Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

The purpose of this mixed-method study was to determine if teacher professional development focusing on ethic of care influenced students' perceptions of teacher care. The study also examined if at-risk students perceived teacher care differently than non-at-risk students and if students' perceptions of teacher care growth differed by risk status. The current study is of vital importance as it illuminates the chasm that exists between students' perceptions of caring student-teacher relationships and teacher professional development intended to bridge the relational gap. Four English teachers from a high school NW Ohio participated in teacher professional development. Quantitative data were gathered from 286 students who completed the Student- Teacher Relationship Student Survey (Wilkins, 2014) prior to and following the teacher professional development. Semi-structured interviews were conducted with eleven students following the intervention. Changes in students' perceptions of teacher care were analyzed with quantitative and qualitative data. A paired-samples t-test revealed an overall decline in students' perceptions of teacher care, indicating teacher professional development did not improve perceptions of teacher care. Student interviews revealed significant changes occurred within student-teacher relationships during the study period. A t-test of independent samples was used to compare at risk and non-at-risk students' perceptions of teacher care prior to and following teacher professional development. Group differences in pre and post-subscales revealed that students' perceptions of teacher care differed according to risk status. Non-at-risk students reported higher pre and post scores on all subscales when compared to at-risk students. An Analysis of Covariance (ANCOVA), which controlled for pretreatment differences, did not reveal significant differences in gain scores between at-risk and non-at-risk students. However, results indicated (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2013, Marriage and Family Counseling/Therapy

This phenomenological study explored the lived experiences of couples in long-distance relationships (LDRs) from the perspective of Transgenerational (TG) Theory, a foundational theory in the Marriage and Family Therapy field. Semi-structured individual and conjoint interviews were conducted via web-based communication technology with six LDR couples who were separated due to the demands of work, school, or family care giving. Genograms were constructed in the first interview and used to discuss intergenerational relational patterns in the families of origin of the LDR partners. Eligible couples were those who had been together in the same geographic location for at least one year prior to beginning the LDR, and who had been in the LDR for at least a year. Aspects of TG Theory salient to these LDR couples were identified through analysis of the transcripts using phenomenological methods. Multigenerational patterns were found in the families of origin of participants in work-related travel and/or relocation, being independent, sharing a commitment to caring for the family of origin, and having a strong work ethic. Distance appeared to make some relational processes more overt. The majority of these LDR couples were involved in providing physical and/or financial support to members of their extended families. Families of origin were important sources of support for these LDR partners and couples. The LDR lifestyle allowed the couples and families to give and take relational support in a mutual cycle involving both families and the intimate partners. LDRs offered a way for them to fulfill multiple commitments to each other and their families while living and working in separate locations. Two core themes incorporating individual and relational processes also emerged from the analysis of interview transcripts. First, commitment and trust in the partnered relationship allowed participants to embark on an LDR. The recursive interaction of trust and commitment streng (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2008, Business Administration

Buyer-supplier collaboration is an important element of successful supply chain management. Previous research on facilitators or determinants of interorganizational collaboration has typically focused on firm-level variables. However, a distinct difficulty with supply chain collaboration is that many of the enablers and barriers are related to people, and reside at the interpersonal level.The goal of this study is to provide a deeper understanding of the extent to which key contact employees are able to facilitate collaborative practices between buyers and suppliers. A dual level of analysis is employed, comparing the effects of interpersonal relationship quality between key contact employees and interorganizational relationship quality. Relationship quality is measured as a second-order construct consisting of trust, relationship commitment, and relationship satisfaction. Four collaborative practices are considered: information sharing, joint problem solving, joint performance measurement, and flexibility. Data were collected from purchasing managers at 169 firms using a cross-sectional survey. Firms were sampled across a wide range of industrial sectors and consisted primarily of manufacturers. The results show that even after taking interorganizational relationship quality into account, the level of interpersonal relationship quality with key contact employees at the supplier has a significant impact on the level of collaboration at the buying firm. Higher interpersonal relationship quality has a direct, positive influence on information sharing and an indirect, positive influence on joint problem solving, joint performance measurement, and flexibility. Overall, the empirical results confirm that interorganizational and interpersonal relationship quality can be differentiated, and that both types of ties play an important role in shaping collaborative practices between firms.

