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• 1. [Article] Job Satisfaction of Classified Employees in a Public Suburban School District

  This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, ...

  Citation × Citation Citation Abstract Copy Title: Job Satisfaction of Classified Employees in a Public Suburban School District Author: Masciocchi, Jeradean Emma Rehm Year: 1990 This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, school and non-school secretarial employees, instructional assistants, maintenance workers, food service personnel and technical employees. Three research questions were posed: (a) What are the primary sources of job satisfaction and dissatisfaction for classified employees? (b) Is there a significant difference in job satisfaction among the specific categories of classified employees? (c) Are demographic/personal variables of classified employees related to overall job satisfaction? The study incorporated both qualitative and quantitative methodology. Focus groups were convened to identify satisfiers and dissatisfiers, which then served as a basis for questionnaire development.Sixty-four individuals participated in focus group discussions; 490 questionnaires were returned for a response rate of 78%. The self-designed questionnaire contained 100 job variables, including a single direct question of overall satisfaction. The assessment also included twelve demographic/personal variables and two open-ended questions. Data were statistically analyzed using ANOVA, ANCOVA, the Chi square test, multiple regression, and paired comparisons. The primary job satisfiers for all classified employees were: co-workers, students, work itself, work variety, autonomy, and work schedule. Dissatisfiers were: work overload, district policies, and job insecurity. There was a significant difference in job satisfaction among employee groups. There was also a significant difference in job satisfaction for the demographic variables of gender, work setting, and number of hours worked, even after the influence of job category was eliminated. The research suggests that there are issues which influence the job satisfaction of classified employees. In their quest for excellence, school district administrators, and business leaders, alike, can benefit from listening to the needs and recommendations of their support personnel. Title: Job Satisfaction of Classified Employees in a Public Suburban School District Author: Masciocchi, Jeradean Emma Rehm Year: 1990 This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, school and non-school secretarial employees, instructional assistants, maintenance workers, food service personnel and technical employees. Three research questions were posed: (a) What are the primary sources of job satisfaction and dissatisfaction for classified employees? (b) Is there a significant difference in job satisfaction among the specific categories of classified employees? (c) Are demographic/personal variables of classified employees related to overall job satisfaction? The study incorporated both qualitative and quantitative methodology. Focus groups were convened to identify satisfiers and dissatisfiers, which then served as a basis for questionnaire development.Sixty-four individuals participated in focus group discussions; 490 questionnaires were returned for a response rate of 78%. The self-designed questionnaire contained 100 job variables, including a single direct question of overall satisfaction. The assessment also included twelve demographic/personal variables and two open-ended questions. Data were statistically analyzed using ANOVA, ANCOVA, the Chi square test, multiple regression, and paired comparisons. The primary job satisfiers for all classified employees were: co-workers, students, work itself, work variety, autonomy, and work schedule. Dissatisfiers were: work overload, district policies, and job insecurity. There was a significant difference in job satisfaction among employee groups. There was also a significant difference in job satisfaction for the demographic variables of gender, work setting, and number of hours worked, even after the influence of job category was eliminated. The research suggests that there are issues which influence the job satisfaction of classified employees. In their quest for excellence, school district administrators, and business leaders, alike, can benefit from listening to the needs and recommendations of their support personnel. Close

• 2. [Article] Retirement satisfaction and the timing of the retirement age: an analysis of retirees and older workers from a Fortune 500 firm

  This study focuses the effects of demographic characteristics, health status, income, work attitudes, and leisure activity involvements have on satisfaction in retirement and the retirement timing decision. ...

