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.
Browse
10 results
Search Results
Item Living a Participatory Life: Reformatting Rhetoric for Demanding, Digital Times(2023) Salzano, Matthew; Pfister, Damien S; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Living a Participatory Life explores how people navigate demanding, digital times where social movements and digital media meet, in the context of what media scholars refer to as the participatory condition. The participatory condition describes how participation is an inherent, inescapable condition of digitality with its always-on and always-prompting media; it is distinctly different from the participatory cultures theorized of the blogosphere and Web 2.0. In the participatory condition, the digital is demanding, and our demands are digitized. What does it mean to live a participatory life in the participatory condition? How should we practice rhetoric (as a productive and critical art) during demanding, digital times? To aid in answering these questions, this dissertation offers a format theory of participation. I theorize four key concepts—parameters, imperatives, trans-situations, and sensibilities—to define participation as a formatted rhetorical practice that modulates affect and sensibilities within a formatted ecology. In the following three chapters, I locate three participatory sensibilities from advocates for social change across intersectional issues: Disparticipants, offering participatory dissent at the Women’s March; Fictocritics, generating criticism of the YouTube manosphere; and Installectuals, transforming Instagram during the Summer 2020 resurgence of Black Lives Matter activism. Each illustrates the ramifications of the participatory condition and how advocates for social change navigate it. The dissertation concludes with a provocation to learn from these sensibilities and begin reformatting our own participatory lives.Item Health, Self-Tracking Technologies, and the Emotional Impacts they have on Older Adults with Memory Concerns(2022) Short, Amelia; Lazar, Amanda; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Most individuals, including older adults, in the United States are not meeting the recommended levels of physical activity for their age group. Research has shown that adopting self-tracking technologies can be one way to motivate users to increase their physical activity levels. Further, tracking progress in terms of health and wellbeing has the potential to support individuals with memory concerns; however, most older adults do not use technology to track progress towards their health-related goals. While traditional qualitative research might aim to uncover the reason behind this lack of adoption, this thesis instead focuses on how the topics of health and self-tracking technologies affect the lives of older adults with memory concerns. Leaning on a style of writing and analysis from anthropologist Kathleen Stewart, this thesis offers the reader a series of resonating stories– stories that have no obvious meaning, classification, or rationalization. Rather, these narratives gather the textures and intensities that participants face in their everyday lives and offer us a brief look into their habitus and interactions with the world around them. By taking this approach, this thesis calls for more detail into participants’ lived experiences that would otherwise be overlooked by traditional qualitative analysis.Item The Affective Consequences of Conforming to Gender Stereotypes(2016) Venaglia, Rachel; Lemay, Edward P.; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)It was of primary interest to examine the affective consequences of conformity to gender stereotypes, and to assess if feelings of social approval and authenticity mediate the relationship between conformity and affect. Therefore, we utilized an Electronic Momentary Assessment methodology to capture University of Maryland students’ engagement in gender stereotypical behavior, and their emotional and social experiences during their daily social interactions. Counter to expectations, we found that regardless of one’s own gender, enacting gender prescriptions enhanced feelings of authenticity and feelings of social approval, and enacting proscriptions reduced feelings of authenticity and feelings of social approval. Enacting prescriptions predicted more positive affect and enacting proscriptions predicted a more negative affective experience. Feelings of authenticity and feelings of social approval independently predicted feelings of more positive affect. Overall, our findings suggest that irrespective of gender, engaging in desirable stereotypes has a number of social, personal, and emotional benefits.Item A Feminist Affective Turn for Public Relations: Mothers, Passionate Publics, and the Childhood Vaccine Debate(2016) Kennedy, Amanda Kae; Toth, Elizabeth L; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This project proposes a feminist intervention in how affect and publics are theorized in public relations research. Drawing from extant literature, I argue that public relations theories of affect and publics have been apolitical and lack depth and context (Leitch & Motion, 2010a). Using the context of the online childhood vaccine debate, I illustrate several theories and concepts of the new feminist affective turn, as well as postmodern theories of affect, relevant to public relations research: (a) Public Feelings, “ugly” feelings, agency, and community (Cvetkovich, 2012; Ngai, 2007); (b) passionate politics (Mouffe, 2014); (c) postmodern assemblages, biopower, and body politics (Deleuze & Guattari, 1988; Foucault, 1984); (d) affective facts and logics of future threats (Massumi, 2010); and (e) affective ethics (Bertleson & Murphie, 2010). Scholarship in the areas of public relations, risk, feminist and postmodern affect theory, and the vaccine debate provided theoretical grounding for this project. My research questions asked: How is feminist affect theory embodied by mothers in the vaccine debate? How do mothers understand