Doctor of Philosophy, The Ohio State University, 2008, ED Policy and Leadership

Research on student-teacher relationships over the last several decades has focused on the impact that such relationships have for the student. From such research we know that the relationship between a teacher and the student does promote cognitive and social development as well as academic achievement. Research has also demonstrated that classroom teachers prefer certain personality and character traits. It is plausible that these preferences contribute to differential treatment of students. Acknowledging that differential behaviors do occur, this study intends to explore the question of why they occur and to investigate what influence, if any, productive reflection might have on those behaviors. The purpose of this research was to examine changes in relationships between a teacher and the individual students in her class over the course of one school year. Both teacher and researcher systematically examined concepts of closeness between teacher and student through productive reflection techniques, including the creation of diagrams to physically represent the tacit closeness the teacher perceived. In addition, observations of classroom interactions, personal reflections written by the teacher, and interviews consisting of guided reflection were compared and contrasted to discover differences between the perceptions held by the teacher and what is displayed in the classroom. The findings suggest that the teacher was influenced by the interactions with her students and that those interactions in turn may indicate significant implications for how, why and with whom she created and maintained relationships, as well as the type of relationships established. Results from this study expand on recent findings regarding the factors that influence a teacher's choice for interaction with specific students by illuminating those social concepts and processes that persuade teachers as they make relationship choices. This study concludes that classroom relationships are much mo (open full item for complete abstract)

BA, Kent State University, 2011, College of Arts and Sciences / Department of Psychological Sciences

Research on mate selection has often shown that individuals choose romantic partners based on similarity in characteristics, behaviors and traits. The current research in the field of romantic attraction has primarily focused on married, adult populations to determine how individuals select a romantic partner. In this study, a young adult sample in dating relationships was examined to determine whether assortative mating exists for this population, as it seems to in married couples. The sample included 82 Kent State University students and their romantic partners recruited through the Psychology Subject Pool (N=164). Female participants' average age was 19.87 years (SD= 1.39) and male participants' average age was 20.59 years (SD= 1.64). The average length of time participants were in their current romantic relationship was 1.59 years (SD= 1.60). The Mini IPIP was used to determine personality similarity and the Adult Self Report measure was used to determine similarity in problem behavior and substance use. Partners were not similar in personality, but were similar in problem behavior and substance use. Partner dissimilarity in substance use was related to length of relationship. Interestingly, partner dissimilarity in agreeableness was associated with a longer relationship. Partner dissimilarity had no effect on relationship dissolution.

Doctor of Philosophy, University of Akron, 2013, Counseling Psychology

The current study explored the theoretical underpinnings of the Relationship Attachment Model, an alternative model to understanding closeness in relationships, using deductive qualitative analysis (DQA; Gilgun, 2010). Qualitative data from married couples was used to explore whether the five bonding dynamics (i.e. know, trust, rely, commit, and sex), proposed by the RAM, existed in their marital relationships. Additionally, this study examined whether the RAM could explain fluctuations in closeness and distance in the couple’s marriage and how married couples described and talked about love in their relationship. The findings of this research indicated that the five bonding dynamics put forth by the RAM did exist in marital relationships of these couples and that the complicated dynamics that occur in marital relationships could be captured on the RAM. This research supported findings from past research on close relationships and added to the literature by proposing another model to understanding and conceptualizing close relationship dynamics. The findings of this study are discussed in terms of implications for therapists who work with couples and relationship researchers.

