College of Education
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Item HETEROSEXIST HARASSMENT AND SOCIAL COGNITIVE VARIABLES AS PREDICTORS OF SEXUAL MINORITY COLLEGE STUDENTS’ ACADEMIC SATISFACTION AND PERSISTENCE INTENTIONS(2017) Morris, Taylor Robin; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Sexual minorities face experiences of heterosexist harassment in the college environment, which may contribute to decreased academic well-being. Thus, the present study investigated whether social cognitive variables and heterosexist harassment predict sexual minority college students’ academic satisfaction and intentions to persist. The sample consisted of 731 undergraduate students who completed an online survey. Social cognitive variables were hypothesized to predict academic satisfaction, as specified by the social cognitive model of academic satisfaction, with heterosexist harassment operating as a barrier. Results suggested that the social cognitive model provided good fit to the data. Heterosexist harassment was found to be associated indirectly with academic satisfaction via perceptions of lower environmental support and it was found to negatively predict intentions to persist. Implications of the results are that heterosexism may play a role in sexual minority students’ academic development and that social cognitive career theory may offer a useful framework for interventions.Item Undergraduate College Students' Perceived Sense of Civic Responsibility and Social Change Behaviors in the Context of Service, Advocacy, and Identity-Based Student Organizations(2010) Chowdhry, Chetan; Quaye, Stephen J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study utilized data from the Multi-Institutional Study of Leadership (MSL) to explore the differences between college students involved with service, advocacy, and identity-based student organizations, as well as those not involved in any of these organizations, in their perceived sense of civic responsibility, as well as their frequency of engagement in social change behaviors. In addition, it explored the relationship between students' perceived sense of civic responsibility and their frequency of engagement in social change behaviors. The researcher utilized two one-way ANOVAs to see if there were significant differences in perceived sense of civic responsibility and frequency of engagement in social change behaviors among students who were involved exclusively in service, advocacy, or identity-based organizations, as well as students who were involved in a combination of these organizations, and students who did not participate in any of these organizations. The researcher found significant differences between students in the different organizations, with students in a combination of organizations and students involved exclusively in advocacy organizations having the highest mean scores on perceived sense of civic responsibility and frequency of engagement in social change behaviors. Students in identity-based organizations and those not involved in any of the organizations had the lowest mean scores on these two variables. In addition, the researcher found a positive, medium strength correlation between students' perceived sense of civic responsibility and frequency of engagement in social change behaviors among all of the involvement categories. Overall, this study provides important initial findings regarding the civic engagement characteristics of students involved in particular student organizations.