Matching Items (507)
Description
This dissertation used an evolutionary approach to examine the antecedents and outcomes to early pubertal development in girls in four major ethnic groups (i.e., European American, African American, Hispanic American, and Asian American). In the first study, logistic regressions were conducted to investigate the links between socioeconomic status (SES), parenting behaviors, and father absence to pubertal development across and within ethnic groups. SES and father absence predicted earlier pubertal development among European, African, and Hispanic Americans but not for Asian Americans. In the second study, growth curves were estimated for sexual outcomes across ethnic groups. Early developing European and African American girls had higher levels of sexual risk and pregnancy into adulthood. Puberty did not predict outcomes for Hispanic and Asian American girls. Overall, the findings from both studies revealed the importance of investigating childhood environmental contexts, puberty, and sexual health outcomes using an evolutionary perspective.
ContributorsBecnel, Jennifer (Author) / Simpkins, Sandra (Thesis advisor) / Christopher, Scott (Thesis advisor) / Dumka, Larry (Committee member) / Updegraph, Kim (Committee member) / Arizona State University (Publisher)
Created2013
Description
Recent reports have indicated that there are both mental health and educational disparities between Latino youth and their European American counterparts. Specifically, Latin youth are at a heightened risk for negative mental health outcomes in comparison to their non-Latino youth (e.g., Eaton et al., 2008). Further, 16.7% of Latino adolescents dropped out of high school compared to 5.3% of European American youth over the past several decades (1960-2011; U.S. Department of Education, 2013). Mexican American (M.A. youth in particular, have the lowest educational attainment among all Latino ethnic groups in the U.S. (U.S. Census Bureau, 2010). While these mental health and educational disparities have often been attributed to discrimination experiences that Latino youth encounter, there is also consistent empirical evidence linking discrimination with these maladjustment problems. These studies confirmed that discrimination directly related to depressive symptoms (e.g., Umana-Taylor et al., 2007), externalizing behaviors (Berkel et al., 2010), self-esteem (e.g., Zeiders et al., 2013), and academic outcomes (e.g., Umana-Taylor et al., 2012). Few studies to date have examined the underlying mechanisms (i.e., moderation and mediation) that help us to better understand resiliency paths for those Latino youth that display positive adjustment outcomes despite being faced with similar discrimination encounters that their maladjusted peers face. Therefore, the following two studies examined various mechanisms in which discrimination related to adjustment to better understand potential risk and resiliency processes in hopes of informing intervention research. Paper 1 explored cultural influences on the association between discrimination, active coping, and mental health outcomes in M.A. youth. Paper 2 examined how trajectories of discrimination across 5th, 7th, and 10th grades related to cultural values, externalizing behaviors, and academic outcomes in M.A. youth. Taken together, these studies provide a culturally informed overview of adjustment processes in M.A. adolescents who face discrimination in addition to identifying critical directions for future research in efforts to gaining a more contextualized and comprehensive understanding of the dynamic processes involved in discrimination and adjustment in M.A. youth.
ContributorsO'Donnell, Megan (Author) / Roosa, Mark W. (Thesis advisor) / Dumka, Larry (Committee member) / Gonzales, Nancy (Committee member) / Barrera, Manuel (Committee member) / Arizona State University (Publisher)
Created2014
Description
Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) provides a strong theoretical and practical framework for understanding how to incorporate such themes into classroom practice and policy, as well as how to teach students to actively counteract bias and discrimination. However, there is currently no mechanism for researchers to utilize this framework, because there is no measure that can reliably evaluate the level of quality of ABE practices. Therefore, the present study sought to incorporate anti-bias education principles into the conceptualization of classroom quality through measurement development. The measure was developed based on the integration of the original ABE theory with interviews and observations in five ECE programs, which were nominated for their intentional practices regarding issues of culture, race, and ethnicity in the classroom. The five centers ranged in the ethnic composition and average income of their population. The resulting measure contains five domains, with a number of items within each domain. Two of the domains (Toys & Materials, Visual/Aesthetic Environment) contain observational rubrics for assessment, whereas the other three (Organizational Climate, Activities, Interactions) include self-report scales in addition to the rubrics. Future research is needed to pilot the measure and establish validity and reliability across contexts and observation times.