Ph.D., Antioch University, 2024, Antioch New England: Marriage and Family Therapy

Parentification, or parent-child role reversal, occurs when children and adolescents take on parental responsibilities within the family (Boszormenyi-Nagy & Spark, 1973). This can include caring for younger siblings, attending to their parents' emotional needs, and assisting with tasks such as translation. Parentification disrupts family dynamics as parents transfer significant responsibilities to the child (Martino & Coburn, 2022). Extensive research consistently demonstrates the negative impact of parentification on children, leading to depression, suicidal feelings, shame, guilt, worry, and social isolation (Jurkovic, 1997). It can also contribute to the development of conduct disorders. Unfortunately, these difficulties often go unnoticed. However, when it comes to language brokering, which can be viewed as a similar experience to parentification as indicated by research, it can yield some positive results, such as developing new skills, improving self-esteem, and contributing to family survival (Kam et al., 2017; Martino & Coburn, 2022). Limited research exists on factors that alleviate the impact of parentification in Latine and Hispanic households, and despite its potential harm, parentification is often rationalized by families for various reasons. Familismo, a cultural value emphasizing loyalty and community within the family (Ayon et al., 2010) may play a significant role in the experiences of Latine parentified individuals. Familismo promotes unity, support, and loyalty within the family, resulting in enhanced self-esteem, a strong sense of belonging, and deep respect for the cultural community and family members (Fuligni et al., 1999; Ayon et al., 2010, Montero & Ceballo, 2021; Walker et al., 2022). This quantitative study demonstrates that familismo acts as a moderator in the relationship between parentification and depression. Specifically, this study reveals that higher levels of familismo weaken the link between parentification and depression. This d (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Master of Arts, The Ohio State University, 2023, Communication

Parasocial romantic relationships (PSRRs) are conceptualized as PSRs that involve physical attraction, a sense of emotional closeness, and feelings of being in love or having a crush on a persona. These relationships have been shown to be particularly impactful among adolescents. However, few studies to date have examined the breadth of relational needs fulfilled by these one-sided romantic relationships. Using attachment theory and a need fulfillment perspective, this study aims to address the current gap. This study identified several types of relational needs individuals have during adolescence. Additionally, PSRs were reportedly used to fulfill some of these needs during adolescence. Attachment style was also shown to impact both the relational needs one has during adolescence as well as which of these needs are fulfilled by PSRs.

Master of Science, The Ohio State University, 2021, Psychology

The transition to parenthood is a challenging period for sustaining and building strong interparental relationships (i.e., marital relationships and coparenting relationships), which are critical to family functioning and children's positive development. However, interparental relationships appear to have a greater impact on fathering than mothering, as suggested by the father vulnerability hypothesis. In the current study, I explored stability and change in multiple aspects of the interparental relationship using data from 182 dual-earner different-gender couples followed across their transition to parenthood and latent growth curve modeling. I also examined how different aspects of the interparental relationship shaped new parents' parenting quantity as well as parenting quality and tested whether fathers were more vulnerable in a cross-lagged panel design. Couples reported on aspects of their marital relationships and coparenting relationships across the transition to parenthood. At three months and nine months postpartum, parents' positive engagement with children was obtained from self-reports, and parenting quality was evaluated through observations. Overall, the results showed that mothers' and fathers' interparental relationships remained stable across the transition to parenthood. Both mothers and fathers showed small decreases in marital confidence, but only fathers showed increases in marital constraint and decreases in coparenting endorsement. Better marital functioning was associated with higher levels of parenting quality. Lower coparenting conflict and higher coparenting endorsement were associated with higher parenting quality. Coparenting support predicted higher levels of parents' positive engagement with children. The effect of marital relationships and coparenting relationships on parenting did not differ for mothers and fathers, which did not support the father vulnerability hypothesis. Findings are discussed in terms of strength, limitations, a (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2021, Sociology

