Doctor of Philosophy, University of Akron, 2016, Counseling Psychology

First-generation college students (FGCS) do not have primary caregivers with a bachelor's degree. This identity contributes above and beyond other background factors in predicting outcomes (Gibbons & Borders, 2010). This study aimed to identify specific supports and barriers that affect the career decision process for this population and add to the dearth of research in this area. Social Cognitive Career Theory (Lent et al., 1994), which accounts for contextual factors, was used as a lens in the current study. Population-relevant supports and barriers such as social status, experiences with classism, parental support, and role model influence were identified as especially relevant for the career development process of first-generation college students (Gibbons & Borders, 2010; Lent et al., 2002; Olson, 2014). Coping efficacy was hypothesized as a mediator between the supports and barriers and vocational outcomes (i.e., career decision self-efficacy and career indecision). Data from a national sample of 251 ethnically and socioeconomically diverse FGCS yielded significant correlational findings. Social status was positively correlated with perceived parental support, supportive role model influence, and career decision self-efficacy and negatively correlated with experiences with classism and career indecision. Experiences with classism were negatively related with career decision self-efficacy and positively correlated with career indecision. Perceived parental support and supportive role model influence were both positively correlated with career decision self-efficacy, however, they lacked significant relationships with career indecision. A path analysis revealed that the hypothesized model was not supported by the data. Exploratory analyses guided by theory, however, yielded a model that was a good fit for the data. Significant indirect effects were found within the best fitting model, with social status and coping efficacy serving as full mediators in (open full item for complete abstract)

Committee: Linda Subich PhD (Advisor); David Tokar PhD (Committee Member); Suzette Speight PhD (Committee Member); Ingrid Weigold PhD (Committee Member); Paul Hartung PhD (Committee Member) Subjects: Counseling Psychology

Ph.D., Antioch University, 2024, Leadership and Change

Exploring how school leaders address underrepresented student voices, meaning those of marginalized experiences along the continuum of social identity including though not limited to race, class, gender, immigration, and LGBTQ issues in schools is more essential than ever following the novel coronavirus of 2019 (COVID-19). Principals' social identities (i.e., race, class, and gender), and their connected social locations and personal histories reveal how their leadership styles can contribute to the support of marginalized communities. Hence, this qualitative research study employed a case study methodology to investigate whether and how the social identities and lived experiences of principals in the Brooklyn and Bronx school districts of New York City inform their school leadership practices and help them navigate the policies in place to address social constructions of difference and other critical issues in highly diverse schools. Guided by the critical case sampling method, a total of five principals native to four different countries were selected for their diversity and years of experience in NYC school leadership were interviewed using a semi-structured protocol. Both the research questions and study protocol drew on multiple leadership theories and applied a social justice leadership lens to reveal if and how urban public-school leaders support their school communities by advocating for equity, inclusion, and diversity. Six themes intersected by immigrant narratives emerged from the data, creating a shared social identity and connected purpose among the participating principals. Each principal expressed their social identities metaphorically through their respective immigrant experiences in a sense-making process that explained their leadership styles and understanding of complex issues that occurred in their schools, pre- and post-pandemic. The leadership narratives explored may serve as resources and catalysts for school transformation (open full item for complete abstract)

Committee: Daniel Diaz-Reyes PhD, JD (Committee Chair); Beryl Watnick PhD (Committee Co-Chair); Jennifer Raymond PhD (Committee Member) Subjects: Education; Educational Leadership