  Citation × Citation Citation Abstract Copy Title: Retirement satisfaction and the timing of the retirement age: an analysis of retirees and older workers from a Fortune 500 firm Author: Stuteville, Donna Elaine Year: 1984 This study focuses the effects of demographic characteristics, health status, income, work attitudes, and leisure activity involvements have on satisfaction in retirement and the retirement timing decision. The review of the literature revealed that no single variable alone is the predictor of retirement satisfaction and the timing of the retirement decision. Therefore, a conceptual model was developed to measure the two central research questions. The conceptual model is based on five categorical factors as the determinants of retirement satisfaction and timing. The five main factors in the model are: demographic characteristics, health status, income level, work attitudes and leisure activity involvement. Multi-item scales were developed from data on 231 retirees and 908 older workers. The two samples were currently and/or formerly employed with the same high technology, Fortune 500 firm. The adequate number of both males and females in the two samples provide the opportunity to do a comparative analysis between men and women. It was clear from the data analysis that the independent variables selected explained a low percentage of the variance in both retirement satisfaction and the timing of the retirement decision. The comparative analysis between men and women did suggest that the retirement experience for women is different from men. The findings suggest that the variables that contribute to the two outcomes lay outside the conceptual model. However, the findings suggest that satisfaction in retirement is partially determined by gender, health status, income, work attitudes and leisure activity involvement. The research findings indicate variables that contribute significantly to the timing of the retirement decision, but no one variable or combination of variables have strong predictive power. This implies that the independent variables found in the literature are not the key determinants of retirement satisfaction or retirement timing. Policy implications and suggestions for future research are discussed. Title: Retirement satisfaction and the timing of the retirement age: an analysis of retirees and older workers from a Fortune 500 firm Author: Stuteville, Donna Elaine Year: 1984 This study focuses the effects of demographic characteristics, health status, income, work attitudes, and leisure activity involvements have on satisfaction in retirement and the retirement timing decision. The review of the literature revealed that no single variable alone is the predictor of retirement satisfaction and the timing of the retirement decision. Therefore, a conceptual model was developed to measure the two central research questions. The conceptual model is based on five categorical factors as the determinants of retirement satisfaction and timing. The five main factors in the model are: demographic characteristics, health status, income level, work attitudes and leisure activity involvement. Multi-item scales were developed from data on 231 retirees and 908 older workers. The two samples were currently and/or formerly employed with the same high technology, Fortune 500 firm. The adequate number of both males and females in the two samples provide the opportunity to do a comparative analysis between men and women. It was clear from the data analysis that the independent variables selected explained a low percentage of the variance in both retirement satisfaction and the timing of the retirement decision. The comparative analysis between men and women did suggest that the retirement experience for women is different from men. The findings suggest that the variables that contribute to the two outcomes lay outside the conceptual model. However, the findings suggest that satisfaction in retirement is partially determined by gender, health status, income, work attitudes and leisure activity involvement. The research findings indicate variables that contribute significantly to the timing of the retirement decision, but no one variable or combination of variables have strong predictive power. This implies that the independent variables found in the literature are not the key determinants of retirement satisfaction or retirement timing. Policy implications and suggestions for future research are discussed. Close

• 3. [Article] Bicyclist Compliance at Signalized Intersections

  This project examined cyclist red light running behavior using two data sets. Previous studies of cyclist compliance have investigated the tendencies of cyclists to run red lights on the whole by generalizing ...