risks as affective facts in the vaccine debate (if at all)? What affective logics are used by mothers in the vaccine debate (if any)? And, What are sources of knowledge for mothers in the vaccine debate? Multi-sited online ethnographic methods were used to explore how feminist affect theory contributes to public relations research, including 29 one-on-one in-depth interviews with mothers of young children and participant observation of 15 online discussions about vaccines on parenting websites BabyCenter.com, TheBump.com, and WhatToExpect.com. I used snowball sampling to recruit interview participants and grounded theory (Glaser & Strauss, 1967) to analyze interview and online data. Results show that feminist affect theory contributes to theoretical and practical knowledge in public relations by politicizing and contextualizing understandings of publics and elucidating how affective facts and logics inform publics’ knowledge and choices, specifically in the context of risk. I also found evidence of suppression of dissent (Martin, 2015) and academic bias in vaccine debate research, which resulted in cultures of silence. Further areas of study included how specific contexts such as motherhood and issues of privilege and access affect publics’ experiences, knowledges, and choices.Item Building Shared Understandings in Introductory Physics Tutorials Through Risk, Repair, Conflict & Comedy(2012) Conlin, Luke David; Hammer, David M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Collaborative inquiry learning environments, such as The Tutorials in Physics Sensemaking, are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the mechanisms behind physical phenomena. In order to do so, they must also build a shared epistemological understanding of what they are doing together, such that their activity includes collaboratively making sense of mechanisms. Previous work (Conlin, Gupta, Scherr, & Hammer, 2007; Scherr & Hammer, 2009) has demonstrated that tutorial students do not settle upon only one way of understanding their activity together, but instead build multiple shared ways of understanding, or framing (Scherr & Hammer, 2009; Tannen, 1993a), their activity. I build upon this work by substantiating a preliminary finding that one of these shared ways of framing corresponds with increased evidence of the students' collaboratively making sense of physical mechanisms. What previous research has not yet addressed is how the students come to understand their activity as including collaborative sensemaking discussions in the first place, and how that understanding develops over the course of the semester. In this dissertation, I address both of these questions through an in-depth video analysis of three groups' discussions throughout the semester. To build shared understandings through scientific argumentation and collaborative sensemaking, the students need to continually make repairs of each other's understanding, but this comes with the risk of affective damage that can shut down further sensemaking discussions. By analyzing the discourse of the three groups' discussions throughout the semester, I show how each group is able to manage this essential tension as they each build and maintain a safe space to sensemake together. I find that the three groups differ in how soon, how frequently, and how deeply they engage in collaborative scientific sensemaking. This variability can be explained, in part, through differences in how the groups use hedging, irony, and other discourse moves that epistemically distance the speakers from their claims. This work highlights the connection between students' epistemology and affect in face-to-face interaction.Item Affective Pathways of Work-Family Enrichment Among Dual-earner Couples(2009) Dunn, Marianne Grace; O'Brien, Karen M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study examined the extent to which resources generated at work influence family functioning among dual-earner couples while accounting for interdependence of observations among couples. Path analytic findings based in the Actor Partner Interdependence Model (APIM; Cook & Kenny, 2005) and Work-Family Enrichment Theory (Greenhaus & Powell, 2006) supported the presence of a mediated model. The relationship between resources generated at work to positive family performance was mediated by positive affect at work. A number of intrapersonal effects, including one mediated effect emerged between work, positive affect at work, and family variables. One interpersonal effect was detected: female family-supportive organization perceptions predicted male dyadic adjustment. The results and implications for theory, policy, practice, and research are discussed.Item Affect and Cognition as Antecedents of Intergroup Attitudes: The Role of Applicability and Judged Usability(2009) Leary, Scott; Stangor, Charles; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)When making intergroup evaluations we experience cognitive and affective responses. Given that the content of the cognitions or affective reactions are applicable and judged usable, each has the potential to influence one's attitudes towards that group. In a Pilot Study participants reported significantly more disgust than fear when thinking about gay men, and significantly more fear than disgust when thinking about African-Americans. Studies 1 and 2 provided initial support that these specific emotional responses to social groups are moderated by the extent to which that information is judged as usable. Data from Study 3 did not fully support my hypotheses, as personal relevance did not moderate the extent to which affect was related to social distance. Implications and limitations are discussed.Item Impact of Residential Substance Abuse Treatment on Affect and Personality-Related Variables Across Inner-city Substance Abusers(2007-06-27) Aklin, Will M.; Lejuez, Carl W; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Substance abuse treatment outcome studies have shown positive effects for a large number of drug users with regard to reduction