ContributorsGaias, Larissa Michelle (Author) / Dumka, Larry (Thesis advisor) / Shivers, Eva M (Committee member) / Simpkins, Sandra (Committee member) / Arizona State University (Publisher)
Created2015
Description
Identity theorists have emphasized the importance of integration across identity domains for psychosocial well-being. There remains little research, however, on associations across identity domains, group differences across identity profiles, and the joint association of multiple identity domains with academic outcomes. This dissertation includes two studies that address these limitations in the identity literature. Study 1, examined the ego-social identity profiles that emerged from ethnic identity exploration and commitment, American identity exploration and commitment, and ego identity integration and confusion among an ethnically diverse sample of emerging adults using latent profile analysis (N = 8,717). Results suggested that an eight-profile solution was the best fit for the data. The profiles demonstrated differences in identity status and salience across identity domains. Significant ethnic, sex, nativity, and age differences were identified in ego-social identity membership. Study 2 focused on the ego-social identity profiles that emerged from the same identity domains among biethnic college students of Latino and European American heritage (N = 401) and how these profiles differed as a function of preferred ethnic label. The association of ego-social identity profile with academic achievement and the moderation by university ethnic composition were examined. Results indicated that a two-profile solution was the best fit to the data in which one profile included participants with general identity achievement across identity domains and one profile included individuals who were approaching the identity formation process in each domain. Ego-social identity profile membership did not differ based on preferred ethnic label. Individuals who had a more integrated identity across domains had higher college grades. University ethnic composition did not significantly moderate this association. Taken together, these two studies highlight the intricacies of identity formation that are overlooked when integration across identity domains is not considered.
ContributorsGonzales-Backen, Melinda Airr (Author) / Dumka, Larry (Thesis advisor) / Millsap, Roger (Committee member) / Roosa, Mark (Committee member) / Yoo, Hyung Chol (Committee member) / Arizona State University (Publisher)
Created2012
Description
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Relational turbulence theory (RTT) has primarily explored the effects of relational uncertainty and partner interdependence on relational outcomes. While robust, the theory fails to account for uncertainties and perceived interdependence stemming from extra-dyadic factors (such as partners’ social networks). Thus, this dissertation had two primary goals. First, scales indexing measures of social network-based relational uncertainty (i.e., network uncertainty) and social network interdependence are tested for convergent and divergent validity. Second, measurements of network uncertainty and interdependence are tested alongside measures featured in RTT to explore predictive validity. Results confirmed both measurements and demonstrated numerous significant relationships for turbulence variables. Discussions of theoretical applications and future directions are offered.
ContributorsStein, James (Author) / Mongeau, Paul A. (Thesis advisor) / Guerrero, Laura (Committee member) / Dumka, Larry (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this paper is to understand how companies are finding high potential employees and if they are leaving top talent behind in their approach. Eugene Burke stated in 2014 that 55% of employees that are labeled as a High Potential Employee will turn over and move companies. Burke (2014) also states that the average high potential employee tenure is five years. The Corporate Leadership Council says that on average, 27% of a company's development budget is spent on its high potential program (CEB 2017). For a midsize company, the high potential development budget is almost a million dollars for only a handful of employees, only to see half of the investment walking out the door to another company . Furthermore, the Corporate Leadership Council said that a study done in 2005 revealed that 50% of high potential employees had significant problems within their job (Kotlyar and Karkowsky 2014). Are time and resources are being given to the wrong employees and the right employees are being overlooked? This paper exams how companies traditionally select high potential employees and where companies are potentially omitting employees who would be better suited for the program. This paper proposes that how a company discovers their top talent will correlate to the number of turnovers or struggles that a high potential employee has on their job. Future research direction and practical considerations are also presented in this paper.
