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
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Essays on Mental Health, Education, and Parental Labor Force Participation(2024) Nesbit, Rachel; Kuersteiner, Guido; Pope, Nolan; Economics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation consists of three chapters in empirical microeconomics. The first chapterfocuses on mental health in the criminal justice system. I show that mandated mental health treatment during probation decreases future recidivism and further that paying for these probationers to receive treatment would be a very cost-effective program. The second chapter focuses on the labor supply of same-sex couples. My coauthors and I document the earnings patterns in same-sex couples after the entrance of their first child and contrast them with the earnings patterns in opposite-sex couples. The third chapter evaluates state-level policies to offer a college admissions exam (either the SAT or ACT) free to all high school students. I estimate precise null effects of the policies on future college attendance. The three chapters are described in further detail below. Chapter 1. Mental health disorders are particularly prevalent among those in the criminaljustice system and may be a contributing factor in recidivism. Using North Carolina court cases from 1994 to 2009, this chapter evaluates how mandated mental health treatment as a term of probation impacts the likelihood that individuals return to the criminal justice system. I use random variation in judge assignment to compare those who were required to seek weekly mental health counseling to those who were not. The main findings are that being assigned to seek mental health treatment decreases the likelihood of three-year recidivism by about 12 percentage points, or 36 percent. This effect persists over time, and is similar among various types of individuals on probation. In addition, I show that mental health treatment operates distinctly from drug addiction interventions in a multiple-treatment framework. I provide evidence that mental health treatment’s longer-term effectiveness is strongest among more financially advantaged probationers, consistent with this setting, in which the cost of mandated treatment is shouldered by offenders. Finally, conservative calculations result in a 5:1 benefit-to-cost ratio which suggests that the treatment-induced decrease in future crime would be more than sufficient to offset the costs of treatment. Chapter 2. Existing work has shown that the entry of a child into a household results in alarge and sustained increase in the earnings gap between male and female partners in oppositesex couples. Potential reasons for this include work-life preferences, comparative advantage over earnings, and gender norms. We expand this analysis of the child penalty to examine earnings of individuals in same-sex couples in the U.S. around the time their first child enters the household. Using linked survey and administrative data and event-study methodology, we confirm earlier work finding a child penalty for women in opposite-sex couples. We find this is true even when the female partner is the primary earner pre-parenthood, lending support to the importance of gender norms in opposite-sex couples. By contrast, in both female and male same-sex couples, earnings changes associated with child entry differ by the relative pre-parenthood earnings of the partners: secondary earners see an increase in earnings, while on average the earnings of primary and equal earners remain relatively constant. While this finding seems supportive of a norm related to equality within same-sex couples, transition analysis suggests a more complicated story. Chapter 3. Since 2001, more than half of US states have implemented policies that requireall public high schools to administer either the ACT or SAT to juniors during the school day free of charge, making that aspect of the college application process less costly in both time and money. I evaluate these policies using American Community Surveys (ACS) from 2000 to 2019. I augment ACS data with the Census Master Address File to precisely identify the state in which individuals took the exam. Exploiting variation in policy implementation across state and time, I find across all specifications that increased access to standardized college entrance exams has no effect on subsequent college attendance. It also does not shift students between public and private colleges or between two- and four-year programs. The results of this chapter suggest that, to the extent that these policies were introduced to encourage college-going among marginal students, they did not accomplish their goal. This provides evidence about the kinds of support necessary to influence educational outcomes for students from disadvantaged families.Item ENMENDAR EL ZOCALO: AMENDING THE PLINTH(2021) Belmonte, Jocelyn Elizabeth; Burke, Juan L; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A community with the lacks school, resources, and food supplies creates a difficult living situation. General Francisco Paz, a neighborhood located in the central part of the state of Veracruz, Mexico is dealing with these conditions. This neighborhood of 886 individuals contains only and elementary school for education. For students to receive further education, a 40-minute walk South will get the student to the nearest middle or high school. Due to the high rate of drop out students and unfinished education, illiteracy within the town is rising. This thesis will explore a design for a middle and high school, to provide the students the education needed to care, grow, and sustain agricultural land. Vernacular architecture and sustainability for the neighborhoods of General Francisco Paz and General Alatriste for the students who are soon to be tending for this land. This project is in hope of improving the quality of education and sources in opposition of current conditions to motivate families towards wanting to create and expand their futures and families within this community.Item AN EXPLORATORY CASE STUDY OF THREE RURAL ELEMENTARY MUSIC