  Citation × Citation Citation Abstract Copy Title: Bicyclist Compliance at Signalized Intersections Author: Thompson, Samson Ray Riley Year: 2015 This project examined cyclist red light running behavior using two data sets. Previous studies of cyclist compliance have investigated the tendencies of cyclists to run red lights on the whole by generalizing different maneuvers to their end outcome, running a red light. This project differentiates between the different types of red light running and focuses on the most egregious case, gap acceptance, which is when a cyclist runs a red light by accepting a gap in opposing traffic. Using video data, a mathematical model of cyclist red light running was developed for gap acceptance. Similar to other studies, this analysis utilized only information about the cyclist, intersection, and scenario that can be outwardly observed. This analysis found that the number of cyclists already waiting at the signal, the presence of a vehicle in the adjacent lane, and female sex were deterrents to red light running. Conversely, certain types of signal phasing, witnessing a violation, and lack of helmet increased the odds that a cyclist would run the red light. Interestingly, while women in general are less likely to run a red light, those who witnessed a violation were even more prone that men who had witnessed a violation to follow suit and run the red light themselves. It is likely that the differing socialization of women and men leads to different effects of witnessing a previous violator. The analysis also confirmed that a small subset of cyclists, similar to that found in the general population, are more prone to traffic violations. These cyclists are more willing to engage in multiple biking-related risk factors that include not wearing a helmet and running red lights. Although the model has definite explanatory power regarding decisions of cyclist compliance, much of the variance in the compliance choices of the sample is left unexplained. This points toward the influence of other, not outwardly observable variables on the decision to run a red light. Analysis of survey data from cyclists further confirms that individual characteristics not visible to the observer interact with intersection, scenario, and visible cyclist characteristics to result in a decision to comply (or not) with a traffic signal. Furthermore, cyclist characteristics, in general, and unobservable individual characteristics, specifically, play a larger role in compliance decisions as the number of compliance-inducing intersection traits (e.g. conflicting traffic volume) decrease. One such unobservable trait is the regard for the law by some cyclists, which becomes a more important determinant of compliance at simpler intersections. Cyclists were also shown to choose non-compliance if they questioned the validity of the red indication for them, as cyclists. The video and survey data have some comparable findings. For instance, the relationship of age to compliance was explored in both data analyses. Age was not found to be a significant predictor of non-compliance in the video data analysis while it was negatively correlated with stated non-compliance for two of the survey intersections. Gender, while having significant effects on non-compliance in the video dataset, did not emerge as an important factor in the stated non-compliance of survey takers. Helmet use had a consistent relationship with compliance between the video and survey datasets. Helmet use was positively associated with compliance in the video data and negatively associated with revealed non-compliance at two of the survey intersections. When coupled with the positive association between normlessness and stated willingness to run a red light, the relationship between helmet use and compliance solidifies the notion that a class of cyclists is more likely to consistently violate signals. It points towards a link between red light running and individuals who do not adhere to social norms and policies as strictly as others. Variables representing cyclists and motorists waiting at the signal were positively related to signal compliance in the video data. While an increased number of cyclists may be a physical deterrent to red light running, part of the influence on compliance that this variable and the variable representing the presence of a vehicle may be due to accountability of cyclists to other road users. This relationship, however, was not revealed in the stated non-compliance data from the survey. Efforts to increase cyclist compliance may not be worth a jurisdiction's resources since nearly 90% of cyclists in the video data were already compliant. If a problem intersection does warrant intervention, different methods of ensuring bicyclist compliance are warranted depending on the intersection characteristics. An alternative solution is to consider the applicability of traffic laws (originally designed for cars) to bicyclists. Creating separation in how laws affect motorists and cyclists might be a better solution for overly simple types of intersections where cyclists have fewer conflicts, better visibility, etc. than motorists. Education or other messaging aimed at cyclists about compliance is another strategy to increase compliance. Since cyclists appear to feel more justified in running red lights at low-volume, simple-looking intersections, it would probably be prudent to target messaging at these types of intersections. Many cyclists are deterred by high-volume and/or complicated looking intersections for safety reasons. Reminding cyclists of the potential dangers at other intersections may be a successful messaging strategy. Alternatively, reminding cyclists that it is still illegal to run a red light even if they feel safe doing so may be prudent. Additionally, messaging about the purpose of infrastructure such as bicycle-specific signals or lights that indicate detection at a signal may convince cyclists that stopping at the signal is in their best interest and that the wait will be minimal