Master of Science (MS), Bowling Green State University, 2015, Applied Statistics (Math)

In this thesis, statistical methods are used to examine developments in ethnic identity and changes in ethnic/racial self-classification at a school district in North Central Ohio. Factor analysis and polychoric correlations are used to create a reliable scale measure of ethnic identity. Parametric and non-parametric analyses of variance and multiple comparison procedures are utilized to examine differences in the strength of ethnic identity among groups of students. In addition, a repeated measures analysis of variance model is utilized to examine developments in ethnic identity over time. Results show discrepancies in the strength of ethnic identity among gender/ethnicity groups in the district but minimal longitudinal changes in ethnic identity. Changes in ethnic/racial self-classification are examined through logistic and ordinal logistic regression, estimations of the proportion of change each semester, and a two-way table analysis. Certain groups of students are found to be highly likely to change ethnic/racial self-classification. In addition, interesting flow patterns between ethnic group classifications are discovered.

Committee: James Albert Dr. (Advisor); Nancy Boudreau Dr. (Committee Member); Maria Rizzo Dr. (Committee Member) Subjects: Education; Statistics

Doctor of Education, Ashland University, 2014, College of Education

This study explores the racial attitudes and preferences among 164 children between three and seven years of age. The study is a partial replication of the Clark and Clark (1958) Doll Test which concluded that segregation, along with prejudice and discrimination, caused feelings of inferiority and self-hatred in African-American children. Significant changes to the original doll test are introduced in the current study. This study is based on an embedded mixed method design which utilizes Chi-square, cross-tabulations, and free-choice interviewing. The data were analyzed in response to research questions designed to test the racial attitudes and racial preferences of the participants. The findings of this study concluded that the participants can identify and have an awareness of racial differences, show doll preference, and display positive self-image. Qualitative themes that emerged from the research concluded that the participants liked the doll that looked most like them (or a family member), had a skin tone they liked, or was pretty. Themes associated with why participants did not like the doll that looked like them included skin tone and miscellaneous responses such as facial features and because the doll did not resemble the child's doll at home. The findings of this study are compared to the results from the Clark and Clark (1958) Doll Test.

Committee: Judy Alston Ph.D. (Committee Chair); Rosaire Ifedi Ed.D. (Committee Member); Sunny Munn Ph.D. (Committee Member) Subjects: Developmental Psychology; Early Childhood Education; Educational Psychology; Social Psychology