Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item FINDING LOVE IN A HOPELESS PLACE: BLACK GIRLS’ TWENTY-FIRST CENTURY SELF-LOVE LITERACIES(2020) Griffin, Autumn Adia; Turner, Jennifer D; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation analyzes how nine adolescent Black girls enact their twenty-first century literacies (i.e. critical media, multimodal, and digital literacies) to develop and depict self-love. Building on bell hooks’s (2000) definition, I define self-love here as the will to extend one’s self for the purpose of nurturing, celebrating, preserving, or protecting one’s own or another’s physical, mental, emotional, or spiritual growth. Through the adoption of Black Feminist, Black Girlhood, and Black Girls’ Literacies I employed qualitative case study methods and integrated Participatory Action Research methods to answer the following questions: (1) How do adolescent Black girls articulate the ways they engage their twenty-first century literacies to develop self-love? and (2) How do adolescent Black girls use their twenty-first century literacies to depict self-love multimodally through a range of artifacts? I designed and executed weekly sessions that facilitated space for the girls to talk through and write about ideas pertaining to identity and digital media with regards to self-love for adolescent Black girls. Data from these sessions include introductory survey results, interview transcripts, partner artifacts and weekly reflections. Analysis of the data indicates that with regards to question one adolescent Black girls explained that they (1) manipulate algorithms; (2) spam the internet; and (3) use digital tools to support their future goals. Further, the girls employed their twenty-first century literacies to depict self-love multimodally by engaging such design elements as color, shape, and spatial location to design a digital homeplace where they could (1) name themselves and (2) claim space in the digital. This dissertation serves two purposes: (1) it provides pedagogical tools for educators of Black girls seeking to facilitate spaces where they can develop their identities and literacies simultaneously and (2) it details the ways contemporary Black girls engage their twenty-first century literacies to extend the literacy practices of their foremothers who used literacy to negotiate and challenge public perceptions about Black women. The findings from this study contribute not only to the field of education, but also gender studies and sociology, as they offer insight on adolescent identity development and formation.Item AREA-LEVEL POVERTY AND CARDIOMETABOLIC RISK AMONG UNITED STATES ADOLESCENTS: A HIERARCHICAL ANALYSIS OF PATHWAYS TO DISEASE(2017) Williams, Andrew David; Shenassa, Edmond; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Background: In the United States, 26% of deaths are attributable to cardiometabolic diseases. Cardiometabolic risk in adolescence tracks over time and can presage cardiometabolic health during adulthood. Area-level determinants of cardiometabolic risk among adolescents are underexamined. This study contributes evidence regarding the association between area-level poverty and cardiometabolic risk among U.S. adolescents. Methods: 1999-2012 National Health and Nutrition Examination Survey data was linked via census tract with 2000 Census data and 2005-2009 and 2009-2013 American Community Survey data. The sample included 10,415 adolescents, aged 12-19 years. Area-level poverty was parameterized by percent population living in poverty, grouped into quartiles for analysis. Cardiometabolic risk was parameterized by summing z-scores of systolic and diastolic blood pressure, glycosylated hemoglobin, waist circumference, HDL cholesterol, and total cholesterol. Hierarchical linear models were used to examine the relationship between area-level poverty and cardiometabolic risk. Cotinine levels and physical activity were assessed as mediators. Post-hoc analysis explored associations between area-level poverty and family poverty-to-income ratio. Analyses were conducted for the overall sample and by race/ethnicity. Results: For the overall sample, compared to the first quartile of area-level poverty, residence in second (.218, 95% CI: .012, .424), third (.438, 95% CI: .213, .665), and fourth (.451, 95% CI: .204, .698) quartiles of area-level poverty was associated with increased cardiometabolic risk. Area-level poverty was associated with cardiometabolic risk among non-Hispanic Whites and Mexican Americans, but not among non-Hispanic Blacks. No evidence of mediation was observed. In post-hoc analysis, overall mean family Poverty-income-ratio declined from 3.34 in quartile 1 to 1.42 in quartile 4 (p< .001), however, this differed by race/ethnicity. Discussion: Residence in the highest area-level poverty quartiles was associated with increased cardiometabolic risk. Race/ethnicity specific analyses are consistent with literature on the Hispanic Paradox, and exposure to adversity among non-Hispanic blacks. Evidence suggests specific biomarker choice results in different cardiometabolic profiles within the same racial/ethnic group. Post-hoc analyses suggest the effect of area-level poverty on family PIR is greatest among non-Hispanic whites. Efforts to improve cardiometabolic health and reduce racial/ethnic disparities in cardiometabolic diseases should include targeted community-level investments aimed to improve the social conditions for all residents.Item "Making Our Lives": The Contributions of Urban High School Cultures to the Future Selves of Black and Latino Adolescent Boys(2015) Carey, Roderick LaMar; MacDonald, Victoria-María; Brown, Tara