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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Subject: search.filters.subject.Racial Discrimination

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    The Effects of Subtle Racial Discrimination on Mood: Examining the Mediating Role of Cognitive Appraisal for Asian Americans
    (2022) Ahn, Lydia; Kivlighan, Dennis M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study examined the effects of inducing the cognitive strategies of self or other-blame in response to a racist situation on situational mood with Asian American emerging adults. I manipulated responses to racism using a 2-group (randomized, between-subjects experimental design) to examine differences in self- versus other-blame. Participants watched a vignette about a common subtle racism event and were randomly assigned to the self or other-blame condition. Those in the self-blame condition were assigned a speech task to describe what they could have done to change the situation and those in the other-blame condition were asked to describe how the perpetrator is racist. After the manipulation check, there were 120 total Asian American emerging adults (Mage = 20.04, SD = 2.18; 60.8% female) in the sample; specifically, 100 participants in the other-blame condition and 20 participants in the self-blame condition successfully completed the experimental task. Multiple path analyses were used to examine the effects of the condition (self vs. other-blame) on vocal acoustics and language used during the speech task, and in turn their self-reported anger and depression, while controlling for critical consciousness and prior depression and anger. Vocal pitch mean and range were measured through the software Praat (Boersma & Weenink, 2005) and language words were assessed using the Linguistic Inquiry and Word Count (LIWC; Pennebaker et al., 2015), while anger and depression were measured through the Profile of Mood States-Short Form (POMS-SF; Shacham, 1983). Results indicated that those in the other-blame group had greater pitch mean and used more positive emotion words, cognitive mechanism words, and less tentative words. There were no differences in self-reported anger and depression between the two conditions. Implications touched on the importance of racism attributions on speech and language.
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    Neighborhood Transition and the Criminalization of Minorities
    (2019) Triece, Molly; Xie, Min; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study investigates the relationship between neighborhood transition and criminalization in Washington, D.C. census tracts. The main hypothesis predicts that racially diversified census tracts will experience increases in formal social control (a.k.a. criminalization) of minority and low-income groups due to social tension between race groups. Existing ethnographic literature links neighborhood levels of racial diversity to various forms of criminalization but quantitative literature on the topic is sparse. This study uses demographic census data and official stop-and-frisk data to examine how changes in neighborhood racial composition affect police stop-and-frisk practices in Washington, D.C. The longitudinal nature of the data and the spatial methods employed build upon the existing body of quantitative criminalization research. Findings indicate that increases in racial diversity are associated with increases in the criminalization of black individuals, particularly in tracts that were predominantly black at the beginning of the study period.