TEACHERS(2020) Fernsler, Stephanie; Hewitt, Michael; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this exploratory case study was to examine the experiences and perspectives of three rural elementary music teachers. The study explored rural elementary music teachers’ attitudes, perceptions, and opinions about their current music programs. After collecting survey data from three rural elementary music teachers, results indicated similar and different experiences and perspectives of teaching in a rural elementary school, with effective communication, community support and creative implementation being similar experiences. These findings may contribute towards rural elementary music teachers’ voices being heard in the music community and inspire other rural music teachers to contribute to music education.Item Chronic Inundation: Developing An Outdoor Education Center For Threatened Communities(2020) Duan, Amy Tzu-Yu; May, Lindsey; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Effects of climate change, like sea-level rise, extreme weather, and chronic inundation are damaging historic cultural resources and landscapes along the Chesapeake Bay watershed. Maryland’s Eastern Shore is highly susceptible to these effects due to its naturally low-lying topography and its abundance of historic towns and heritage resources. Historic coastal communities are struggling to address the vulnerability of their historic assets due to the fragility of the resources and current preservation methods. This evolving landscape is not only reshaping the way people live but how tangible heritage is being preserved for the community, the region’s identity, and future generations. Adaptation of historic communities to climate change is more urgent than ever as the severity of climate pollution projections increases with every climate pollution report and analysis. This thesis aims to explore structural resiliency techniques and public education and awareness strategies to protect Maryland’s historic and cultural resources, specifically focusing on chronic inundation. It will examine Cambridge, Maryland, a historic coastal city on the Eastern shore, to develop an outdoor education center to service the region and support resiliency efforts and exploration.Item Quality and Inequity in Digital Security Education(2019) Redmiles, Elissa M; Mazurek, Michelle L; Computer Science; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Few users have a formal, authoritative introduction to digital security. Rather, digital security skills are often learned haphazardly, as users filter through an overwhelming quantity of security education from a multitude of sources, hoping they're implementing the right set of behaviors that will keep them safe. In this thesis, I use computational, interview, and survey methods to investigate how users learn digital security behaviors, how security education impacts security outcomes, and how inequity in security education can create a digital divide. As a first step toward remedying this divide, I conduct a large-scale measurement of the quality of the digital security education content (i.e., security advice) that is available to users through one of their most cited sources of education: the Internet. The results of this evaluation suggest a security education ecosystem in crisis: security experts are unable or unwilling to narrow down which behaviors are most important for users' security, leaving end-users -- especially those with the least resources -- to attempt to implement the hundreds of security behaviors advised by educational materials.Item Using Mindfulness to Reduce Occupational Stress and Burnout in Music Teachers: A Randomized Controlled Trial(2019) Varona, Dana Arbaugh; Hewitt, Michael P; Prichard, Stephanie; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine the effects of a mindfulness-based intervention (MBI) on K-12 music educators' self-reported responses to occupational stress and burnout. Secondary purposes were (a) to explore the experiences of K-12 music educators who underwent a four-week web-based MBI; and (b) to determine if there were any potential relations between participants' demographic and descriptive data and their pretest levels of self-reported responses to occupational stress and burnout. Two hundred fifty in-service music teachers were randomly assigned to either the treatment or waitlist-control group. Treatment group participants (n = 90) underwent a four-week online MBI known as the Mindfulness Training for Music Educators (MTME). Waitlist-control group participants (n = 160) were not provided with any mindfulness training but were given full access to the MTME following completion of the study. All participants completed assessments of self-reported responses to occupational stress and burnout at pretest, midpoint, and posttest. Following completion of the MTME, treatment group participants provided data regarding their experiences with the MTME and its feasibility. Results of mixed effects regression suggested that treatment group participants reported significantly steeper decreases in responses to occupational stress and burnout than waitlist-control group participants. Cross-sectional analyses at pretest indicated that age, female gender, salary dissatisfaction, perceived lack of administrative support, and perceived lack of parental support were significant predictors of increased responses to occupational stress, while teaching secondary school, salary dissatisfaction, perceived lack of administrative support, and perceived lack of parental support were significant predictors of increased responses to burnout. For each additional extracurricular hour worked beyond the school day, there was small but significant decrease in burnout. During the intervention period, the treatment group participants experienced a variety of occupational stressors including managing students, major events, interpersonal conflict, scheduling issues, and illness. Participants primarily responded to occupational stress with emotion-focused coping strategies such as breathing and meditation. Overall, treatment group participants found the MTME to be feasible for reducing stress and burnout while