and/or warranted. Title: Bicyclist Compliance at Signalized Intersections Author: Thompson, Samson Ray Riley Year: 2015 This project examined cyclist red light running behavior using two data sets. Previous studies of cyclist compliance have investigated the tendencies of cyclists to run red lights on the whole by generalizing different maneuvers to their end outcome, running a red light. This project differentiates between the different types of red light running and focuses on the most egregious case, gap acceptance, which is when a cyclist runs a red light by accepting a gap in opposing traffic. Using video data, a mathematical model of cyclist red light running was developed for gap acceptance. Similar to other studies, this analysis utilized only information about the cyclist, intersection, and scenario that can be outwardly observed. This analysis found that the number of cyclists already waiting at the signal, the presence of a vehicle in the adjacent lane, and female sex were deterrents to red light running. Conversely, certain types of signal phasing, witnessing a violation, and lack of helmet increased the odds that a cyclist would run the red light. Interestingly, while women in general are less likely to run a red light, those who witnessed a violation were even more prone that men who had witnessed a violation to follow suit and run the red light themselves. It is likely that the differing socialization of women and men leads to different effects of witnessing a previous violator. The analysis also confirmed that a small subset of cyclists, similar to that found in the general population, are more prone to traffic violations. These cyclists are more willing to engage in multiple biking-related risk factors that include not wearing a helmet and running red lights. Although the model has definite explanatory power regarding decisions of cyclist compliance, much of the variance in the compliance choices of the sample is left unexplained. This points toward the influence of other, not outwardly observable variables on the decision to run a red light. Analysis of survey data from cyclists further confirms that individual characteristics not visible to the observer interact with intersection, scenario, and visible cyclist characteristics to result in a decision to comply (or not) with a traffic signal. Furthermore, cyclist characteristics, in general, and unobservable individual characteristics, specifically, play a larger role in compliance decisions as the number of compliance-inducing intersection traits (e.g. conflicting traffic volume) decrease. One such unobservable trait is the regard for the law by some cyclists, which becomes a more important determinant of compliance at simpler intersections. Cyclists were also shown to choose non-compliance if they questioned the validity of the red indication for them, as cyclists. The video and survey data have some comparable findings. For instance, the relationship of age to compliance was explored in both data analyses. Age was not found to be a significant predictor of non-compliance in the video data analysis while it was negatively correlated with stated non-compliance for two of the survey intersections. Gender, while having significant effects on non-compliance in the video dataset, did not emerge as an important factor in the stated non-compliance of survey takers. Helmet use had a consistent relationship with compliance between the video and survey datasets. Helmet use was positively associated with compliance in the video data and negatively associated with revealed non-compliance at two of the survey intersections. When coupled with the positive association between normlessness and stated willingness to run a red light, the relationship between helmet use and compliance solidifies the notion that a class of cyclists is more likely to consistently violate signals. It points towards a link between red light running and individuals who do not adhere to social norms and policies as strictly as others. Variables representing cyclists and motorists waiting at the signal were positively related to signal compliance in the video data. While an increased number of cyclists may be a physical deterrent to red light running, part of the influence on compliance that this variable and the variable representing the presence of a vehicle may be due to accountability of cyclists to other road users. This relationship, however, was not revealed in the stated non-compliance data from the survey. Efforts to increase cyclist compliance may not be worth a jurisdiction's resources since nearly 90% of cyclists in the video data were already compliant. If a problem intersection does warrant intervention, different methods of ensuring bicyclist compliance are warranted depending on the intersection characteristics. An alternative solution is to consider the applicability of traffic laws (originally designed for cars) to bicyclists. Creating separation in how laws affect motorists and cyclists might be a better solution for overly simple types of intersections where cyclists have fewer conflicts, better visibility, etc. than motorists. Education or other messaging aimed at cyclists about compliance is another strategy to increase compliance. Since cyclists appear to feel more justified in running red lights at low-volume, simple-looking intersections, it would probably be prudent to target messaging at these types of intersections. Many cyclists are deterred by high-volume and/or complicated looking intersections for safety reasons. Reminding cyclists of the potential dangers at other intersections may be a successful messaging strategy. Alternatively, reminding cyclists that it is still illegal to run a red light even if they feel safe doing so may be prudent. Additionally, messaging about the purpose of infrastructure such as bicycle-specific signals or lights that indicate detection at a signal may convince cyclists that stopping at the signal is in their best interest and that the wait will be minimal and/or warranted. Close

