personal experience, I have seen the way that gender has been a factor in the courtroom as a result of both competing in and coaching Mock Trial. As a competitor, my gender was always a factor in that I was told that I couldn't do something because I am female. As a coach, I found myself reinforcing these ideas of gender because that was what I was taught, even though I didn't agree with them. I decided to explore the role of gender in the courtroom using Mock Trial as a framework to study how implicit gender biases is present. As a result of my research, I argue that implicit gender bias is present in the courtroom, and that these biases create barriers for female success. I have conducted research based on a variety of sources, beginning with looking at the role women have historically played in the courtroom to current issues facing women attorneys today. I have researched the role of implicit gender bias and studied how these biases impact women and hinder their success. I conducted research through distribution of the coach survey and analyzed the responses. From these finding I have concluded that implicit gender bias is a factor in the courtroom and that these biases tend to negatively affect women competitors. I conclude that that more research and studies need to be done to make individuals aware of how implicit gender bias functions in the courtroom and how coaches in Mock Trial may be contributing to the reinforcement of these biases.
ContributorsDuarte Luna, Ariana Maria (Author) / Stoff, Laurie (Thesis director) / Amazeen, Nia (Committee member) / Department of Psychology (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
148368-Thumbnail Image.png
Description

Due to the Covid-19 pandemic, healthcare professionals including occupational therapy practitioners (OTPs) were required to transition to working utilizing an online-service delivery model called telehealth. The use of telehealth for occupational therapy (OT) sessions was limited prior to the pandemic, and this shift required OTPs to provide services in ways

Due to the Covid-19 pandemic, healthcare professionals including occupational therapy practitioners (OTPs) were required to transition to working utilizing an online-service delivery model called telehealth. The use of telehealth for occupational therapy (OT) sessions was limited prior to the pandemic, and this shift required OTPs to provide services in ways many had never experienced. The purpose of this study was to identify how the transition to telehealth impacted OTPs and their ability to provide proper care to the pediatric population via telehealth. The final analytic sample included 32 female OTPs who worked with the pediatric population. Results from qualitative and quantitative analyses showed that OTPs had positive feelings toward using telehealth and that the telehealth modality had a moderate impact on their job performance. The areas that pediatric OTPs want to be addressed included technology and internet issues, lack of parent involvement, decreased quality of care, inaccessibility of materials, decreased attention span and increased distractions, and lack of general knowledge about telehealth among clients, parents, and professionals. Despite these drawbacks, a positive theme emerged that the telehealth model is good for current circumstances. The results show telehealth is a positive experience for OTPs and allows OT to be more accessible to their clients. Implications for increasing education for healthcare professionals, clients, and parents/guardians to make telehealth accessible to clients on a large scale are discussed.

ContributorsMulvaney, Kaitlin Marie (Author) / Bryce, Crystal (Thesis director) / Seeley, Bridget (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Family court typically wants separated parents to agree on child custody, but when there is court-identified high-conflict between parents, judges may need to intervene and decide custody without both parties agreeing to the recommendation. This study examines the influence of agreements, the mutual agreement between litigating parties in custody arrangements,

Family court typically wants separated parents to agree on child custody, but when there is court-identified high-conflict between parents, judges may need to intervene and decide custody without both parties agreeing to the recommendation. This study examines the influence of agreements, the mutual agreement between litigating parties in custody arrangements, and single-party petitions (Petitions to Modify Custody) on the ultimate custodial outcome of court-identified high-conflict family court cases. We found that as the number of agreements increased, the likelihood of a case's outcome being an agreed-upon custody arrangement also increased. This study further examines an exploration of gender bias, which showed that deference to the mother may be occurring and can be further analyzed through more research. This study can inform legal professionals in their efforts to foster agreement and sustain equitable litigatory processes. Further research is needed to continue as this subset is only 100 out of 182 total PCR cases.
ContributorsCrawford, Timothy (Author) / Stolzenberg, Stacia (Thesis director) / Sullivan, Colleen (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2024-05