College of Education
Permanent URI for this communityhttp://hdl.handle.net/1903/1647
The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Body Image and Social Anxiety: Integration, Comparison, and Extension of Bioecological Models(2012) Klingaman, Elizabeth Ann; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Women entering their first year of college are at risk of developing both pathological body image and social anxiety. The bioecological framework of human development (Bronfenbrenner, 1977) was used to guide the selection and synthesis of three relevant models linking the following outcomes to various predictors relevant to first-year-to-college women: social physique anxiety as a subcomponent of body image concerns, and fear of negative evaluation as a subcomponent of social anxiety. While several differences were found between Asian, Black, and White racial groups, the new bioecological model fit well across all racial groups, explaining between 52% and 57% of the variance in social physique anxiety, and from 40% and 47% of the variance in fear of negative evaluation. For all racial groups, social physique anxiety mediated the relation between self-esteem and fear of negative evaluation. Self-esteem was not supported as a moderator of the relation between body mass index and social physique anxiety. Results suggest the importance of assessing social physique anxiety among college women, as well as studying the bioecological model longitudinally. Further results and implications are discussed for theory, research, and practice.Item Internalized Racism and Ethnic Identity in Chicana/o and Latina/o College Students(2007-08-01) Hipolito-Delgado, Carlos Porfirio; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. acculturation, English language competence, Spanish language competence, internalized racism, and perceived racism. A sample of 500 undergraduate students was obtained. Using multiple linear regression this study found: that internalized racism was negatively related to ethnic identity; that Spanish language competence, perceived racism, and English language competence were all positively related to ethnic identity; that U.S. cultural identity and perceived racism were both positively related to internalized racism; and that perceived racism in the media was negatively related to internalized racism. Using Multivariate Analysis of Variance a statistically significant difference in ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency was found between those who identify as Chicana/o, Latina/o, Hispanic, hyphenated American, and those who identify by nationality. The findings of this study point to the negative effects of perceived racism and internalized racism. Moreover, these results indicate the importance of culturally affirmative therapy and educational practices when working with Chicanas/os and Latinas/os. This study also highlights the heterogeneity of the Chicana/o and Latina/o community. Additional research is needed to further understand the heterogeneity of the Chicana/o and Latina/o community.