• 4. [Article] The Floating Men: Portland and the Hobo Menace, 1890-1915

  At the beginning of the twentieth century, transient laborers in Portland, Oregon faced marginalization and exploitation at the hands of the classes that relied on them for their own prosperity. Portland ...

  Citation × Citation Citation Abstract Copy Title: The Floating Men: Portland and the Hobo Menace, 1890-1915 Author: Aurand, Marin Elizabeth Year: 2015 At the beginning of the twentieth century, transient laborers in Portland, Oregon faced marginalization and exploitation at the hands of the classes that relied on them for their own prosperity. Portland at this time was poised to flourish as a major population and industrial center of the American West. The industries that fueled the city's growth were dependent on cheap and mobile manual labor made available by the expansion of the nation's railroads. As the city prospered and grew, the elite of the city created and promoted an image of Portland as an Eden of material abundance where industriousness and virtue would lead inevitably to prosperity. There was no room in Portland's booster image for unemployed but otherwise able-bodied men that fueled this prosperity but saw no benefit from it. Their very existence challenged both the image of the city itself, and broader and deeper pillars of American identity. The response to the presence of this mobile, underemployed and largely white male labor class by Portland citizens and institutions was driven by, and in turn helped shape, competing mythologies of both the American West and American masculinity at a time when the country was struggling to define and redefine these constructs. Examining these floating men through their portrayal in popular culture, laws, and charitable efforts of the time exposes a deep anxiety about the notions of worth, gender, and American virtue. Title: The Floating Men: Portland and the Hobo Menace, 1890-1915 Author: Aurand, Marin Elizabeth Year: 2015 At the beginning of the twentieth century, transient laborers in Portland, Oregon faced marginalization and exploitation at the hands of the classes that relied on them for their own prosperity. Portland at this time was poised to flourish as a major population and industrial center of the American West. The industries that fueled the city's growth were dependent on cheap and mobile manual labor made available by the expansion of the nation's railroads. As the city prospered and grew, the elite of the city created and promoted an image of Portland as an Eden of material abundance where industriousness and virtue would lead inevitably to prosperity. There was no room in Portland's booster image for unemployed but otherwise able-bodied men that fueled this prosperity but saw no benefit from it. Their very existence challenged both the image of the city itself, and broader and deeper pillars of American identity. The response to the presence of this mobile, underemployed and largely white male labor class by Portland citizens and institutions was driven by, and in turn helped shape, competing mythologies of both the American West and American masculinity at a time when the country was struggling to define and redefine these constructs. Examining these floating men through their portrayal in popular culture, laws, and charitable efforts of the time exposes a deep anxiety about the notions of worth, gender, and American virtue. Close

• 5. [Article] Designing Exhibits For Gender Equity

  Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, ...

  Citation × Citation Citation Abstract Copy Title: Designing Exhibits For Gender Equity Author: Dancu, Toni Nicole Year: 2010 Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects. Title: Designing Exhibits For Gender Equity Author: Dancu, Toni Nicole Year: 2010 Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects. Close

• 6. [Article] Mediating Academic Success: Race, Class, Gender and Community College Persistence

  Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining ...

  Citation × Citation Citation Abstract Copy Title: Mediating Academic Success: Race, Class, Gender and Community College Persistence Author: Esparza, Schaylee Marie Year: 2014 Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence. Title: Mediating Academic Success: Race, Class, Gender and Community College Persistence Author: Esparza, Schaylee Marie Year: 2014 Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence. Close

• 7. [Article] Identities in gay drinking places

  It is through the announcement and placement of various identities that one is able to enter into various types of social relations. Identity is a label used to describe a person in a particular situation ...

