Matching Items (2)
Description
The COVID-19 pandemic has revealed the fault lines in society. Whether it be remote work, remote learning, online shopping, grocery and meal deliveries, or medical care, disparities and inequities among socio-economic and demographic groups leave some segments of society more vulnerable and less adaptable. This thesis aims to identify vulnerable and less adaptable groups in the context of access to food. Using a comprehensive behavioral survey data set collected during the height of the pandemic in 2020, this thesis aims to provide insights on the groups that may have experienced food access vulnerability during the disruption when businesses and establishments were restricted, the risk of contagion was high, and accessing online platforms required technology-savviness and the ability to afford delivery charges. This thesis presents estimation results for a simultaneous equations model of six endogenous choice variables defined by a combination of two food types (groceries and meals) and three access modalities (in-person, online with in-person pickup, and online with delivery). The model estimation results show that attitudes and perceptions play a significant role in shaping pandemic-era access modalities. The model revealed that even after controlling for a host of attitudinal indicators, minorities, those having low household incomes, those living in low-density or rural locations, females, and those with lower educational attainment are particularly vulnerable to being left behind and experiencing challenges in accessing food during a severe and prolonged disruption. Social programs should aim to provide these vulnerable groups with tools and financial resources to leverage online activity engagement and access modalities. Policy recommendations to increase food access for the mostvulnerable in future disruption scenarios are explored.
ContributorsDirks, Abbie Clara (Author) / Pendyala, Ram M. (Thesis advisor) / Chester, Mikhail V. (Committee member) / Polzin, Steven E. (Committee member) / Arizona State University (Publisher)
Created2023
Description
In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
ContributorsFong, Raquel (Author) / Liou, Daniel Dinn-You (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Dawes, Mary (Committee member) / Arizona State University (Publisher)
Created2018