Young adulthood is a stage in the life course characterized by exploration, instability, and change. While the traditional markers of adulthood have become increasingly more difficult for young adults to attain, there are several important developmental tasks for them to achieve. Among these developmental tasks include the formation of romantic relationships. Research on romantic relationships in young adulthood has grown over the past few decades, but few researchers have explored the correlates of young adults' relationship quality, union dissolution, and repartnering. Further missing from this body of work is a focus on subjective correlates, which are indicators that broadly capture an individual's feelings about and perceptions of their life experiences. Such indicators are important to consider among young adults, whose subjective interpretations of various aspects of their lives may not always correspond with their objective realities. Addressing these gaps within the literature, this dissertation uses data from the Toledo Adolescent Relationships Study (TARS) to assess the objective and subjective correlates of relationship quality, union dissolution, and repartnering in young adulthood. In the first two analytic chapters, I examine the correlates of relationship quality and union dissolution, focusing my attention on the role of socioeconomic characteristics in these relationship outcomes. In the final analytic chapter, I examine the prevalence, patterns, and predictors of repartnering in young adulthood. The overall findings of this dissertation suggest that while young adults' romantic relationships tend to be characterized by more positive qualities, many experience the dissolution of their relationships and subsequently repartner following their breakups. These findings also highlight the importance of considering subjective correlates in assessments of young adults' relationships. More often than not, the subjective correlates, including financial pros (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2020, Counselor Education and Supervision

Non-monosexuals, those who form relationships with partners of multiple genders, are underrepresented in research and experience stigma from those who identify as heterosexual, gay, and lesbian. Research has shown that bisexual women have more positive outcomes in relationships with women compared to relationships with men; however, these findings come from group comparisons rather than through quantitative analysis comparing relationships within a non-monosexual's dating history. Furthermore, non-monosexual men and gender minorities are less researched. Attachment theory posits that individuals develop internal working models of self and other in infancy, through interactions with caregivers, and these internal working models shape the romantic relationships they form in adulthood. Research supports the relationship between attachment and relationship functioning. The current study sought to explore whether non-monosexuals perceive statistically significant different attachment systems and relationship functioning between relationships with male and female identified partners. The study utilized secondary data from a larger study on attachment and relationships with sexual and gender minorities to answer the research questions with a repeated measures multivariate analysis of variance. The results found no statistically significant differences in perceived attachment systems or relationship satisfaction between relationships with male and female identified partners; however, there were statistically significant differences found for sexual satisfaction and dyadic sexual desire. The current study supports previous research finding more positive outcomes for non-monosexuals in relationships with female identified partners; however, future research is needed to determine possible mediating factors to explain the findings. Furthermore, half of the sample identified as a gender minority and possible explanations for the results are speculative at best, with the curre (open full item for complete abstract)

Doctor of Education (Ed.D.), University of Findlay, 2020, Education

Trust is a cornerstone to effective school leadership (Balkar, 2015; Cimer, 2017; Kucuksuleymanoglu & Terzioglu, 2017; Tschannen-Moran & Gareis, 2015; Yasir et al., 2016). Previous literature on trust between teachers and administrators focused on teachers trust in administrators. This study examined the effect of teachers' perceptions of being trusted by their administrator(s) and the leadership behaviors of the administrator(s) which led to these feelings on the overall trust between teachers and administrators. This was found through a qualitative study consisting of semi-structured interviews of ten teachers who had experience with multiple administrators. This research found teachers who felt trusted had higher overall levels of trust with their administrators than those who did not and what administrator behaviors led to these feelings. Administrators need to choose words and actions showing trust in teachers to build a stronger trust relationship.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2020, Psychology/Clinical

