Human Development & Quantitative Methodology Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2779
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Item The Inluence of Cultural Identity and Intergroup Contact on Adolescents' Evaluations of Arab-Jewish Peer Relationships(2009) Brenick, Alaina Faye; Killen, Melanie; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Recent research has documented the negative intergroup attitudes between Jewish and Arab youth and adults in the Middle East (Bar-Tal & Teichman, 2005; Brenick et al., 2007; Cole et al., 2003), yet little is known about how these negative intergroup biases manifest in the same cultural communities removed from the daily stress and tension of an intractable conflict, and living in the U.S. Moreover, while negative intergroup tensions between Jews and Arabs and, cultural stereotyping, prejudice, and discrimination towards Muslim and Arab groups have increased in the U.S. (Alliance of Civilizations, 2006; Sheridan, 2006), they may still benefit from increased opportunities to engage in intergroup contact, which has been shown to reduce intergroup prejudice (see Pettigrew & Tropp, 2005). However, these attitudes have yet to receive much empirical scrutiny in the developmental literature. The present study investigated age related changes in the influence of intergroup contact and cultural identification on evaluations of Arab-Jewish intergroup friendships. The focus of this study was on how Jewish-American, Arab-American, and unaffiliated (e.g., non-Jewish, non-Arab) American adolescents evaluate exclusion and inclusion in peer situations between Jewish and Arab youth in the peer, home, and community contexts. This study surveyed 953 ninth and twelfth graders (36 Arab participants, 306 Jewish participants, and 591 unaffiliated participants (259 in the Jewish comparison group and 332 in the Arab comparison group). Overall, all participants were primarily rejecting of intergroup exclusion, more so when the exclusion was based on cultural group membership than when no reason for the exclusion was specified. Further, males were more accepting of the intergroup exclusion and more accepting of including an ingroup member as compared to females. Context effects emerged revealing that intergroup exclusion was considered most acceptable in the community context and the least acceptable in the friendship context. The interactive influence of intergroup contact and cultural identification demonstrated that high levels of intergroup contact and high levels of identity commitment predicted less accepting ratings of intergroup exclusion, whereas high levels of intergroup contact and high levels of identity exploration, led to more accepting ratings of intergroup exclusion. These interactions varied by cultural group.Item LOW-INCOME TEEN FATHERS' TRAJECTORY OF INVOLVEMENT: THE INFLUENCE OF INDIVIDUAL, CONTEXTUAL, AND COPARENTAL FACTORS(2009) Holmes, Allison; Harden, Brenda J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While teen births are on the rise and marriage rates are on the decline, fathers have become a recent focus. However, there is a dearth of literature on teen fathers' parenting behaviors. The current study provided a portrait of Early Head Start teen fathers' involvement throughout early childhood and salient influences on that involvement. This study maximized developmental and life course perspectives by employing a longitudinal analysis (i.e., Latent Growth Curve Model) that emphasized time-effects. The majority of teen fathers were involved with children initially, but their involvement decreased over time. Consistent with extant literature, teen fathers who were prenatally engaged, resident after the birth, and in romantic coparental relationships at 14- and 24-months were more involved in their children's lives initially. Teen fathers who were in romantic coparental relationships at 36- and 64- months were less likely to decrease their involvement over the course of early childhood. Surprisingly, age, race, employment, and school status were not significant influences on father involvement. Although the present study had its limitations, trends were noted and should be considered in future studies. Teen fathers are a unique population facing several challenges to meeting their own developmental needs and enacting their father role. Some conceptual factors shown to be influential for father involvement with adult and married fathers (i.e., age, employment) do not hold the same meaning and impact among teen fathers. The conceptual and ultimately practical meaning of behaviors and characteristics must be contextualized within teen fathers' developmental trajectory and ecological settings. Similarly, examination of teen fathers within a dynamic, longitudinal framework emphasized the need to address fatherhood in a different way. Previous studies have examined longitudinal data, but not examined the patterns of involvement for individual fathers. This different perspective (i.e., person-centered) revealed unique patterns for teen fathers. Further analyses will allow when and how to best intervene with teen fathers. Teen fathers may be at-risk, but they are involved with their children and can positively benefit both children and mothers. Head Start and Early Head Start could continue to support teen fatherhood through its mission to serve low-income children and parents; availability from pregnancy through 5-years; and mission to adapt to the needs of the community and family. But without support or intervention, the cycle of teen of parenthood is perpetuated.Item EXPLORING PSYCHOLOGICAL SENSE OF COMMUNITY IN LIVING-LEARNING PROGRAMS AND IN THE UNIVERSITY AS A WHOLE(2004-06-02) Wright, Stephen Perry; Gardner, Albert H.; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The Sense of Community Index (SCI), original questions targeting Sense of Community in a university setting (SSCQ), and qualitative questions were answered by 636 students in reference to their selective living-learning program (LLP) and by an additional 266 comparison students not in any special program in reference to the University. Differences (p<.0005) were found between LLP and non-program students and among LLPs, after controlling for demographic variables. An additional fifth element of Sense of Community, sense of "Purpose" (of and in a community), was proposed, questions regarding "Purpose" loaded strongly on that factor (especially for LLP students), and that factor was highly correlated with the SCI. Factors of the SCI did not load well on the underlying theoretical subscales/elements (Membership, Influence, Integration and fulfillment of needs, and Shared emotional connection). SSCQ reliability was high (.93), and could be developed to supplement the SCI for assessing Sense of Community in school settings.