in substance use and criminal activity, as well as improvement of general well-being. However, high rates of relapse following treatment have compelled researchers to elucidate the individual difference factors that change among those who receive substance abuse treatment. Affect- (depressive and anxiety symptoms) and disinhibition-related variables (impulsivity, risk taking) may be of particular relevance. These factors are related to the development and maintenance of substance use and distinguish between substance users with and without Axis I and II disorders that may interfere with treatment success, such as depression, anxiety disorders, or antisocial personality disorder. Consequently, these factors may be considered important treatment targets. However, there currently is a dearth of research focused on understanding whether these variables are affected by standard substance use treatments, and more specifically, which variables may change throughout the course of substance use treatment. Given that many of these variables are considered to be enduring aspects of an individual's personality, the extent to which they are malleable by treatment is an important consideration. Moreover, to enhance the generalizability of these findings, it is important to understand the extent to which changes occur in more standard substance use treatments as opposed to more elaborate and targeted treatments that rarely are disseminated in real world treatment settings. Therefore, the purpose of the current study was to examine the effect of a residential substance use treatment program on particular affect- (e.g., depressive and anxiety symptoms, stress reactivity) and disinhibition-related variables (e.g., risk taking). A sample of 81 inner-city substance abusers were assessed on self-reported and behavioral measures of the above affect- and disinhibition-related variables that have previously found to be implicated in substance use over a 30-day course of treatment. A residential treatment program provides an optimal setting for evaluating changes as behavioral confounds (i.e., substance use) can be controlled, and the natural changes during abstinence can be measured with both reliability and validity. A significant pre-post treatment decrease was found on scores of risk taking, as indexed by the Balloon Analogue Risk Task (BART); levels of depressive symptomatology and stress reactivity also evidenced a significant pre-post decrease. These data are discussed with respect to implications for understanding the factors that underlie mechanisms of change during treatment, thereby informing substance abuse prevention and treatment programs.Item (Re)Mapping the Black Atlantic: Violence, Affect, and Subjectivity in Contemporary Caribbean Women's Migration Literature(2007-05-29) Shaw, Barbara L.; Rosenfelt, Deborah; American Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation is a project of literary reclamation, canonical revision, cultural analysis, and interdisciplinary remapping. Drawing on American studies, women's studies, postcolonial studies, and Caribbean studies, particularly performance theory and recent theoretical work on affectivity, it analyzes the negotiations of protagonists who move back and forth between and among cultures and nations, exploring complex possibilities for subjectivity, identity, and citizenship within worlds of domestic and neocolonial violence. Collectively, America's Dream, The Line of the Sun, Geographies of Home, Breath, Eyes, Memory, and The Unbelonging re-map Gilroy's influential theory of the Black Atlantic in three ways: by tracing the legacies of colonization in relation to interpersonal violence; by re-writing national narratives of the metropole from migrant Caribbean women's perspectives; and by including Puerto Rico, Haiti, and the Dominican Republic, as well as Jamaica, within its purview. While arguing for the complex personhood of these migrant protagonists and elucidating their legacies of pain and healing, alongside their victimization and resistance, this dissertation also provides a materialist analysis of cultural production, examining how these books circulate as objects in the global/local economy of book selling and distribution. Through a small-scale ethnographic study of independent publishers, alongside a material and visual cultural analysis of the book covers, it analyzes the politics of publication and canonization of Caribbean women's literature. By centering the Caribbean and its diaspora in an American Studies project, this dissertation pushes the boundaries of the discipline beyond the examination of cultures in the United States or American imperialism in other nations. (Re)Mapping the Black Atlantic asks not only that the Caribbean be considered part of the Americas, but also that the relational aspects of migration between the Caribbean on the one hand, and the United States and Britain on the other, become part of the new cartographies of American Studies.Item "Easier Said than Done": Promises as False Proxies in Goal Pursuit(2006-12-11) Orehek, Edward; Kruglanski, Arie W; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated goal activation following a promise to complete the goal. Because promising is a statement of commitment to a goal, it is generally assumed to increase goal activation. However, when individuals have the motivation to infer progress on the goal, and when information is accessible which would facilitate such an inference from the act of promising, goal activation should decrease following the promise. We hypothesized and found that when promises are made after competing goals have been activated and when positive affect is experienced following the promise, goal activation is lower than when a promise is not made. Only when competing goals were not activated and positive affect was experienced did promising lead to greater goal activation than not promising. These results add to current work on feedback processes in goal pursuit, and demonstrate the paradoxical effects of promising to complete a goal.