M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation sought to answer the following research question: How, if at all, are Black and Latino adolescent boys' conceptions of their future selves shaped by school culture within an urban high school context? To answer this question, this study drew from various theoretical concepts of individuals' futures (see Kao & Tienda, 1998; Markus & Nurius, 1986; Nurmi, 1991; 2005), to utilize the term "future selves" to consider participants' goals for post secondary education, employment, and life conditions - summed up in college, career, and condition or the "Three C's." Findings centered on cultural power as operationalized within the school culture, utilizing an intersectional framework (Collins, 2009). This ethnographic case study, which foregrounded the voices of 3 Black and 2 Latino (Salvadoran) teenaged boy participants, was conducted in one urban charter school in the Mid-Atlantic region of the U.S. over the course of eight months. Qualitative methodological approaches were used to understand the relationship between participants' future selves and salient facets of the school's college-going culture. Themes from the school culture included how the participants' experiences with self-segregation, differential treatment along racial lines by teachers, and the lack of teacher diversity, proved a diversity dilemma at the school. Getting good grades, showing effort, and avoiding trouble were hallmarks of success, and potential for leadership and college. Lastly, college going was valued more than any other life outcome. Within the college domain of future selves, participants reported varied experiences with the school's college-going culture. Selective support from teachers and administrators, college major interests, their own self-doubts, and race were key factors in participants' college choice processes. Given the career and life condition domains, participants were judicious, held realistic conceptions of their future life conditions, and wanted careers that afforded them the ability to take care of themselves and their family. Theoretical, research, and practice implications for this study include, among others, the importance of greater equity in school cultures, and the need for broadening college-going cultures to consider not only the college or post secondary goals but also future career and presumable life conditions for Black and Latino boys.Item Mothers' Behaviors that Promote Prosocial Behaviors in Children(2014) Roerig, Kira Don; Epstein, Norman B; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Past research suggests that development of prosocial behavior is correlated with positive outcomes for children. Parents play a significant role in the development of children's prosocial behaviors. The present study investigated mothers' behaviors that may promote prosocial behaviors in their children. Specifically, the present research examines the associations, cross-sectionally and longitudinally, of four maternal behaviors -- 1) time spent doing chores with children, 2) mothers' philanthropic behavior, 3) mothers' volunteering, and 4) mothers' talking to children about making donations -- with child prosocial behavior. Mothers' warmth was tested as a potential moderator variable. It was hypothesized that each of the maternal behaviors would be positively related to prosocial behaviors in their children, and that mothers' warmth would moderate (enhance) the relationship between the parent behaviors and children's prosocial behavior. Results indicated that doing chores with children was significantly and positively associated with children's prosocial behavior. Other results are discussed.Item Internet Searching in Children and Adolescents: A Longitudinal Framework of Youth Search Roles(2014) Foss, Elizabeth; Druin, Allison; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current landscape of literature investigating youth Internet searching focuses mainly on how youth search in classrooms or libraries at a single point in time and highlights problems youth encounter, rather than taking an expansive view of the entire search process. This research uses a framework of searching roles, or patterns of search behavior, to provide a complete picture of how youth behave as searchers in the home environment. The searching behavior of the youth participating in this research is examined by viewing the whole searcher, where search problems are important, but equally important are factors such as affect, context, and the process of search. This longitudinal study examined participants at ages 7, 9, and 11 in 2008 to 2009 and again at ages 10 to 15 in 2012 to 2013. The searching behaviors displayed during the study's in-home interviews were analyzed according to qualitative methods that evolved throughout the research. Results of the research provide a comprehensive picture of how youth search roles and search behaviors change over time, and through case study analysis of selected participants. The research also provides in-depth description of how individuals change as searchers over time. Additionally provided is a graphic to summarize the main characteristics of search roles in youth searchers. This research concludes with recommendations to adult stakeholders such as teachers, librarians, search engine designers, researchers, and parents to aid in promoting search literacy for youth.Item African American Girls' Ideal Dating Relationship Now and In the Future and Factors that Shape These Perceptions(2012) Debnam, Katrina Joy; Howard, Donna E; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The quality of dating relationships in adolescence