Doctor of Education, Miami University, 2023, Educational Leadership

This qualitative study, limited to only three female participants and bounded by proximity, sought to provide a better understanding of how the social class background of teachers may impact pedagogy. Utilizing Crenshaw's intersectionality of identity lens and Bourdieu's Cultural Reproduction Theory, this research focused on a social constructivist interpretive framework to explore through the use of three in depth semistructured interviews how the class background of teachers may impact pedagogy. Data gathered from the semi-structured interviews was collected and inductively content analyzed to answer the research question: How does the class background of teachers from the middle class and working-class/poor impact their pedagogy? This problem of practice has relevance because many students of poor/working-class backgrounds continue to achieve at much lower levels than their more upper-class peers. Research in academia exists regarding social class as an economic construct and social class as culture; however, there remains a general lack of research involving teachers in K-12 schools exploring pedagogical beliefs and practices related to social class. Several pertinent ideas were revealed through semi-structured interviews with teacher participants. Teachers do have emergent notions of class beyond socioeconomic status but lack the knowledge to identify them as so. Judgements of people from lower social class backgrounds is present for all participants. All participants identify their first recognizable class-based experienced to be in an educational setting. Lastly, the selfidentified class background of teacher participants did impact their pedagogical beliefs and practices. Professional development designed to encourage teachers to think reflexively about their class-based assumptions and how they may unknowingly reinforce a negative view of the poor/working class that transmits the hidden curriculum of schools could have the power to effe (open full item for complete abstract)

Committee: Joel Malin (Committee Co-Chair); Lucian Szlizewski (Committee Co-Chair); Sherrill Sellers (Committee Member) Subjects: Education

PHD, Kent State University, 2021, College of Arts and Sciences / Department of Sociology and Criminology

This dissertation explores structural variation in the relationship between empathic concern and well-being by drawing from social psychological theories. The stress process model provides theoretical context as to why empathic concern may have costs on well-being. Nonetheless, social exchange principles help to expand the stress process paradigm by providing an explanation for how the benefits of empathic concern may weigh with the costs through pro-social behavior as a form of generalized social exchange that may be linked with rewarding emotions. I find that empathic concern was associated with greater perceived health and some aspects of emotional well-being, especially through pro-social behavior as a coping strategy. Regarding social status, I found that women reported greater empathic concern, and the middle/upper class reported greater pro-social behavior. The results of this dissertation provide some support for the stress process paradigm in the sense that there was evidence that coping may be more effective for men and the middle/upper class for certain aspects of emotional well-being.

Committee: Kristen Marcussen Dr. (Committee Chair) Subjects: Sociology

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

This study investigated the influence of socio-demographics on emerging adults': (a) conceptions toward transitioning to adulthood; (b) sense of ethnic identity; (c) social emotional competence; and (d) coping strategies. A sample of N = 494 emerging adult college students (ages 18-30) completed a battery of measures to assess their approaches and attitudes toward adulthood and life functioning. This information was used to compare differences in emerging adult experiences across ethnic groups. It was hypothesized that there would be response differences between ethnic minority (African American, Asian American, and Latinx) and White emerging adults due to differences in cultural framework and socio-demographics. Frequencies and analysis of covariance were run to explore differences based on ethnic group, gender, and ethnic group x gender, controlling for socioeconomic status (SES). A bivariate correlational analysis was also conducted to establish a relationship between social emotional competence, coping strategies, and ethnic identity. Results showed that these variables were positively correlated with each other. There were also significant response differences found between ethnic groups regarding their: views on adulthood, ethnic identity, intra- and interpersonal skills, and dispositional coping tendencies when dealing with stress. Specifically, ethnic minorities reported an overall higher sense of ethnic identity and were more social-emotionally competent than Whites. They were also less likely to feel they had reached adulthood and reported higher tendency to engage in problem-focused coping than Whites. This study provides a nuanced approach to understanding how culture impacts emerging adults' experiences transitioning to adulthood. In turn, it builds a foundation for future research to investigate how social emotional competence and coping approaches may manifest differently for specific subgroups of emerging adults. Such research is especially (open full item for complete abstract)

Committee: Stephen Petrill (Advisor); Sarah Schoppe-Sullivan (Committee Member); Kelly Purtell (Committee Member) Subjects: African American Studies; African Americans; Asian American Studies; Black Studies; Counseling Psychology; Demographics; Developmental Psychology; Ethnic Studies; Gender Studies; Hispanic American Studies; Hispanic Americans; Latin American Studies; Psychology; Social Psychology; Social Work

Master of Arts, Miami University, 2017, History

Through textual analysis and mapping of 1790s published travel accounts, this project examines how lower class individuals utilized the growing British Empire to expand their societal status and travel opportunities. Modeled on early novels of the mid-eighteenth century such as Robinson Crusoe and Pamela, these supposedly “true” travel accounts showed their protagonists using personal connections, patronage, and employment to overcome adversity and rise socially. Individuals demonstrated mobility through their public image, dress, and speech. Passing for middle class was difficult, although often achievable through education, conduct, and finances. A publicly available interactive map in ArcGIS Online was created. It shows the routes of travel, characteristics of the travelers' social status, and quotations from the primary sources, allowing them to be compared. The interactive map was built from the travel accounts descriptions of their travels, social status, financial status, and employment through manual data entry. The map is designed to be accessible and appealing to a broad public, enlarging the audience beyond specialists in digital humanities.

