Individuals' feelings, beliefs and attitudes toward people with disabilities have an influence on their willingness to engage in the social relationship with people with disabilities such as forming friendship at the workplace or romantic relationship with people with disabilities. This study explored the attitudes of students toward people with disabilities and their attitudes in the social context of dating, marriage, and work. The study is a cross-sectional survey design. The sample in this study was drawn using convenient sampling. The survey was administered to 575 undergraduate and graduate students at Southern Illinois University Carbondale (SIUC). The researcher examined the influence of students' gender, their previous contact with people with disabilities, cultural factor, and disability status on the general attitudes and students' attitudes toward people with disabilities in various social contexts. The study also assessed the relationship between students' attitudes toward people with disabilities and attitudes toward people with disabilities in various social contexts. Two scales were used to assess students' attitudes in this study which include the Scale of Attitudes toward Disabled Persons (SADP-R) and Disability Social Relations Generalized Disability Scale (DSRGDS). The first instrument measured students' general disability attitude and the second instrument measured students' attitude in the social domain of dating, marriage, and work. In terms of general disability attitude, female students expressed more positive attitudes than male students. International students were found to have more positive attitudes than American students. Students who had previous contact with people with disabilities and students who indicated having a disability had more favorable attitudes toward people with disabilities in general. Based on the multiple regression analysis results, gender, cultural factor (citizenship), disability status, and prior contact (intensity of the relationship) were found to be significant predictors of students' general attitudes toward persons with disability at SIUC. Results of the study provided information about the attitudes of students in various social contexts. Female students had more favorable attitudes toward people with disabilities than male students in the context of dating, marriage, and work. Results showed international students had more favorable attitudes in various social contexts than American students. Those who have indicated having previous contact with people with disabilities and having a disability were likely to have more positive attitudes in the social context than those with no prior contact and without a disability. Hierarchical regression analysis was conducted to determine predictors that significantly affect the attitudes of SIUC students in various social contexts. The results revealed that gender, citizenship, disability status, prior contact with people with disabilities (intensity of the relationship with people with disabilities), and their self-reported general disability attitudes (the SADP-R scores) were predictors that significantly improved the ability to predict the DSRGDS scores. Correlation analyses result indicated a significant relationship between SIUC students' attitudes toward people with disabilities in general and attitudes in various social contexts. Understanding the relative importance of disability attitude in various social contexts will add to the existing body of research and literature specific to disability attitude in rehabilitation counseling and may assist in the development of appropriate training to improve disability awareness and education.

xv, 134 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Prior research finds that exposure to traumatic stress negatively impacts physical and mental health, and that the social context in which trauma occurs is an important predictor of symptom development. Eight-hundred thirty-three members of an ethnically diverse longitudinal cohort study in Hawaii were surveyed about their personal exposure to several types of traumatic events, socioeconomic resources, mental health symptoms, and health status. Rates of trauma exposure were predicted to vary as a function of type of trauma and participant gender and ethnicity. In addition, access to social resources and the relational context of trauma were predicted to be associated with symptom reports in this ethnically diverse sample of men and women. Results replicated findings that while men and women are exposed to similar rates of trauma overall, women report more exposure to traumas high in betrayal. while men report exposure to more lower-betrayal traumas. Women also reported more mental health symptoms, and traumas higher in betrayal were generally more predictive of symptoms. Ethnic group variation in trauma exposure and physical and mental health symptoms was also present: ethnic groups with lower socioeconomic status generally reported more trauma exposure and symptoms, although in some cases the pattern of results was not straightforward. This study adds new information about the prevalence of traumatic stress and mental health symptoms across ethnic groups in Hawaii, and how these relate to social context. In addition, this study provides preliminary information on the independent contribution of neglect and household dysfunction to the prediction of symptoms. The relevance of these results can be summarized with three main arguments. First, measures of trauma exposure must include events that occur across relational contexts if they are to be gender equitable and most predictive of symptoms. Second, gender and ethnic group differences in symptoms are largely explained by differential trauma exposure and differential access to educational and economic resources. Third, prevention and intervention efforts must address both trauma exposure and social context, as each is implicated in the presentation of symptoms. / Committee in charge: Jennifer Freyd, Chairperson, Psychology; Anne Simons, Member, Psychology; Gerard Saucier, Member, Psychology; Debra Merskin, Outside Member, Journalism and Communication

Ethnic identity is an important aspect of individuals’ sense of self. For individuals identified as ethnic minorities, ethnic identity has been found to be a potential protective factor for overall well-being. Multiracials (i.e., individuals identified with two or more races) are one of the fastest growing minority populations in the United States. Limited research examining multiracials’ ethnic identity development currently exists. Furthermore, there is a paucity of ethnic identity literature examining longitudinal ethnic identity growth from adolescence to emerging adulthood. Ethnic minority adolescents, such as multiracials, and emerging adults are often at higher risk for lower psychological well-being and higher substance use. Therefore, understanding developmental trajectories and factors that contribute to ethnic identity development allows for clinicians to work with ethnic minority individuals in ways that are empowering and facilitate success. The current study utilizes Hierarchical Linear Modeling (HLM) to examine longitudinal growth trajectories of ethnic identity among multiracial and monoracial groups (White, Black, Latino/a, and Other [includes Asian, Pacific Islander, Native American, and Other]). HLM was also used to examine the relationships between social factors (i.e., experiences of discrimination, teasing by peers, and bullying) and school contextual factors (i.e., school climate, school safety, and perception of teachers) factors in the development of ethnic identity over time. The present study drew from an ethnically diverse sample of individuals living in the Pacific Northwest who were assessed each year from grade 6 to 9 and once during emerging adulthood (N = 593). Results indicated small linear increases of ethnic identity over time. In general, ethnic identity increased from Grades 6 through 8, decreased from Grade 8 to 9, and increased again from Grade 9 to emerging adulthood. Multiracials’ ethnic identity growth, however, did not differ from the identity growth of individuals within monoracial groups. Negative peer interactions significantly contributed to decreases in ethnic identity scores for individuals from Grade 8 to 9. School context did not significantly contribute to changes in ethnic identity growth. Findings suggest that individuals’ ethnic identity changes over time, and is significantly impacted by peer interactions.

No / Digital content is increasingly pervasive. Communication technologies enable the creation and dissemination of content on a transnational basis. However, the relationship between communication technology and society is complex and is impacted both by the requirements of the communicator and also cultural and social norms associated with the context of the user. How does digital technology influence media communication? How far does media communication transcend technology? The boundaries between the various forms of formal communication and social communication are blurring and the user is no longer just a consumer or someone who interacts with information; they are also a creator of new information. Companies with commercial interests in these areas are seeking to exploit new forms of communication without alienating the user.

This dissertation explores the social context of children with severe motor and communication impairments who use augmentative and alternative communication (AAC), examining how they participate socially, and how they interact in a goal-oriented play activity. Chapter One provides the context by reviewing literature concerning the children who use AAC: describing their presentation, outlining the role of environmental influences, and reviewing what is known about their social context, participation and communicative interactions. This chapter reviews the issues faced by children who use AAC and outlines the thesis purpose and objectives. Chapter Two presents a qualitative study that explores the children’s social context, participation and social relationships from both children’s and parents’ perspectives. This study provides insight into children’s communicative abilities but highlights their limited social context and opportunities and supports for communicative interaction and social participation. Chapter Three presents a study that explores the communicative interaction within goal-oriented play activity. This study found that, if you give children who use AAC a ‘voice’, they experience communicative success. Group differences were evident, however. Compared to their peers, children using AAC were less specific, made more and different errors and received more help from partners. This study provides evidence of how contextual elements within activity settings could be altered so children could actively participate. Chapter Four presents a conceptual framework for understanding social context. This chapter integrates person-focused and environment-focused perspectives and leads to development of a framework that depicts the transactional influences of children and social environments. Recommendations for future studies are presented. Finally, Chapter Five discusses the implications of this dissertation, placing the insights gained from the empirical studies in the context of the proposed framework. Suggestions for further research and interventions are made that may improve health and developmental outcomes in children with severe motor and communication impairments. / Thesis / Doctor of Philosophy (PhD)

No description available.

No description available.

There is an expectation that university teachers have a good understanding of the value of educational technologies in learning and teaching as well as be able to incorporate them effectively into their teaching (Carter et al, 2011, Higher Education Academy, 2011; Sharples et al, 2016). However, according to key literature (Conole, 2004; Kennedy et al, 2011; Laurillard, 2007; Selwyn, 2007; Walker et al, 2016) the extent to which educational technologies have impacted on teaching and learning practices is considered to be minimal. While universities have invested heavily in educational technologies for teaching purposes, institutional virtual learning environments are predominately being used as a vehicle for information transmission and document repository (Armellini et al, 2012; Walker et al, 2016). The research I report here investigated the thinking and conceptions behind how Bryn, a university teacher, used educational technologies to optimise the quality of his students’ learning. I also report on the thinking and decision making behind how 15 of his students used educational technologies to optimise the quality of their university learning. The analysis of the data collected suggests that there is an evolution occurring in how university teaching staff are thoughtfully integrating educational technology into programmes and satisfying the majority of students with this development. It was also identified that influences of educational technology on student learning are mediated by students’ disposition towards learning and the task and social contexts of their learning. It is recommended that those students who are pioneer users of educational technology and ahead of the university teacher’s curve be incorporated into the planning and evaluating of experiences of learning and teaching in educational technology-mediated classroom contexts and be appointed as learning coaches to those students who are somewhat bewildered and frustrated by educational technology use.

This research aims to fill a research gap by examining WeChat to explore whether changes of social context would exert any influence on the information disclosure of social networking site (SNS) users. Selective Exposure Theory and Uses and Gratification Theory were used as the theoretical foundation for this study. Four-hundred Chinese college students in China and the U.S. who have a WeChat App and have logged in to use it within the last 30 days from the day administered were asked to participate in a survey about their motivations and consequences when using WeChat. Results from MANOVA showed that the motivations and consequences of female participants’ self-disclosure were significantly higher than were male participants on WeChat. Moreover, the social context of Chinese students studying in the U.S. is perceived to be more individualized than the traditionally collective context that is perceived by Chinese students studying in China.

abstract: In this dissertation, I examine the treatment and sentencing of American Indian defendants. This work contributes to research on cumulative disadvantage and the role race and social context play to influence federal sentencing outcomes. Disparities in federal sentencing for racial and ethnic minorities are an important concern to scholars and policy makers. Literature suggests that blacks and Latinos are sentenced more harshly than similarly situated white offenders. These findings are concerning because they suggest that minorities are treated unfairly by the criminal justice system, questions the legitimacy of how offenders are processed and treated, and defendants of color who are meted out tougher punishments face substantial social and economic difficulties thereafter. Although the black-white and Latino-white disparities have been identified and highlighted, less is known about whether disparities extend to other minority groups, and consequently little is known about the treatment of these neglected groups. I investigate whether American Indian defendants experience cumulative disadvantages at multiple decision points, disadvantage over time, and the effect of social context on drawing on American Indian disadvantage, the focal concerns and minority threat perspectives. The focal concerns perspective is used to develop hypotheses about how American Indian defendants will receive harsher punishments at multiple decision points. I also use this perspective to predict that American Indian disadvantages will increase over time. Lastly, I examine social context and its effect on punishment decisions for American Indians using the minority threat perspective. I hypothesize that 
social context impacts how American Indian defendants are sentenced at the federal level. Data come from the Federal Justice Statistics Program Data Series, the US Census, and the Uniform Crime Report, with a focus on data gathered from the Administrative Office of the United States Courts and the United States Sentencing Commission. A range of modeling strategies are used to test the hypotheses including multinomial logistic regression, ordinary least squares regression, and multilevel modeling. The results suggest that cumulative disadvantages against American Indian defendants is pronounced, American Indian disparity over time is significant for certain outcomes, and social context plays a limited role in American Indian sentencing disadvantage. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2019