  Citation × Citation Citation Abstract Copy Title: Identities in gay drinking places Author: White, Sharon Gertrude Year: 1971 It is through the announcement and placement of various identities that one is able to enter into various types of social relations. Identity is a label used to describe a person in a particular situation as being a kind of social object. A person announces his identity and others place him as having this identity on the basis of his appearance. Structural relations have been defined as relations where one may enter by using a title, while interpersonal relations are entered by using a name or nickname. Structural identities place people in categories, while separating them from others in different categories. Names are used to identify an individual and thus, distinguish him from all other individuals. It has been the purpose of this thesis to gain an understanding of an empirical world (gay drinking places) through the application of the theoretical concept of identity as discussed by those in the interactionist perspective. The method of participant observation was used to gather the data for this investigation. The role of "participant-as- observer" was assumed. The observations were conducted in male gay drinking places in an urban area over a period of three months. Both informal and formal interviews were conducted with informants. It was found that in the gay drinking places there are different structural identities which may be announced and placed in order to enter into structural relations. In most situations these structural identities are announced and placed on the basis of appearance. Knowledge of these structural identities allows the exploration of the relations between those presenting a specific structural identity with those presenting the same structural identity and with those presenting different structural identities. While the announcement and placement of identities facilitates interaction, in some cases it may preclude interaction. Additionally, It is suggested that the various gay bars and taverns acquire imputed identities. The subject of identity transformation in the gay drinking places was also investigated. When a person new to the gay subculture is aspiring to the identity of gay regular, he must learn how to announce this identity. Gay drinking places serve as places where the individual may announce his intention of becoming a gay regular and where he may meet others who have the identity to which he is aspiring. In gay drinking places he enters into a coaching relationship with other gay regulars who serve as models for him, teach him how to appear, and define the various situations in which he finds himself. Names and nicknames are used to enter into interpersonal relations with others in the gay drinking places. In the gay drinking places, it was found that while a person's structural identity indicates that the person can be shown to be a specific type of person, it is a person's name or nickname which identifies him as an individual. In interaction, a name brings to mind various situationally relevant elements of biographical information. The biographical information which may be brought to mind is in many cases limited to information accumulated about the person's activities in the gay drinking places because last names are rarely used. Title: Identities in gay drinking places Author: White, Sharon Gertrude Year: 1971 It is through the announcement and placement of various identities that one is able to enter into various types of social relations. Identity is a label used to describe a person in a particular situation as being a kind of social object. A person announces his identity and others place him as having this identity on the basis of his appearance. Structural relations have been defined as relations where one may enter by using a title, while interpersonal relations are entered by using a name or nickname. Structural identities place people in categories, while separating them from others in different categories. Names are used to identify an individual and thus, distinguish him from all other individuals. It has been the purpose of this thesis to gain an understanding of an empirical world (gay drinking places) through the application of the theoretical concept of identity as discussed by those in the interactionist perspective. The method of participant observation was used to gather the data for this investigation. The role of "participant-as- observer" was assumed. The observations were conducted in male gay drinking places in an urban area over a period of three months. Both informal and formal interviews were conducted with informants. It was found that in the gay drinking places there are different structural identities which may be announced and placed in order to enter into structural relations. In most situations these structural identities are announced and placed on the basis of appearance. Knowledge of these structural identities allows the exploration of the relations between those presenting a specific structural identity with those presenting the same structural identity and with those presenting different structural identities. While the announcement and placement of identities facilitates interaction, in some cases it may preclude interaction. Additionally, It is suggested that the various gay bars and taverns acquire imputed identities. The subject of identity transformation in the gay drinking places was also investigated. When a person new to the gay subculture is aspiring to the identity of gay regular, he must learn how to announce this identity. Gay drinking places serve as places where the individual may announce his intention of becoming a gay regular and where he may meet others who have the identity to which he is aspiring. In gay drinking places he enters into a coaching relationship with other gay regulars who serve as models for him, teach him how to appear, and define the various situations in which he finds himself. Names and nicknames are used to enter into interpersonal relations with others in the gay drinking places. In the gay drinking places, it was found that while a person's structural identity indicates that the person can be shown to be a specific type of person, it is a person's name or nickname which identifies him as an individual. In interaction, a name brings to mind various situationally relevant elements of biographical information. The biographical information which may be brought to mind is in many cases limited to information accumulated about the person's activities in the gay drinking places because last names are rarely used. Close

• 8. [Article] Age, emotional maturity and the decision to marry

  The decision to marry and choice of mate are two issues contemplated by most individuals during their lifetime. It is our belief that the manner in which an individual makes these decisions is a reflection ...