Research has examined sibling relationships among families dealing with challenging life circumstances such as parental divorce or other high-conflict situations. These studies have primarily focused on the congruency and compensatory hypotheses of relationships to understand how sibling relate to each other in difficult family circumstances. The congruency hypothesis suggests that sibling relationships are reflective of parental or parent-child relationships. In contrast, the compensatory hypothesis contends that sibling relationships can act as buffering in families dealing with high conflict. Few studies have examined these conceptual frameworks as they relate to how adult siblings cope with a parent with mental illness. The present qualitative study examined first-person accounts of young adult siblings with mothers with mental illness (anxiety, depression, or bipolar disorder). A multiple perspectives research design was used to examine the accounts of 10 adult siblings from five families to understand their views of sibling relationships and family ties. Participants completed individual semi-structured interviews in which they discussed their relationships with their mother, father, and siblings, caregiving experiences, their personal mental health, and positive experiences related to having a mother with mental illness. Qualitative content analysis found support for both the congruency and compensatory hypotheses of sibling relationships among families living with parental mental illness. Findings also highlighted the potential for positive experiences and growth, as well as the significance of social support, for young adults who have a mother with mental illness. Implications of study findings for research and clinical practice are discussed.

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes. The purpose of this study was to investigate the correlations that exist amongst teacher emotional-social competencies using the EQi 2.0 and student perceptions of teacher behavior along two dimensions of the Model for Interpersonal Teacher Behavior (MITB). These dimensions (Influence and Proximity) map student perceptions of their relationships with teachers. This study sought to identify a set of teacher EQi scales that best predict student perceptions of teacher Influence and Proximity. The results of the study indicated that all five EQi composite (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management) and nine subscales (Self-Regard, Emotional Self-Expression, Assertiveness, Interpersonal Relationships, Social Responsibility, Problem Solving, Flexibility, Stress Tolerance, and Optimism) revealed statistically significant positive relationships with teacher Influence. The EQi composite scale of Interpersonal significantly predicts teacher Influence as did the subscale of Social Responsibility.

Master of Arts, The Ohio State University, 2018, Sociology

Abstract This thesis analyzes the power dynamics experienced by women in transnational relationships on the Mexico-U.S. borderlands. For women with labor-migrant husbands, remaining in the sending country brings about notable challenges to the traditionally patriarchal norms of rural Mexico towns. To address questions regarding this population and related status dynamics and vulnerabilities, I first build on prior family, gender and immigration literature and particularly Cromwell and Olson's (1975) original three-dimensional model of relationship power. Secondly, using primary data from qualitative, in-depth interviews with Northern Mexico women, I find that these women whose husbands migrate simultaneously experience empowering and disempowering consequences—consequences that cannot be fully understood without a more complex and dynamic model of relationship power. Indeed, many of these women experience empowerment through new responsibilities and decision-making power, yet also significant disempowerment when it comes to stress and either continued or increased gender-based constraints. Using the three-component model of relationship power, and a hypothetical infidelity scenario, allows for better understanding of women's status locations and autonomy. My discussion and findings contribute to a small yet important literature on transnational relationships and, more generally, the study of families, inequality and immigration.

Doctor of Philosophy, Case Western Reserve University, 2018, Organizational Behavior

In this dissertation, I build theory to support the introduction of a new construct – workplace relational self-efficacy – defined as a person's belief in their ability to initiate, develop, and maintain desired workplace relationships. Across a series of four field studies, I develop and validate an 8-item scale to measure workplace relational self-efficacy. In Study 1 I use interview data to guide the development of a comprehensive item pool. In Study 2 I assess the items in the item pool for content adequacy relative to generalized self-efficacy and social self-efficacy. Study 3 further reduces the item pool using exploratory factor analysis. Additionally, I examine the psychometric structure of the proposed scale, including the assessment of convergent and discriminant validity, with hypothesized related constructs. Finally, in Study 4, I assess the concurrent and predictive validity of workplace relational self-efficacy using self- and supervisor-report data collected across three time points. As hypothesized, extraversion, proactive personality, optimism, and three facets of political skill significantly predicted workplace relational self-efficacy. Further, workplace relational self-efficacy significantly predicted workplace loneliness and workplace relationship satisfaction when controlling for the influence of a number of other variables such as political skill. Implications for research, practice, and future research are discussed.

