Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
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
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item TOP MANAGEMENT TEAM GENDER DIVERSITY AND ITS EFFECT ON DIFFERENT TYPES OF ORGANIZATIONAL OFFENDING(2022) Layana, Maria Cristina; Simpson, Sally S; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study addresses a gap in the current corporate crime literature by giving special attention to the characteristics and role of the top management team (TMT) in facilitating or mitigating illegal conduct. I ask how changes in certain demographic characteristics of the TMT unit, particularly gender composition, affect various forms of corporate offending over time. Specifically, 1) In what ways are changes in TMT gender characteristics related to corporate illegality over time? 2) What is the nature of the relationship between TMT gender diversity, corporate offending, and other key characteristics of women executives? 3) What is the temporal order of these relationships? 4) How do other TMT and corporate characteristics influence the relationships between TMT gender diversity and firm offending? Stemming from the strategic leadership literature, Hambrick and Mason’s (1984) Upper Echelons (UE) perspective serves as the primary theoretical framework guiding this study. This dissertation focuses on two types of corporate illegality: environmental and financial (i.e., accounting fraud, bribery, and anticompetitive acts) using a universe of firms listed on the S&P 1500 from 1996 through 2013.Item An Investigation of the Characteristics and School Readiness of Children with Disabilities who Attend Head Start Programs(2010) Smith, Amy Falk; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine the characteristics and school readiness of children with disabilities who attend Head Start programs, as well as the characteristics of the programs they attend and the school districts in which they receive special education. In addition, a second purpose was to determine whether there are differences in these characteristics of children who attend Head Start programs and those who attend other early childhood education programs. I used data from the Pre-Elementary Education Longitudinal Study, a study of a nationally representative sample of preschool children with disabilities. I used a subsample of the data to compare the characteristics and school readiness of children with disabilities who attended Head Start to those who attended other early childhood education programs using chi-squares, analysis of variance, and ordinary least squares regression analyses. The results suggest that there is no difference in the school readiness of children with disabilities who attended Head Start and those who attend programs in elementary schools. However, in comparison to children who attended other programs, children with developmental delays who attended Head Start had more advanced receptive language skills and those with other disabilities had less advanced pre-reading skills. Additionally, the results of this study show that there is some variation in the characteristics of children with disabilities who attend Head Start and those who attend other programs. Children who attended Head Start were more likely to be Black or Hispanic and from low socioeconomic families. They were also less likely to have disabilities other than speech impairments or developmental delays and, on average, received fewer special education services. Finally, children who attended Head Start were more likely to be from rural school districts and districts with higher rates of poverty. These findings indicate that children with disabilities who attend Head Start programs face additional risk factors that are associated with poor school readiness and emphasize the need to ensure that the programs provide services that are adequate to meet the needs of the diverse population they serve and to prepare those children for the onset of formal schooling.