  Citation × Citation Citation Abstract Copy Title: Age, emotional maturity and the decision to marry Author: Duclos, Patricia Ann, Thomas, David F., Zusman, Joanne Year: 1971 The decision to marry and choice of mate are two issues contemplated by most individuals during their lifetime. It is our belief that the manner in which an individual makes these decisions is a reflection of that individual’s level of emotional maturity. In our society, the right to enter into a marriage agreement is largely determined by chronological age. Our research problem began with the hypothesis that there is no direct relationship between chronological age and emotional maturity at the time of marriage. For our study, marriages were divided into two general categories: 1) teenage marriages in which at least one partner was 20 years of age or younger, and 2) adult marriages in which one partner was Z1 years of age or older. The three independent variables studied were: age, sex of respondent, and sex of spouse. The dependent variable was emotional maturity. Emotional maturity was operationally defined by a questionnaire consisting of 67 statements about why people decide to marry, and why they chose their particular spouse. A panel of 12 experts in the field of marriage counseling were asked to rate each statement on a seven point scale of maturity-immaturity. The range and mode for each statement was computed and used to construct a new questionnaire consisting of 30 statements. Emotional maturity was defined by the absolute difference between the individual respondent’s rating and the expert’s modal response. A sample population was selected using recently married individuals who had applied for marriage licenses in Multnomah County, Oregon. The second questionnaire was mailed to the respondents. A 2 x 2 x 2 factorial design was used to identify which variable or combination of variables accounted for any discrepancy. A multiple regression analysis and a F test were run to test the hypothesis of the study. The data received supported the null hypothesis. However, there were several conceptual and methodological limitations to the study which raise questions as to the reliability of the measuring instrument and use of the concept of emotional maturity. Title: Age, emotional maturity and the decision to marry Author: Duclos, Patricia Ann, Thomas, David F., Zusman, Joanne Year: 1971 The decision to marry and choice of mate are two issues contemplated by most individuals during their lifetime. It is our belief that the manner in which an individual makes these decisions is a reflection of that individual’s level of emotional maturity. In our society, the right to enter into a marriage agreement is largely determined by chronological age. Our research problem began with the hypothesis that there is no direct relationship between chronological age and emotional maturity at the time of marriage. For our study, marriages were divided into two general categories: 1) teenage marriages in which at least one partner was 20 years of age or younger, and 2) adult marriages in which one partner was Z1 years of age or older. The three independent variables studied were: age, sex of respondent, and sex of spouse. The dependent variable was emotional maturity. Emotional maturity was operationally defined by a questionnaire consisting of 67 statements about why people decide to marry, and why they chose their particular spouse. A panel of 12 experts in the field of marriage counseling were asked to rate each statement on a seven point scale of maturity-immaturity. The range and mode for each statement was computed and used to construct a new questionnaire consisting of 30 statements. Emotional maturity was defined by the absolute difference between the individual respondent’s rating and the expert’s modal response. A sample population was selected using recently married individuals who had applied for marriage licenses in Multnomah County, Oregon. The second questionnaire was mailed to the respondents. A 2 x 2 x 2 factorial design was used to identify which variable or combination of variables accounted for any discrepancy. A multiple regression analysis and a F test were run to test the hypothesis of the study. The data received supported the null hypothesis. However, there were several conceptual and methodological limitations to the study which raise questions as to the reliability of the measuring instrument and use of the concept of emotional maturity. Close

• 9. [Article] Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders

  Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of ...

  Citation × Citation Citation Abstract Copy Title: Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders Author: Vollet, Justin William Year: 2012 Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed. Title: Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders Author: Vollet, Justin William Year: 2012 Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed. Close

• 10. [Article] Staying on Script: Sexual Scripts and Sex Education

  Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences ...

  Citation × Citation Citation Abstract Copy Title: Staying on Script: Sexual Scripts and Sex Education Author: Hauck, Elizabeth Carol Year: 2015 Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women. Title: Staying on Script: Sexual Scripts and Sex Education Author: Hauck, Elizabeth Carol Year: 2015 Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women. Close