Committee: Renee Baernstein Dr. (Advisor); Lindsay Schakenbach Regele Dr, (Committee Member); Robbyn Abbitt Mrs. (Committee Member) Subjects: British and Irish Literature; European History; Geographic Information Science; Geography; History; Literature

Doctor of Philosophy, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects: Sociology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, Sociology

Few studies have examined the influence of social status on adjudication practices involving assaults. Those that have suffer from a number of internal and external validity problems. As a result, we are left without an empirically testable framework to help explain if and how social stratification impacts legal decision making regarding assaults in the U.S. Black's theory of social geometry presents us with a paradigm that directly addresses the influence of stratification by way of a multi-dimensional approach. Specifically, it suggests that law reacts to the social position of the victim compared to that of the perpetrator awarding greater advantage to those that rank higher. This research suggests that its broad design lends itself for application in providing an empirically testable theory regarding legal behavior in respect to assault outcomes.

Committee: Alfred DeMaris Dr. (Advisor); Stephen Demuth Dr. (Committee Member); Raymond Swisher Dr. (Committee Member); Monica Longmore Dr. (Committee Member); Melissa Burek Dr. (Committee Member) Subjects: Criminology; Social Research; Sociology

Doctor of Philosophy, The Ohio State University, 2012, Art Education

The primary question that framed this study was “How can social consciousness and the development of social responsibility grow through the meaning-making processes of collaboration and artmaking?” This source of inquiry was investigated through the practices of arts-based service-learning and participatory action research and was grounded in social interdependence theory. As an artist, teacher and researcher, the author set out to better understand how the processes of collaboration and artmaking could aid in the growth of social consciousness and the development of social responsibility. Working in cooperative learning groups, students from The Ohio State University and Graham Expeditionary Middle School collaboratively created digital art in a joined community space. Through investigations of the big ideas of community and identity, participants worked cooperatively to create meaning in the processes of artmaking and reflection. The results of this study provide a discourse that uncovers many important issues relevant to social consciousness and social responsibility, the practices of service-learning and participatory action research and the theory of social interdependence. It also raises several questions that will inspire numerous new inquiries that continue this reflexive spiral of meaning-making.

Committee: Karen Hutzel PhD (Committee Co-Chair); Christine Ballengee-Morris PhD (Committee Co-Chair); Vesta Daniel PhD (Committee Member); Sydney Walker PhD (Committee Member) Subjects: Art Education

Master of Arts (MA), Ohio University, 2010, Sociology (Arts and Sciences)

Family SES has the potential to shape the opportunities, resources and life trajectory of college students. This study examines the effects of SES on college students‟ social capital through an online survey and innovative Facebook application measuring students‟ social networks. Participants were recruited through class visits and emails. Regression analyses measured the effects of SES on three measures of students‟ social capital, operationalized using online network data: general social capital (network size), bridging social capital (number of clusters), and bonding social capital (average degree). Students that had higher SES had larger networks with more ties per actor within the individual‟s network (average degree). Students from lower SES backgrounds had smaller networks with fewer ties per actor within ego‟s network. The effects of SES on social capital have never been studied in an online setting, and this study provides good evidence that more substantial research in the online environment can and should take place in the future.

