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 THE ROLE OF SIBLINGS ON THE RELATIONSHIP BETWEEN PARENTAL RACIAL SOCIALIZATION AND OUTCOMES IN TRANSRACIAL ADOLESCENT ADOPTEES(2020) Lee, Jennifer Grace; Leslie, Leigh A; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Siblings are the longest relationship many people have in their lives, yet are often overlooked in research. Transracial adoptees, who may struggle with forming a sense of racial identity and experiencing low self-esteem, may benefit from the presence of a sibling of color. The research questions posed by this study are 1) What is the independent effect of having a sibling of color for transracial adolescent adoptees' racial identity and self-esteem? 2) Does having a sibling of color moderate the well-established relationship between parental racial socialization and outcomes of racial identity and self-esteem in transracial adoptees? Results of the present study indicated that having a sibling of color was negatively associated with a transracial adolescent adoptees’ self-esteem and having a sibling of color moderated the relationship between racial socialization and self-esteem. Higher racial socialization was associated with lower self-esteem for adoptees with no sibling of color.Item Pleated(2014) Miracle, Stephanie Danielle; Pearson, Sara; Dance; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Pleated, rich in technicolor, full of imagination and wistfulness woven together with sincere characters, raw relationships, and a rock-n-roll soundtrack, is a piece about family, memory, and place. Pleated reverses the Dance Theatre of the Clarice Smith Performing Arts Center and inhabits this odd space by dancing in front, inside, and on top of this tall vertical wall of folded red, purple, and gray theatre seats. Costumes in crayon box colors react sharply against the strange backdrop. The clashing gives off a vibrant burst of energy, reminiscent of a messy, adolescent bedroom. A non-linear narrative unfolds slowly, following three sisters as they revisit moments of their past together. The dance shifts seamlessly through a series of vignettes, which culminate in an emotionally volatile scene of accusation and forgiveness.Item The Forgotten Peer for Black Adolescents(2014) Rowan, Zachary; McGloin, Jean M.; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Efforts to understand peer influence among adolescents have established the robust relationship between having deviant peers and future deviant behavior. Nonetheless, research suggests peer influence affects different types of adolescents in different ways. Specifically, Black adolescents may be less susceptible to friends compared to White adolescents and possess stronger family-orientation, suggesting that another peer may assume a heightened salience. Namely, siblings may affect deviance of Black adolescents whereas friends will have a minimal impact. This thesis used data from the National Longitudinal Study of Adolescent Health to evaluate the relative strength of friend and sibling influence on Black and White adolescent deviant behavior. Results indicate that siblings explain Black and White adolescent drinking and smoking; however, the effect of siblings is stronger among Black adolescents. Friends only emerge as a significant predictor of delinquency for White adolescents. Methodological and theoretical implications for future research on peer processes are discussed.Item Mexican American First-Generation Students' Perceptions of Siblings and Additional Factors Influencing their College Choice Process(2012) Elias McAllister, Dora; Fries-Britt, Sharon L.; Cabrera, Alberto F.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to understand the factors influencing the college choice process of Mexican American first-generation students who had an older sibling with college experience. While a considerable amount of research exists on factors influencing the college choice process of first-generation college students, and a few studies report on the process for Mexican American first-generation college students specifically, far less attention has been devoted to the college choice process of first-generation college students who come from families where an older sibling has already experienced the college choice process. The major research question and sub-question guiding this study were: How do Mexican American first-generation students who have an older sibling with college experience describe their college choice process? What are some of the familial, social, and academic factors that Mexican American students identify as influences on their college choice process? This study was based on a qualitative, descriptive, multiple case study design. The cases were 17 Mexican American first-generation students attending Arizona State University (ASU). Participants completed a questionnaire and participated in two individual interviews. Participants were first-time freshmen, Arizona residents, spring 2010 high school graduates, and enrolled at ASU in fall 2010 with continued enrollment in spring 2011. In addition, five participants had an older sibling with a bachelor's degree; three participants had an older sibling with an associate degree; eight participants had an older sibling enrolled at a university; and one participant had an older sibling who had completed some coursework at ASU but left before obtaining a degree. The most important conclusions from this study were: (1) Parents and older siblings have the greatest influence on the predisposition stage; (2) during the search stage, students sought information and assistance from teachers, followed by older siblings and counselors; (3) the institutions that students considered for application and attendance were heavily influenced by older siblings; (4) an institution's distance from home had a great influence on where students applied and enrolled; (5) institutional type had a great influence on where students applied; and (6) cost and financial aid had a great impact on students' choice of college.Item The same and different: A grounded theory of the experiences of college students who have a sibling with a developmental disability(2007-06-03) Weisman, Jennifer; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on people who have a sibling with a disability has focused minimally on the experiences of college students who have a sibling with a disability and generally focused on specific aspects and outcomes instead of a more holistic view. Much of the prior research was also conducted during a time when the climate around disabilities was different. This study took a contemporary and broad view of how college students with a sibling with a developmental disability experience college. This study used a qualitative methodology, constructivist grounded theory, to explore the experiences of college students with a sibling with a developmental disability. There were nine initial participants in the study and seven participants who completed the study. All had at least one sibling with a developmental disability and were either currently enrolled in an undergraduate institution or had graduated within two years. The seven participants who completed the study were each interviewed three times and many also shared academic papers or admissions essays that related to their sibling or disability issues. Data from the multiple in-depth interviews and documents were analyzed and the emergent theory was grounded in the data and described the experiences of college students who have a sibling with a disability. This theory contained a core category and five key categories. The core category, which incorporates the essence of participants' experiences, is My Experience in College is the Same and Different. There are five key categories related to the core category: Lessons Learned from Siblings, Having a Sibling Shapes My Personal Traits, Having a Sibling Plays a Role in My College Choices, Having a Sibling Contributes to My Academic Experiences, and Being a Sibling in My Social Interactions. This research contributes to the literature by providing a holistic and contemporary look at a sub-population of college students that has been understudied. It also offers important recommendations for future sibling research as well as ways for colleges to support siblings. As a qualitative study, it offers an in-depth look at college student siblings and demonstrates the complexity of their experience.