Social and Behavioral Sciences Commons^™

Hispanic Culture And Machismo: How Hispanics Interpret Transgender And Gender Non-Conforming Identities, Karen R. Rodriguez

Theses and Dissertations

This study examines dynamics linked to normative gender expectations and gender identities within Hispanic culture. Little is known in this regard concerning how Hispanics perceive and interpret transgender and gender non-conforming identities. The analysis provides qualitative assessment using 35 in-depth face-to-face interviews and examines the following research questions: 1) how do life experiences such as marriage, parenthood, and work force participation among Hispanics shape their formation of gender expectations? 2) Among Hispanics, how do class, race/ethnicity, and education shape the construction of gender ideologies.

The present study, in turn adds to the literature by examining gender norm constructs among Mexican-origin …

Underrepresentation Of Hispanic Bilingual Students In Gifted And Talented Programs: The Role Of Teacher Expectations, Melissa I. Leon Leal

Theses and Dissertations

There is currently an underrepresentation of Hispanic and bilingual students in Gifted and Talented (GT) programs. The present study examines the role of teachers’ expectations and preconceptions of what constitutes a gifted student as possible contributing factors to the underrepresentation of Hispanic and bilingual students in GT programs. Participants will include approximately 100 pre-service teachers and currently practicing teachers in the community. Measures will include a demographic survey, vignettes for identifying giftedness which describe bilingual and monolingual potential gifted students across three ethnic groups, and a survey about student qualities that includes both quantitative and qualitative items. Results and implications …

Measuring Sexual Minority Stressors In Lesbians Women's Daily Lives: Initial Scale Development, Kristin Heron, Abby L. Braitman, Robin J. Lewis, Alexander T. Shappie, Phoebe T. Hitson

Psychology Faculty Publications

Lesbian women face unique sexual minority stressors (SMS) because of their stigmatized and marginalized status in society. Existing studies of SMS are primarily cross-sectional and use global measures of SMS. The goal of the present study was to develop a brief daily measure of SMS for use in daily diary or ecological momentary assessment studies. Existing retrospective measures of SMS were reviewed, resulting in an initial pool of 29 items. Thirty-eight lesbian women (Mage = 24.3 years, range: 19–30 years) completed a daily web-based survey including the SMS items for 12 days. Two response scales were tested; participants were randomized …

Psychometric Properties Of A Modified Moral Injury Questionnaire In A Military Population, Abby L. Braitman, Allison R. Battles, Michelle L. Kelley, Hannah C. Hamrick, Robert J. Cramer, Sarah Ehlke, Adrian J. Bravo

Psychology Faculty Publications

Moral injury (MI) results from perpetration of or exposure to distressing events, known as morally injurious events (MIEs), that challenge moral beliefs and values. Due to the type of involvement in recent military conflicts, many veterans report MIEs that may cause dissonance and, in turn, MI. Although 2 existing measures assess MIEs, neither currently assesses the defining characteristics of MI (i.e., guilt, shame, difficulty forgiving self and others, and withdrawal). The present study reports the initial psychometric test of a modified version (Robbins, Kelley, Hamrick, Bravo, & White, 2017) of the Moral Injury Questionnaire—Military version (MIQ-M; Currier, Holland, Drescher, & …

Observed Quality And Consistency Of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, And Performance In School, Jennifer Locasale-Crouch, Faiza Jamil, Robert C. Pianta, Kathleen Moritz Rudasill, Jamie Decoster

Department of Child, Youth, and Family Studies: Faculty Publications

This study examined how overall quality and within-day consistency in fifth graders’ teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions …