Doctor of Education, Miami University, 2022, Educational Leadership

The purpose of this study was to build upon existing research that explored teachers' professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT's Four C's of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience th (open full item for complete abstract)

Ed.D., Antioch University, 2024, Education

Leveraging the researcher's unique diverse cultural and educational background, this dissertation explores integrating social emotional learning (SEL) within an innovative pedagogy of “with ness” (PoW) towards planetary well-being in educational settings. The overarching purpose is to redefine educational strategies through SEL and PoW to advance planetary well-being in tertiary contexts. As such, this dissertation critically engages with three published articles authored during the researcher's doctoral tenure to highlight transformative SEL practices that are fundamentally attuned to ecological consciousness. Informed by critical theory, feminist perspectives, and process philosophy, the hermeneutic circle reflects on these articles to address complex 21st-century challenges educational systems face such as technological disruption, language and culture diversity, mental health and emotional awareness amidst global scale events. Ultimately, the research from this project suggests there is further potential for SEL to contribute significantly to an educational and eventual societal shift that prioritizes planet Earth. By centering planetary well-being, this dissertation aims to help the researcher and readership gravitate towards a more empathetic, equitable, and ecologically conscious generation. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Research shows that the at-risk population entering college dropout or land on probation within their first year in college. Through a longitudinal comparative research design, this study examines at-risk students' academic standing, retention, graduation, and tutoring usage within a cohort program compared to a non-cohort initiative at a community college. The analysis focuses on the at-risk population, exploring community college attendance, online education, student involvement, and social and academic integration. The study yielded several insights relevant to the impact of cohort design on a comprehensive approach that includes educational and non-academic support contributing to the development of evidence-based practices to improve outcomes for at-risk students. The findings can assist in enhancing the academic success, retention, and graduation rates of at-risk students. The study results can also help policymakers and higher education institutions make informed decisions about the effectiveness and potential benefits of cohort and non-cohort programs for at-risk students.

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

The impact of oral anxiety (OA) in the context of a second language learning (SLL) environment cannot be overemphasised. Understanding the experiences of teachers from diverse cultural and geographic contexts can help in shedding light on this especially important phenomenon. This researcher seeks to gain a better understanding of teachers' experiences with OA, and their perceptions about effective ways to reduce OA in second language (SL) classrooms. Through a qualitative comparative methodology and case study design, data was gathered utilising semi-structured interview instruments, and teachers' journals. A purposeful sample of participants was obtained from secondary school SL teachers, in Guyana and the US, through a snowball sampling method. Subsequently, the data was analysed first through open coding, then closed coding, and finally, through cross themes analysis. Cross-case analysis was used to examine the data gathered. Implications for SL teaching and culturally responsive teaching may be garnered and promoted through this research. In the context of this dissertation, second language learning and foreign language learning are used interchangeably.

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

The underrepresentation of African American male teachers in K-12 education significantly impacts educational equity and student success, especially in urban areas where these students often lack relatable role models. Historically, African American males were a significant presence in teaching, but their numbers have drastically declined since the Brown v. Board of Education decision. This shortage limits cultural representation and mentorship opportunities essential for the academic and personal development of African American male students. This qualitative phenomenological study, conducted within the Columbus City Schools system, explores the motivations of African American male teachers and their impact on students. Using Social Learning Theory and Social Identity Theory, the research involved in-depth interviews revealing key themes such as the influence of positive role models, the critical need for cultural representation, and the desire to mentor and advocate for young African American males. The study highlights the importance of targeted recruitment, supportive environments, and professional development programs to attract and retain these educators. Increasing the presence of African American male teachers enhances student engagement, achievement and fosters a more inclusive and equitable educational environment.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this self-study was to examine my enactment of 3S Understanding, a holistic, democratic and inquiry-based curriculum theory, in a university-based, English-to-speakers-of-other-languages (ESOL) writing course grounded in Subject Learning, Self Learning, and Social Learning. Through disciplined reflective inquiry and collaboration with critical friends, this study set out to unpack the complexities of course planning and teaching. Data collection and analysis involved a structured, five-stage approach to identify themes, compare relationships, and interpret findings within the 3S framework. The Subject Learning findings stressed identifying the “wiggle room” for teaching artistry to address students' learning challenges and advocated for a multimodal approach to accommodate diverse learning needs. These findings also highlighted the significance of reflective inquiry in improving pedagogical practices. The findings on Self Learning emphasized fostering self-awareness and autonomy among students through reflective practices and empowering activities. They also highlighted the value of incorporating personal stories into teaching to strengthen teacher-student connections. The Social Learning findings foregrounded the importance of a collaborative, authentic, and critical thinking-focused educational environment to deepen learning and prepare students for societal participation. This study emphasizes a holistic ESOL pedagogical shift, urging teachers to integrate comprehensive, reflective, and collaborative approaches. It recommends inquiry-based, reflective practices for teacher educators, and supportive, diverse teaching environments by administrators. Learners are encouraged towards active, self-reflective engagement, connecting learning to real-world relevance. Such an approach aims to enhance language proficiency and democratic participation, fostering a deeper understanding and engagement in ESOL education across various educational roles.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

Traditionally, preschool-age children are encouraged to explore the world around them to construct a meaningful worldview. Although important, exploration is no longer admirable when behavior begins to arise. Despite the commonality of preschool behavior, there is an unspoken limit or expectation that is crossed that leads to concerns. There has been a surge of research that highlights concerns of expulsion in early childhood settings, however, there is limited research on how early childhood teachers learn to adopt knowledge and practice to address behavior. The purpose of this study is to evaluate the professional development practices of early childhood educators using Bandura's Social Learning Theory to increase Positive Behavior Intervention and Support (PBIS) and decrease preschool expulsions in early childhood settings. A phenomenological study was conducted to investigate teachers' perspectives on professional development practices. Qualitative results indicated that early childhood teachers were unprepared to address challenging behavior and desired professional development tailored to their needs. The intention is to identify whether a call to action is warranted for early childhood professionals and policymakers to enhance their awareness and knowledge of professional development practices to address expulsion rates in preschool settings and their impact on development.

Master of Arts (MA), Bowling Green State University, 2024, Sociology

A recent report released by the Yale Program on Climate Change Communication and the George Mason University Center for Climate Change Communication found that only 61% of Americans believe that “global warming is mostly human-caused.” Moreover, a recent analysis from the Center for American Progress (2021) uncovered that 139 elected officials in the 117th Congress do not endorse or express concerns about the scientific validity of anthropogenic climate change. However, Powell (2017) examined 11,602 peer-reviewed articles examining anthropogenic climate change and found 100% consensus from the world's leading scientists. Few studies have applied a theoretical perspective rooted in criminology to quantitatively analyze why individuals deny anthropogenic climate change. To address this gap in the research, I apply Gottfredson and Hirschi's (1990) theory of self-control to anthropogenic climate change beliefs (ACCB). Additionally, I test whether education moderates the relationship between self-control and ACCB. This exploratory research employed original data collection by sampling respondents from CloudResearch's Connect platform in 2023 (n = 648). Results from the multivariate analyses show that self-control is not significantly associated with ACCB, nor does education moderate the relationship between self-control and ACCB. However, a significant association (p < .001) between Akers' (1998) social learning theory and ACCB was uncovered. Further research should analyze the four core elements (i.e., differential association, definitions, differential reinforcement, and imitation) of Akers' (1998) social learning theory to better understand the intricacies and drivers of these learned beliefs.

Ed.D., Antioch University, 2023, Education

The objective of this dissertation was to explore how the principles of culturally sustaining pedagogy (CSP) can inform the design of a junior high school curriculum to enhance science learning by providing meaningful learning experiences to all students. The transformative paradigm provided a framework used as a lens to emphasize the importance of understanding the social, cultural, and historical context in which individuals and communities are situated. CSP and Backward Design Model were applied to develop a curriculum for a sheltered science literacy elective class for below grade level readers. The purpose of using CSP in the curriculum design was to create a more inclusive and culturally sustaining learning environment that would support students in developing strong science literacy skills. Project–based learning (PBL) was used with CSP to allow for flexibility and creativity in project designs that give students the opportunity to explore and experiment with different ideas and approaches in the learning environment. The California Department of Education's descriptions for effective use of CSP in a classroom was incorporated into the curriculum to be used as an assessment tool measuring the effectiveness of the curriculum. The implications of this curriculum development suggest the effectiveness of CSP on science literacy and its connections enhance student performance in science. This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Doctor of Philosophy, The Ohio State University, 2023, Anatomy

Neurophobia, defined as the fear of and lack of confidence with clinical neurology, is a well-documented phenomenon in medical students and junior doctors. Previous studies have identified low knowledge of basic neuroanatomy as one of the largest drivers of neurophobia, often stemming from ineffective pedagogical approaches. It is thought that neurophobia begins when students first encounter academic neuroscience; however, the prevalence and associated risk factors of neurophobia in undergraduate students is not known. Investigating these relationships in this population is relevant because they represent a pipeline for future neurologists and associated healthcare professionals. Furthermore, interventions for phobias are most effective when started early. The aim of the first study was to provide an in-depth analysis of the prevalence and factors contributing to neurophobia among undergraduate students enrolled in an introductory neuroanatomy course at The Ohio State University. The presence of neurophobia in this population was found to be comparable to that reported in medical students and junior doctors. Additionally, neurophobic students were found to have significantly higher cognitive load, assessment anxiety, and perceived difficulty, as well as lower intrinsic motivation, self-efficacy, and course grades compared to their non-neurophobic peers. This highlights the urgent need for early intervention, suggesting that techniques to manage cognitive load and enhance motivation could be beneficial. Based on the principles of cognitive load theory, self-determination theory, and social cognitive theory, 11 e-learning modules were developed for the two most difficult blocks in the undergraduate neuroanatomy curriculum. Featuring interactive slides with toggleable animations, practice questions with explanations, video content, and clinical scenarios, these modules aimed to manage cognitive load and enhance motivation of neuroanatomy learners. The aim of the sec (open full item for complete abstract)

Doctor of Education, Miami University, 2023, Educational Leadership

This study sought to explore the perceived effectiveness of a teacher mentoring program in a large urban school district in Ohio. One hundred fifty-three new teachers enrolled in the district's residency mentoring program were surveyed about its effectiveness and general demographic information within their first five years of teaching. Furthermore, ten survey respondents volunteered to be interviewed, with five randomly chosen for the study. The results of this study were intended to provide insight into how teacher mentoring programs can help reduce the rate of new teachers leaving the profession, which has increased by 50% in the last decade, as well as the rate of experienced teachers going, which is over 20%. Half of all new teachers are gone within five years, leaving districts and states to invest heavily in recruiting, hiring, and retaining new teachers to combat this growing issue. Over the past decade, the number of new teachers leaving their profession has increased by more than 20% nationally. Many new teachers leave the profession within the first three years, and half are gone within five years. To address this issue, billions of dollars are spent by districts and states to recruit, hire, and retain new teachers. The research was conducted to understand how new teachers feel about their mentoring program in a large urban school district. The opinions of these teachers were examined to explore the program's effectiveness, given the significant investments districts and states have made in recruiting, hiring, and retaining them. This research utilized Bandura's social cognitive theory, sociocultural theory, and Knowles's adult learning theory to explore how new teachers viewed the benefits and drawbacks of their mentoring program, the strategies employed, and what modifications could be made to enhance it. Through surveys, interviews, and transcripts, the research found that having a mentor, more structure, collaboration, and support (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

This multi-component study assesses perceived mechanisms through which undergraduate and graduate college students use social media and learning management systems (LMS) through multiple regression path modelling. The literature review outlines current work related to investigating the mechanisms of learning through LMS and social media, and proposes a new cybernetic model focusing on interplay between design constraints and user agency on online platforms. Using an existing, validated scale that measures design constraints and perceived social connection and exploration on social media, the first part of this study revalidates the existing scale with 302 college students, and adapts it to create and validate another instrument that measures user perceptions of their agency on LMS tools using Confirmatory Factor Analysis. The second part of the analysis in this study involves a platform level understanding of the use of social media and LMS in terms of social connection, exploration and design constraints, and placing these interrelationships within a framework of topology, abstraction, and scale. It also measures relationships across these platforms, through the use of legacy dialogs. The third part of the data analysis in this study focuses on the construction of multiple regression path models investigating general level mechanisms of social connection, exploration and design within and between social media and LMS. Results reveal that the ethos of community formation that drive the creation of problem-solving environments in social media settings and on LMS tools are fundamentally different; requiring educators to create activities that mirror the spontaneous agencies displayed by users on social media tools in the classroom. An interview tool is created based on results, to inquire further into students' perceived bond formation on varied informal, formal, and non-formal platforms.

Doctor of Philosophy (PhD), Ohio University, 2023, Instructional Technology (Education)

This study sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015). There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a (open full item for complete abstract)

Doctor of Education , University of Dayton, 2023, Educational Administration

The Upward Bound Math Science (UBMS) program is a 100% federally funded grant program from the U.S. Department of Education designed to serve first-generation and low-income students by providing pre-college programming. The program has six objectives, the final objective being degree attainment for past participants. This action research study focuses on Tinto's (1988) longitudinal model of institutional departure, along with grounded theory which shows how the participants responded to transitional changes from high school to college, and produces findings that may answer the research question of “Why are students not graduating with an associate or bachelor's degree within six years, and what resources are needed?” The implementation of a suggested action plan, designed from the data collected in the interviews, includes social and emotional intelligence, trauma-informed care, increased participant contacts, and professional development for staff. An analysis of organizational change and leadership best practices is also reviewed. The implications of this study show that first-generation and low-income students are resilient, but also face major life changes, which again, supports Tinto's theory that transition from high school to college is indeed linear. It also shows that prior participants need the continual support of their UBMS program to guide them throughout their college careers.

Ph.D., Antioch University, 2022, Leadership and Change

The purpose of this qualitative participatory action research was to explore how complexity is engaged and experienced in complex regulatory systems, and to understand how cannabis might be regulated in ways that lead to socially equitable conditions. This was accomplished by studying the lived experiences of governmental leaders charged with the responsibility of establishing regulatory frameworks for legalized cannabis where none previously existed. Using the learning history methodology, the study deeply explores the ways that complex systems coexist by capturing the lived experiences of research participants and enhance theoretical understanding of complex regulatory systems. Data collection occurred through reflective interviews, followed by distillation and thematic analysis. This resulted in the creation of a data table and a learning history artifact that were validated by distribution to research participants and used as both an actionable tool for participants and an analytical tool to distill and categorize research findings. The data table and the artifact established three main findings: complexity is both a property and characteristic of systems; complexity is not a behavior, characteristic or action of “leadership” or “leaders” in complex regulatory systems; and the interplay between social justice and social equity is complex and often oversimplified. Rather than directing, participants brought about change by building interactive trust through dialogue and relationship-building in interactive spaces across and between macro, meso, and micro systems levels. Complexity arose from these participatory human relationships when both the properties and characteristics of these systems were engaged, but the theoretical construct of complexity does not explain the presence of agency within this dynamic. By recognizing agency across all systems, structural barriers may be reduced, resulting in regulatory frameworks that may lead to more socially equitable con (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

Many teacher noticing studies focus upon noticing of disciplinary ideas. However, important teacher learning occurs connected to other aspects of teaching/learning such as discourse moves to equitably distribute participation, teacher persona, and classroom management. The purpose of this study was to identify what middle school science teacher candidates notice and reflect on during video club, where participants share and analyze short video clips of their classroom interactions (van Es & Sherin, 2007). This study contributes to the literature in its application of the AIR framework to deepen insight pertaining to teacher candidate noticing. First, I discovered teacher candidates noticed: a) a variety of teacher talk moves, b) characteristics of teacher's persona, and c) classroom management strategies. Second, I observed that during reflection, teacher candidates: a) provided context and background information, b) explained their rationale for decisions, and c) re-imagined alternative approaches that considered the potential impact of teacher actions on student experiences. I used the tenets of Bandura's (1965) Social cognitive theory (SCT) to help interpret and make sense of teacher candidates' noticing and reflections during video club. Broadly, teacher candidates' noticing supported teacher learning through observational learning. Reflections spurred by noticing supported teacher learning through the self-regulatory mechanisms of self- observation, self-evaluation, and forethought. Findings suggest teacher noticing is benefited by attention to elements of teaching beyond disciplinary ideas.

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine the impact of expert modeling videos on nursing students' simulation competency. Students in the course Nursing of Adults were provided with a nursing process video in the prebriefing period of their scheduled simulation on Congestive Heart Failure (CHF). The experimental group (n = 22) viewed an expert modeling video, while the control group (n = 22) viewed a video discussion. Immediately following the simulation, students participated in a debriefing. Student simulation outcomes were measured by the Creighton Competency Evaluation Instrument (CCEI). Prior to students debriefing session with simulation and clinical faculty, students individually completed a Video Enjoyment Survey to assess their enjoyment of the video interventions. The results found that students in the experimental group performed significantly better in the CHF simulation when evaluated by the CCEI (p=0.001). Evaluation of four domains found a significant difference between control and experimental in the domains of Communication (p = 0.009) and Patient Safety (p = 0.002). Descriptive trends identified that the experimental group performed one or more levels higher in 11 of the 17 domain behaviors. While no statistically significant differences were found between groups on the Video Enjoyment Survey, when analyzed by factor, the experimental group had a statistically significant difference in the factor of engagement (p = 0.005). This study identified that expert modeling videos may be used in nursing education to improve students' overall simulation competencies and engagement in learning. This contributes to the body of literature on how nursing educators can use expert modeling videos to improve students' clinical competency.

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

This research addresses the barriers, support, and aspiration of single mothers participating in work-based training programs. This basic qualitative interpretive study aimed to fill a gap in the literature on understanding the barriers low-wage adult single mother service workers encounter while participating in voluntary workplace learning programs and the support, which has allowed them to persevere. The research considered the following: 1) What were the perceived barriers low-wage, single, adult mothers faced while participating in work-based voluntary training programs offered by their employers? 2) The types of support systems low-wage single adult female participants received while pursuing work-based voluntary training programs? 3) To what degree did participating in work-based voluntary training programs impact low-wage single adult mothers' career plans? Data were collected through face-to-face semi-structured interviews with 15 low-wage single mother participants working either full or part-time in one of two healthcare facilities in Ohio and Michigan. This study used the situational, dispositional, and institutional barriers to learning in Cross (1981) as its theoretical framework. The findings from this study indicate that low-wage single mothers faced obstacles such as lack of childcare, transportation, finances, and time. Time poverty was one of the most insidious barriers reported in this study. Additionally, this study showed how low-wage single mothers navigated their environment by seeking support from various resources as they participated in work-based training programs. The findings of this study suggest that public policy can play a pivotal role in addressing challenges specific to low-wage single working mothers by increasing their economic opportunity and possibly strengthen the fabric of communities across the nation. Of particular interest is how the government can best aid in assisting single working mothers to gain the financial secur (open full item for complete abstract)

Psy. D., Antioch University, 2020, Antioch Santa Barbara: Clinical Psychology

This phenomenological study aims to examine the narratives of female television screenwriters who are pioneers in a historically male-dominated profession as they revolutionize the genre by writing more accurate depictions of women on screen. In our modern American society, youth are consuming media, specifically television, at continually growing rates. In many American homes, there is a television in every room. Social learning theory makes the case that children learn through observing their parents, their peers, and also from what media they consume. Historically, many male screenwriters depicted female characters in a stereotypical and hypersexualized manner, reflecting but also shaping how young viewers saw themselves, their relationships, and their opportunities. More recently, however, women are beginning to bridge that gap. With more women screenwriters in television, female characters increasingly reflect the female perspectives, making room for more accurate portrayals. With women being portrayed on television in a more accurate, more empowered way, youth and teens who are consuming and learning from this medium will have a better understanding of the concept of modern femininity. Through interviews with eight women television screenwriters, the goal of this research was to gain a better understanding of the narrative of empowered female screenwriters and highlight how they reveal the origins and power of the messages they convey. Using a phenomenological approach, themes from the data collected from the interviews showcased their collective narratives, including the importance of being raised in feminist households, a common quest to experience a sense of control as a writer, challenges and limitations of being female in the writers' room, the need to create multidimensional characters, and the shared belief that diverse representation at all levels of the television industry is necessary for getting women's stories told. This dissertation is available (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2020, Sociology

Intimate partner violence (IPV) continues to be a major concern having significant consequences for individuals and society. Research suggests that 20-40% of police families experience IPV, suggesting a prevalence rate among police families that is twice that of the general population. IPV committed by officers is unique as officers have access and training with firearms, have cultural capital to avoid being arrested and know where victims may seek help. My dissertation utilized data from the Police Stress and Domestic Violence in Police Families in Baltimore, Maryland 1997-1999. The aims of this study were to 1) examine how Social Learning Theory (SLT) impacts IPV and varies by sex, 2) examine how SLT's concept of definitions increase or decrease the likelihood of IPV, and 3) examine the risk and protective factors of IPV among female officers. To empirically test SLT, logistic regression was utilized. To examine the risk and protective factors among female officers, chi-square tests and logistic regression were used. The results of the study suggest that the mechanisms of IPV differ among male and female officers. Additionally, officers that hold favorable definitions of IPV and control are more likely to perpetrate IPV. When examining factors that can impact IPV among females, anger and burnout increase the odds of IPV. Limitations of my dissertation include a limited focus on physical IPV, using dated data, and possible desirability bias with a reliance of self-report data. This study contributes to the literature methodologically, theoretically and substantively. Researching officers provides a more comprehensive analysis of IPV perpetration than previous studies by including numerous measures for theoretical concepts and control measures for an understudied group: police officers. Next, this study tests SLT's concept of definitions, a concept that has not been fully examined in IPV research. Sex was analyzed in order to provide a better understanding of how an (open full item for complete abstract)