Committee: Howard T. Welser PhD (Committee Chair); Robert Shelly PhD (Committee Member); Joseph De Angelis PhD (Committee Member); Scott Titsworth PhD (Committee Member) Subjects: Sociology

PHD, Kent State University, 2010, College of Arts and Sciences / Department of Sociology and Criminology

While disparities in educational attainment between racial groups are a persistent and well-documented feature of American society, questions remain as to how race structures differences in the educational career trajectories of students. For instance, recent sociological studies have found that controlling for family background minority students are more likely to attend college than white students are. Yet it is not known whether this pattern is specific to college enrollment or if this pattern is a feature of earlier educational experiences as well. Additionally, many sociological studies have focused on differences in aspirational orientations and school characteristics as important aspects in the etiology of racial disparities in educational outcomes. However, it is not know how the impact of these factors changes over the course of student careers, or how changes in the impact of these variables contribute to racial disparities in educational outcomes. To address these issues, I analyze how racial disparities in educational attainment are produced using an empirical model of educational careers. Findings indicate that racial differences in educational careers begin in early grades and take a different form at different points in student educational careers. For instance, while aspirational variables do not change the pattern of racial differences in early grades, these variables become increasing important as students progress in their educational careers. These and other findings indicate that current sociological understandings of racial inequalities in education need re-specified to better understand contemporary racial disparities in educational outcomes.

Committee: C. Andre Christie-Mizell PhD (Committee Chair); Richard Serpe PhD (Committee Member); Cheryl Elman PhD (Committee Member); Amoaba Gooden PhD (Committee Member); Clare Stacey PhD (Committee Member) Subjects: Educational Sociology

Doctor of Philosophy, University of Akron, 2012, Counseling Psychology

The current study sought to test the ability of just world beliefs to explain subjective well-being and long-term academic investment outcomes across social status in a college student sample. Belief in a just world has been posited as a psychological resource that allows individuals to perceive their world as controllable and predictable, which provides not only a basis for moderating emotion, even in the face of obstacles, but also creates a “social contract” of expectation that investments of effort in the short term will pay off in the long term, thus allowing for long-term goal orientation, investment, and planning. For members of ordinant groups, BJW has been found to be related to higher subjective well-being, lower distress, and increased engagement in long-term academic investments (Jost & Hunyady, 2005; Jost et al., 2003; Tomaka & Blascovich, 1994; Hafer, 2000). In contrast, more recent research with diverse groups has shown evidence that mental health and long-term goal orientation outcomes may not be identical to their majority peers. Just world beliefs among members of marginalized groups have been described as a “double-edged sword,” in which assuming responsibility for one's social position, as conceptualized as high just world beliefs, has the effect of maintaining motivation to pursue higher education, while at the same time negatively affecting mood, self-esteem, and general well-being. This pattern of negative association between BJW and subjective well-being indicators has been observed in women (Foster & Tsarfati, 2005; Major et al, 2007), ethnic minority students (O'Brien & Major, 2005), and overweight women (Quinn & Crocker, 1999). The current study extended the literature by examining both outcomes in a single model within the context of subjective social status, using a college student sample. Hypotheses were tested using hierarchical regression and structural equation modeling. Consistent with hypotheses, social status was significantly (open full item for complete abstract)

Committee: John Queener Dr. (Advisor); James Rogers Dr. (Committee Member); Kuldhir Bhati Dr. (Committee Member); David Tokar Dr. (Committee Member); Sandra Coyner Dr. (Committee Member) Subjects: Counseling Psychology

Master of Science (MS), Ohio University, 2013, Clinical Psychology (Arts and Sciences)

Self-discrepancy in one's gender role traits may elicit anxiety and lower self-confidence in various social contexts for women. Females (n = 52) with elevated social anxiety engaged in both an opinion speech and a semi-structured conversation, with either two separate male or two separate female experimental confederates. It was hypothesized that (a) submissive behavior (i.e., elevated vocal pitch) and (b) state anxiety would be greater, and that (c) self-perceived social performance would be poorer, for participants in the following scenarios: delivering an impromptu speech to a male, versus female, evaluator; and engaging in an impromptu conversation with another female, versus a male. Hypotheses were partially supported. Elevated vocal pitch declined more slowly to baseline vocal pitch for participants in the two scenarios hypothesized to elicit the greatest submissive behavior, versus the alternative two scenarios. Participants reported greater state anxiety and poorer self-perceived social performances when the confederate was a male. Lastly, relationships were tested among the main dependent variables (a-c), trait social anxiety symptoms, gender role trait self-discrepancy, gender role attitudes, self-perceived attractiveness, and estimated menstrual phase status.

