Search

Search Results

• 11. [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

• 12. [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

• 13. [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

• 14. [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

• 15. [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

• 16. [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

• 17. [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

• 18. [Article] Animot: Human ↔ Subhuman ↔ Nonhuman

  This book-length manuscript is a collection of poems. They and it examine ecology as a state of being in and outside the body (or how, if at all, there is a secure distinction), species-based boundaries ...

  Citation × Citation Citation Abstract Copy Title: Animot: Human ↔ Subhuman ↔ Nonhuman Author: Kachman, Chelsea R. G. Year: 2013 This book-length manuscript is a collection of poems. They and it examine ecology as a state of being in and outside the body (or how, if at all, there is a secure distinction), species-based boundaries of the body, obsessions with immunity and chronic illness in biopolitical and gendered societal and perhaps inevitably thus linguistic structures, and what it means to participate in close reading while writing to contribute to the question of ecology as poetry. The central questions are in fact questions: what is the relationship between a deconstructive approach to identity creation and erasure through participation in poetry as a medium, a set of forms, and the site of the body's dilemma? Title: Animot: Human ↔ Subhuman ↔ Nonhuman Author: Kachman, Chelsea R. G. Year: 2013 This book-length manuscript is a collection of poems. They and it examine ecology as a state of being in and outside the body (or how, if at all, there is a secure distinction), species-based boundaries of the body, obsessions with immunity and chronic illness in biopolitical and gendered societal and perhaps inevitably thus linguistic structures, and what it means to participate in close reading while writing to contribute to the question of ecology as poetry. The central questions are in fact questions: what is the relationship between a deconstructive approach to identity creation and erasure through participation in poetry as a medium, a set of forms, and the site of the body's dilemma? Close

• 19. [Article] Dying to Know

  The abstract is only available to students, faculty and staff at PSU

  Citation × Citation Citation Abstract Copy Title: Dying to Know Author: Feinstein, Carla Fran Year: 2010 The abstract is only available to students, faculty and staff at PSU Title: Dying to Know Author: Feinstein, Carla Fran Year: 2010 The abstract is only available to students, faculty and staff at PSU Close

• 20. [Article] "Man Up": A Longitudinal Evaluation of Adherence to Traditional Masculinity Among Racially/Ethnically Diverse Adolescent Inmates

  Research has consistently demonstrated strong relationships between high levels of adherence to traditional masculinity ideology and poor health and behavior outcomes (e.g., Levant & Richmond, 2007; O'Neil, ...

  Citation × Citation Citation Abstract Copy Title: "Man Up": A Longitudinal Evaluation of Adherence to Traditional Masculinity Among Racially/Ethnically Diverse Adolescent Inmates Author: Gray, Mary Elisabeth Year: 2012 Research has consistently demonstrated strong relationships between high levels of adherence to traditional masculinity ideology and poor health and behavior outcomes (e.g., Levant & Richmond, 2007; O'Neil, 2008). Though recent studies have demonstrated support for theories of multiple masculinities or the idea that one's masculinity ideology is developed, maintained, and restructured according to one's social and environmental contexts (e.g., Smiler, 2004), understanding how male gender contributes to social problems within diverse communities, social groups, and contexts is not well established (Mankowski & Maton, 2010). The current study examined how individual and contextual variables predict change in level of adherence to traditional masculinity ideology among a diverse sample of incarcerated adolescent males convicted of felony crimes in the state of Ohio. In particular, while literature has described prison settings as an environment that ignores gender (e.g., Lutze & Murphy, 1999; Messerschmidt, 1993), the current study assessed the effectiveness of a strength-based program at successfully decreasing adherence to traditional masculinity within two of the four participating juvenile justice facilities in ODYS. Using hierarchical linear modeling informed by a qualitative follow-up sequence design, study found younger adolescents and African American youth with low levels of ethnic pride to have higher levels of adherence to traditional masculinity at the beginning of the study compared to older adolescents and White youth or African American youth with high levels of ethnic pride. Interestingly, age did not predict changes in levels of adherence to traditional masculinity ideology over time, however, White youth's level of adherence increased over time and African American youth's level of adherence remained relatively stable. Moreover, youth with good attendance in the program experienced less dramatic increases in adherence to traditional masculinity compared to those with poor attendance. Thematic analysis of qualitative data supports the study's finding that program participation predicts changes in levels of adherence to traditional masculinity ideology over time. In addition to providing support for quantitative findings, the thematic analysis highlights some potential gaps in the quantitative assessment of masculinity ideology that must be considered in future research. For example, youth describe an alternative ideal form of masculinity, sometimes characterized by the youth as "man up," that provides a level of flexibility that is counter to that of traditional masculinity. Moreover, the qualitative findings also raise questions about the validity of the survey measure of masculinity (AMIRS; Chu, 2005) for use with African American and incarcerated youth. Finally, the study supports theories of multiple masculinities and offers preliminary evidence that gender specific, strengths-based programming can influence adherence to traditional masculinity ideology among youth in juvenile justice facilities. Title: "Man Up": A Longitudinal Evaluation of Adherence to Traditional Masculinity Among Racially/Ethnically Diverse Adolescent Inmates Author: Gray, Mary Elisabeth Year: 2012 Research has consistently demonstrated strong relationships between high levels of adherence to traditional masculinity ideology and poor health and behavior outcomes (e.g., Levant & Richmond, 2007; O'Neil, 2008). Though recent studies have demonstrated support for theories of multiple masculinities or the idea that one's masculinity ideology is developed, maintained, and restructured according to one's social and environmental contexts (e.g., Smiler, 2004), understanding how male gender contributes to social problems within diverse communities, social groups, and contexts is not well established (Mankowski & Maton, 2010). The current study examined how individual and contextual variables predict change in level of adherence to traditional masculinity ideology among a diverse sample of incarcerated adolescent males convicted of felony crimes in the state of Ohio. In particular, while literature has described prison settings as an environment that ignores gender (e.g., Lutze & Murphy, 1999; Messerschmidt, 1993), the current study assessed the effectiveness of a strength-based program at successfully decreasing adherence to traditional masculinity within two of the four participating juvenile justice facilities in ODYS. Using hierarchical linear modeling informed by a qualitative follow-up sequence design, study found younger adolescents and African American youth with low levels of ethnic pride to have higher levels of adherence to traditional masculinity at the beginning of the study compared to older adolescents and White youth or African American youth with high levels of ethnic pride. Interestingly, age did not predict changes in levels of adherence to traditional masculinity ideology over time, however, White youth's level of adherence increased over time and African American youth's level of adherence remained relatively stable. Moreover, youth with good attendance in the program experienced less dramatic increases in adherence to traditional masculinity compared to those with poor attendance. Thematic analysis of qualitative data supports the study's finding that program participation predicts changes in levels of adherence to traditional masculinity ideology over time. In addition to providing support for quantitative findings, the thematic analysis highlights some potential gaps in the quantitative assessment of masculinity ideology that must be considered in future research. For example, youth describe an alternative ideal form of masculinity, sometimes characterized by the youth as "man up," that provides a level of flexibility that is counter to that of traditional masculinity. Moreover, the qualitative findings also raise questions about the validity of the survey measure of masculinity (AMIRS; Chu, 2005) for use with African American and incarcerated youth. Finally, the study supports theories of multiple masculinities and offers preliminary evidence that gender specific, strengths-based programming can influence adherence to traditional masculinity ideology among youth in juvenile justice facilities. Close