Doctor of Philosophy, The Ohio State University, 2017, Communication

Recent shifts in the perceptions of and expectations for dating, cohabitation, and marriage call for an evaluation of the characteristics associated with how these relationships function. The current research offers insight regarding the common cognitive structures that members of a social group use in defining these romantic relationship stages. Through the delineation and testing of a cultural model, this research expands the literature regarding knowledge structures of romantic relationships and explores the influence of interpersonal and mediated representations. Study 1 identifies the characteristics that individuals associate with typical dating relationships, cohabiting relationships, and marriages from the perspective of interpersonal and mediated representations. Characteristics were collected via a cognitive thought-listing task and then examined by a similar population in a member checking rating task. A qualitative analysis of the characteristics put forth by participants (n = 125) in the cognitive thought-listing task revealed common categories of characteristics for each stage. Additionally, a quantitative analysis revealed that participants listed more characteristics for each stage within the interpersonal condition when compared to the mediated condition; cohabitation was found to have the fewest characteristics listed by participants in both conditions. Once the categories of characteristics were established, participants (n = 24) in the member checking portion of this study rated each characteristic in terms of the typicality to the relationship stage. The results of a hierarchical cluster analysis revealed a two-cluster structure for each stage that identified characteristics rated as highly typical. The characteristics in the cluster with higher typicality ratings were retained to test for cultural model formation, consensus, and consonance. Study 2 identifies and evaluates the structure of interpersonal and mediated cultural models of da (open full item for complete abstract)

Master of Science, The Ohio State University, 2017, Human Ecology: Human Development and Family Science

To understand the roles of parent-child relationships in child adjustment, I examined the trajectories of father-child and mother-child relationship closeness and conflicts, as well as their associations with child depressive symptoms and optimism for boys and girls in middle childhood. Resident mothers and fathers from 685 families reported relationship closeness and conflicts with children across middle childhood at Grades 1, 3, 4, 5, and 6. In each family, one study child reported on his/her depressive symptoms and optimism at Grade 6. Parent-child relationship conflicts increased, whereas closeness decreased across middle childhood, regardless of parental or child gender. Mother-child relationships were characterized as closer but more conflictual than father-child relationships for both boys and girls. After controlling for socioeconomic status (SES), maternal and paternal depressive symptoms, and mother-rated externalizing behaviors and internalizing behaviors at Grade 1, the trajectories of father-child, but not mother-child, conflicts predicted child depressive symptoms at Grade 6, after accounting for the conflicts between child and the other parent. The trajectories of father-daughter closeness predicted girls' but not boys' depressive symptoms after controlling for mother-daughter closeness. The trajectories of both father-child and mother-child closeness predicted boys' and girls' optimism. The findings highlight the important roles of both father-child and mother-child relationships in child adjustment.

Master of Arts (MA), Bowling Green State University, 2015, Sociology

The present study examined whether demographic asymmetries among young adult men and women were associated with intimate partner violence. Scholars have examined the association between relationship dynamics, particularly asymmetries, and intimate partner violence; yet this work largely neglected the reciprocity of relationship violence and focused primarily on samples of married and cohabiting adults. Further, little is known about the influence of asymmetries on partner violence during young adulthood, a period of the life course during which individuals are at a greater risk for intimate partner violence. Finally, little is known about the mechanisms through which these associations operate. Using data from the fifth interview of the Toledo Adolescent Relationships Study (TARS) (n=819), the present study examined the influence of demographic asymmetries in education, employment, income, race, and age on young adults' self-reported frequency of intimate partner violence. Additionally, this research examined whether lower power, control attempts, and verbal conflict mediated the associations between demographic asymmetries and partner violence. Using ordinary least squares (OLS) regression, net of control variables, I found that demographic asymmetries in employment and race were associated with intimate partner violence. Moreover, control attempts and verbal conflict mediated the associations between demographic asymmetries in employment and race and partner violence whereas lower power did not.