Committee: Justin Weeks Ph.D. (Advisor); Christine Gidycz Ph.D. (Committee Member); Brook Marcks Ph.D. (Committee Member) Subjects: Clinical Psychology

Master of Arts, The Ohio State University, 2024, Sociology

While a bachelor's degree generally remains an essential component of meritocratic process and is increasingly essential for attaining well-paying jobs, a growing body of research finds that choice of college major often has equal or greater impacts on post-graduate economic returns than does simply having a degree. Such work is limited, however, in considering the full range of occupational characteristics. Research using occupation-based social class analyses, specifically referred to in stratification scholarship as EGP, can be helpful in this regard given that such measurement captures relative status and returns. To address this knowledge gap, this study uses microdata from the American Community Survey (ACS) 2022 5-Year estimates (n=1,810,623) of individuals ages 22 to 65 to analyze class composition and comparisons for individuals holding bachelor's degrees across 15 broad majors. Multinomial logistic regression reveals significant disparities—disparities that largely favor those majoring in Architecture and Engineering, Computers, Statistics, and Mathematics, and Physical Sciences when it comes to mobility to the highest occupational and social class status. While generally constrained, the likelihood of upward movement increases for all majors with further work experience. These findings further reinforce the importance of investigating educational pathways on job returns, ultimately influencing broader patterns of social mobility and access to life chances within the labor market.

Committee: Vincent Roscigno (Advisor); David Melamed (Committee Member); Rachel Dwyer (Committee Member) Subjects: Sociology

Master of Science (M.S.), Xavier University, 2023, Psychology

The current study aimed to understand U.S. patient perceptions of healthcare chatbots, an emerging form of artificial intelligence (AI) in modern healthcare systems. The research involved perceptions of empathy, social influence, and overall health status influenced patient intentions to use healthcare chatbots. In alignment to hypotheses, patient perceptions of empathy and social influence significantly predicted behavioral intention to use healthcare chatbots. However, patient overall health status did not significantly predict behavioral intention. The study's results call attention to meaningful psychological constructs and demographic data that can assist healthcare organizations in improving patient retention and the customer experience. Limitations and future research areas are discussed.

Committee: Morrie Mullins (Committee Chair); Eric Barrett (Committee Member); Leann Caudill (Committee Member) Subjects: Health Care; Information Technology; Psychology

Bachelor of Business Administration (BBA), Ohio University, 2023, Business Administration

This research explores the value of secondary packaging of luxury items and its impact on consumers' post-purchase experience. Using a mixed methods approach, this research employed three studies to better understand this topic. First, qualitative in-depth interviews were completed with Gen Z luxury consumers who had kept their packaging after acquiring a luxury brand item. From these interviews, three overarching themes of secondary packaging emerged: packaging is considered to be an extension of self and an art form, packaging tells a long-lasting story, and five types of actions (i.e., keep, display, store, reuse, and throw away) are taken by consumers when it comes to their luxury brand packaging. Next, several luxury and non-luxury brands were pre-tested to confirm that respondents viewed Dior and Prada as equally luxurious, and Old Navy as distinct (i.e., non-luxury). An online experiment with a hypothetical gifting scenario and a between-subjects design was employed (1) to measure price assessment of three layers of secondary packaging associated with luxury vs. non-luxury brands, (2) to determine the type of post-purchase actions with packaging, and (3) to discover the respondents' social media sharing behavior as pertaining to the different levels of secondary packaging. Moderating effects of luxury sensitivity, need for status, and product status consumption were also tested. Though the experiment found there was not a significant difference in dollar valuation among the three levels of secondary packaging, luxury secondary packaging did hold value for consumers. Consumers are more likely to post images of secondary packaging on social media for luxury brands than non-luxury brands. None of the moderating effects were found to have a significant effect between packaging layer and price. This research represents a start to understanding an important and understudied area of post purchase consumption of secondary packaging for luxury brands and how Gen Z lux (open full item for complete abstract)