can have long lasting effects on identity development, self esteem, interpersonal skills, and shape values and behaviors related to intimate relationships and risk behaviors. However, little is understood about how adolescents view their ideal partner and what implications these perceptions may have for romantic relationships. In fact, research suggests that over 400,000 adolescents have been victims of serious dating violence at some point in their lives. Among African American adolescents, religion may be particularly salient in romantic relationships. Religious organizations not only provide a place for seeking spiritual guidance and social interactions, but also provide unifying morals, beliefs, and practices for African American families. In this dissertation, three studies where conducted. In Study 1 participants' self- identified, defined and vividly described 8 major characteristics, good communication, honesty, trust, respect, compromise, understanding, individuality, and self-confidence, of a healthy relationship. In Study 2 several themes emerged in comparing girls' perceptions of an ideal dating relationship in high school with their perceptions of the ideal future relationship: (1) having a partner who shared similar education and career plans, (2) `best friend' qualities such as respect, trust, and honesty, (3) importance of family in identifying an ideal relationship, and (4) temporariness of high school relationships. Study 3 findings suggest that the influence of religion in the lives of adolescents can be found in several domains. These included whether to become sexually active, choosing a partner based on religious affiliation and issues of sexual orientation. Interestingly, girls also felt that, despite the sanctity of marriage, women should not stay in unhealthy or harmful relationships. Dating violence prevention curricula focus on helping girls identify unhealthy or abusive relationships and provide strategies to help them leave these relationships. More programs are needed to instill in girls the values and characteristics of healthy relationships. Early education and modeling of healthy teen dating relationships will help educators, practitioners and advocates empower girls so they are more likely to develop healthy dating relationships and less likely to experience harm in their dating relationships.Item The Contributions of Expectancy-Value Theory and Special Education Status to Reading Achievement of African American Adolescents(2011) Andrusik, Katryna Natalya; Speece, Deborah L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In light of concerns about decreased academic motivation among adolescents and the subsequent lack of achievement, particularly among African American students and those with learning disabilities, this study examined adolescent motivation for academic achievement and future course enrollment intentions. Expectancy-value motivation has been extensively explored with European American adolescents without learning disabilities; the associated constructs of this theory are positively correlated with GPA, classroom-based assessments, and future course enrollment and employment. Limitations of the extant literature included homogeneous samples, limited reliability and validity of academic achievement measures, and a lack of control of extraneous variables. Using exploratory factor analysis and structural equation modeling, I found that the expectancies for success/perceived ability, importance value, and intrinsic value latent factor models of expectancy-value motivation for a sample of urban African American adolescents do not differ from those for their European American peers; however, the constructs themselves have different relationships with the two dependent variables, reading achievement on a standardized assessment and future enrollment intentions. Motivation latent factors did not predict reading achievement when SES, prior achievement, and gender were in the analysis. However, all motivation constructs were significant predictors when enrollment intentions constituted the dependent variable. Additionally, the IEP reading goal variable (learner status) was not a significant predictor of either dependent variable. These results are discussed in light of the limitations of the study. Finally, areas for further research are suggested.Item The Role of Mothers' Authoritative Parenting in Adolescent Attachment and Social Relationships(2011) Beck, Kathryn Maria; Leslie, Leigh A; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research has shown the increasing importance of peer relationships for adolescents and a variety of positive outcomes for adolescents with quality, supportive friendships. The literature shows that both parenting style and attachment security influence adolescent social support. However, the mechanism through which parenting style influences adolescent social support remains undetermined. The current study, utilizing a clinical sample of 118 mothers and adolescents, explores the role of adolescent attachment security as a mediating variable for this relationship. Authoritative parenting is assessed using the Parenting Practices Questionnaire (Robinson et al., 1995); attachment using the Relationship Questionnaire (Hazan & Shaver, 1987); and social support using the Social Support Questionnaire (Procidano & Heller, 1983). The findings indicate no significant relationship between mothers' authoritative parenting and adolescent attachment security, but a positive relationship between adolescent attachment security and social support. The possible meaning of the lack of significant relationship for this sample is discussed.