working as a music teacher and would recommend it to a fellow music educator.Item Grandparent Wealth and the Well-Being of Black & White Young Adults(2019) Brown, Joey D; Cohen, Philip N; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Social origins are important predictors of adult success, and parental resources, particularly parental wealth, are positively correlated with adult well-being. Meanwhile, the overall population is now healthier and living longer than previous generations. Therefore, families are experiencing increased opportunities for multigenerational relationship formation and investment. This dissertation extends social mobility and stratification research by considering how multigenerational resources are related to young adult well-being. I examine how grandparents’ accumulated wealth prior to individuals’ eighteenth birthday is related to young adults’ educational attainment, self-rated general health and mental health, and financial independence. Additionally, in light of large, enduring racial wealth gaps between Black and White identified people, I examine whether and to what extent racially disparate patterns of family wealth accumulation condition the relationship between grandparent wealth and young adult well-being. I perform this investigation with analysis of the Panel Study of Income Dynamics (PSID) and the PSID’s Transition to Adulthood Study (TAS). I employ multivariate longitudinal analysis techniques to perform interracial and intra-racial analyses of the relationship between grandparent wealth and young adult well-being. I decompose racial group gaps to see whether the results are attributable to family socioeconomic characteristics or the return to those characteristics. Lastly, I use marginal probabilities to examine and compare the absolute and relative consequences of racially disparate levels of grandparent wealth across well-being outcomes.Item Dancing Architecture: A Formal Approach to Translating Movement and Dance(2017) Kim, Karen; Ambrose, Michael A; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Dance is an outlet that teaches empathy and inspires people to communicate their stories through body movement. Architecture has the same ability to tell stories. I also contend that architecture made of representational narrative in the use of metaphorical forms and tectonics has the ability to teach and communicate. I believe there is a need for architecture to be more open and educational. Methods and lessons of dance will be applied embodied in ways to induce learning to my architectural thesis. Precedents emphasizing graphic representations of dance movements will support the idea of instructive design. This investigation will entail the work of Étienne-Jules Marey, pioneer of using graphical techniques to depict sequential movement of the human body, and the work of Eadweard Muybridge, an innovator of photographic studies of motion. The work of my thesis will be to conceive of places for people to congregate, where social and cultural intersections will foster an inspiration for movement or interaction.Item TEACHING CITIZENSHIP & DEMOCRACY IN A NEW DEMOCRACY: PEDAGOGY, CURRICULUM & TEACHERS’ BELIEFS IN SOUTH AFRICA(2017) Fogle-Donmoyer, Amanda; Lin, Jing; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In 2014, twenty years had passed since the first free elections, the birth of democracy and implementation of transitional educational reforms in South Africa. While efforts to create an education system based on human rights, democracy, equality, and unity were made, questions remain about how teachers should address these principles in their classrooms. It is difficult to determine, therefore, how citizenship and democracy education should be taught and how teachers perceive their role as educators of South Africa’s new generation of democratic citizens. Using Davies’ and Jansen’s concepts of post-conflict pedagogy, this dissertation investigates how teachers responsible for citizenship and democracy education in South Africa perceive the abstract topics of citizenship and democracy and how their beliefs, backgrounds, and life experiences influence how they present the national curriculum to their learners. In order to answer these questions, a multiple and comparative case study of sixteen teacher participants at three schools was carried out in Durban, South Africa. Using in-depth interviews, classroom observation, and document review as data collection methods, the dissertation investigates how teachers’ beliefs, the national curriculum and teaching methods intersected. Data analysis was conducted through thematic coding. Results suggest that teachers’ beliefs and experiences with democracy shape how they teach civic education topics, especially concerning their racial background and experiences during apartheid and the democratic transition. Inequalities in school resources also limit pedagogical choices, especially in methods designed to educate active and informed citizens.Item “THE VERY MESSENGERS OF GOD”: THE TEACHERS OF ALABAMA’S FREEDPEOPLE, 1865-1870(2017) Jordan, Sylvia Alyssa; Rowland, Leslie S.; History; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Using Freedmen’s Bureau records, the papers of the American Missionary Association, and other materials, the author identified 585 individuals who taught ex-slaves in Alabama between 1865 and 1870. The thesis describes their sex, race, and geographical origins, their motives for teaching, the high rate of turnover, and a growing number of black teachers. It examines the teachers’ work in the classroom and the many challenges they faced. It argues that the schools survived only because of the ex-slaves’ own commitment to education and the lengths to which the teachers went in order to keep their schools in operation. Finally, the thesis explores the teachers’ interactions with their surrounding communities. While some white Alabamians were supportive, others expressed hostility through social ostracism, physical assault, arson, and even murder. Especially in the face of such white opposition, the teachers relied heavily upon freedpeople to help build, maintain, and protect the schools.