Committee: Dr. Moumita Gyomlai (Advisor); Dr. Jessica Weeks (Advisor) Subjects: Business Administration; Marketing

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

A narrative inquiry was conducted to explore the stories of students of Color with low-socioeconomic status perceptions of predominantly White institutions through their college experiences. This narrative inquiry explored if those experiences influenced their identity as college students, and if so, in what ways. Transition theory and the reconceptualized model of multiple dimensions of identity were used as theoretical frameworks. Focusing on the institutional factors helped to gain insights regarding campus initiatives and practices that were affirming and non-affirming to students of Color with low-socioeconomic status' identity as college students. In this narrative inquiry study, I collected data through semi-structured interviews with nine students of Color with low socioeconomic status attending predominantly White institutions. Utilizing a narrative inquiry framework, participants shared their college experiences and perceptions of their institutional environment. Data analysis was completed using thematic analysis, a six-phase analysis technique. Seven themes were interpreted to represent the experiences of students of Color at predominantly White institutions and one illustrated how students made meaning of the experiences on their identity as college students: These themes are: (1) PWI Awareness and Fit, (2) Culture Shock, (3) Unique Assets and Strategies with the subtheme of Empowerment in Community, (4) Academic Belonging Dichotomy with subthemes Aid to Academic Belonging and Threats to Academic Belonging, (5) Supporter, Cheerleaders, and Coaches, (6) Surprise, when the unexpected happens, (7) Identity as a College Student Centrality forces.

Committee: Christa Porter (Committee Chair) Subjects: African Americans; Education; Higher Education; Hispanic Americans

Master of Science (MS), Bowling Green State University, 1956, Communication Studies

Committee: Melvin Hyman (Advisor) Subjects: Communication; Secondary Education

Doctor of Education , University of Dayton, 2022, Educational Leadership

Millions of individuals in the United States experience problematic substance use that progresses to Substance Use Disorder (SUD). Many people who eventually achieve remission of their SUD symptoms seek vocational and personal fulfillment through pursuing a career in behavioral health counseling with a specific focus in counseling for addictions. The demanding nature of the behavioral health profession can present numerous unique challenges and risks to a person who is in recovery from SUD, and educational institutions that train professionals for this field play a vital role in preparing their students for the realities of their future work. In this study, the author conducted qualitative critical participatory action research using a descriptive case study design to explore the specific strategies that educators at a community college in the Midwestern United States utilized to support and empower their counseling students who are in recovery from SUD. The author used critical theory and critical feminist theory to develop the investigative framework and explore the power structures of the organization. In this study, seven students and two educators participated in semi-structured interviews and classroom observations. Utilizing a grounded theory approach, the author coded the qualitative data to identify themes that guided the development of a corresponding action plan. While participants identified that some supportive strategies were utilized by the college, students and educators identified ongoing student challenges around self-driven perfectionist ideals, external and internal stigma against SUD, and polarized opinions on self-disclosure of SUD recovery status. Additional related subthemes were also identified and explored in this study. In the final chapter of this work, the author included an action plan for the site of study that was developed to address the specific challenges identified by the study participants. Built around the existing research o (open full item for complete abstract)

Committee: Corinne Brion, PhD (Committee Chair); Matthew Witenstein, PhD (Committee Member); Kimm Cynkar, LISW-S (Committee Member) Subjects: Adult Education; Community College Education; Community Colleges; Counseling Education; Health Care; Higher Education; Social Work

Master of Arts, Wittenberg University, 2022, Education

The purpose of this study was to examine to what extent students with disabilities experience a sense of belonging in their high school. The study was conducted with five students with disabilities in the ninth grade whose least restrictive environment is the inclusion classroom. Students were given the Psychological Sense of School Membership Likert scale and asked to rate how true they found each of the 18 different statements. Two students were interviewed about their school experiences to take a deeper look at the factors that may impact a students' sense of belonging. Common themes in both the Likert scale responses and interview responses were compiled and used to draw conclusions regarding the sense of belonging experienced by the students who participated in the study

Committee: Brian Yontz (Advisor); Jeff Pellerito (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Secondary Education; Special Education