ContributorsHarrison, Carrie (Author) / Mizzi, Philip (Thesis director) / Ruediger, Stefan (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of Sustainability (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study estimates the capitalization effect of golf courses in Maricopa County using the hedonic pricing method. It draws upon a dataset of 574,989 residential transactions from 2000 to 2006 to examine how the aesthetic, non-golf benefits of golf courses capitalize across a gradient of proximity measures. The measures for amenity value extend beyond home adjacency and include considerations for homes within a range of discrete walkability buffers of golf courses. The models also distinguish between public and private golf courses as a proxy for the level of golf course access perceived by non-golfers. Unobserved spatial characteristics of the neighborhoods around golf courses are controlled for by increasing the extent of spatial fixed effects from city, to census tract, and finally to 2000 meter golf course ‘neighborhoods.’ The estimation results support two primary conclusions. First, golf course proximity is found to be highly valued for adjacent homes and homes up to 50 meters way from a course, still evident but minimal between 50 and 150 meters, and insignificant at all other distance ranges. Second, private golf courses do not command a higher proximity premia compared to public courses with the exception of homes within 25 to 50 meters of a course, indicating that the non-golf benefits of courses capitalize similarly, regardless of course type. The results of this study motivate further investigation into golf course features that signal access or add value to homes in the range of capitalization, particularly for near-adjacent homes between 50 and 150 meters thought previously not to capitalize.
ContributorsJoiner, Emily (Author) / Abbott, Joshua (Thesis director) / Smith, Kerry (Committee member) / Economics Program in CLAS (Contributor) / School of Sustainability (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
How do you convey what’s interesting and important to you as an artist in a digital world of constantly shifting attentions? For many young creatives, the answer is original characters, or OCs. An OC is a character that an artist creates for personal enjoyment, whether based on an already existing story or world, or completely from their own imagination.
As creations made for purely personal interests, OCs are an excellent elevator pitch to talk one creative to another, opening up opportunities for connection in a world where communication is at our fingertips but personal connection is increasingly harder to make. OCs encourage meaningful interaction by offering themselves as muses, avatars, and story pieces, and so much more, where artists can have their characters interact with other creatives through many different avenues such as art-making, table top games, or word of mouth.
In this thesis, I explore the worlds and aesthetics of many creators and their original characters through qualitative research and collaborative art-making. I begin with a short survey of my creative peers, asking general questions about their characters and thoughts on OCs, then move to sketching characters from various creators. I focus my research to a group of seven core creators and their characters, whom I interview and work closely with in order to create a series of seven final paintings of their original characters.
As creations made for purely personal interests, OCs are an excellent elevator pitch to talk one creative to another, opening up opportunities for connection in a world where communication is at our fingertips but personal connection is increasingly harder to make. OCs encourage meaningful interaction by offering themselves as muses, avatars, and story pieces, and so much more, where artists can have their characters interact with other creatives through many different avenues such as art-making, table top games, or word of mouth.
In this thesis, I explore the worlds and aesthetics of many creators and their original characters through qualitative research and collaborative art-making. I begin with a short survey of my creative peers, asking general questions about their characters and thoughts on OCs, then move to sketching characters from various creators. I focus my research to a group of seven core creators and their characters, whom I interview and work closely with in order to create a series of seven final paintings of their original characters.
ContributorsCote, Jacqueline (Author) / Button, Melissa M (Thesis director) / Dove-Viebahn, Aviva (Committee member) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
As climate change and air pollution continue to plague the world today, committed citizens are doing their part to minimize their environmental impact. However, financial limitations have hindered a majority of individuals from adopting clean, renewable energy such as rooftop photovoltaic solar systems. England Sustainability Consulting plans to reverse this limitation and increase affordability for residents across Northern California to install solar panel systems for their energy needs. The purpose of this proposal is to showcase a new approach to procuring solar panel system components while offering the same products needed by each customer. We will examine market data to further prove the feasibility of this business approach while remaining profitable and spread our company's vision across all of Northern California.
ContributorsEngland, Kaysey (Author) / Dooley, Kevin (Thesis director) / Keahey, Jennifer (Committee member) / Department of Supply Chain Management (Contributor) / School of Social and Behavioral Sciences (Contributor) / W.P. Carey School of Business (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05