No description available.

The assessment of citizen attitudes has, in recent decades, become standard practice within the criminal justice system. However, in assessing the criminal justice system, most research has gathered data on the attitudes and perceptions of specific populations within society (i.e. older citizens) and has not really focused on younger age groups, or more specifically, students enrolled in colleges and universities. The present study examined attitudes of college students in the areas of confidence and utilization of campus police. Utilizing a non-random convenience sample of undergraduate and graduate students (N=393) at a large four-year research institution, participants completed a 21-item survey to measure their confidence and utilization of campus police, resources, and services. The results suggest that confidence does not affect utilization of police and students stated they would utilize police despite their confidence level. However, more significantly, students also indicated that while they would utilize police, they reported they had not. As a result, various recommendations were made to improve communications between students and campus police and directions for future research were also noted.

This study examines introductory textbooks images across a variety of disciplines, with particular focus on the ways in which race and gender are shown. This study goes beyond a basic analysis of textbooks, however, and also explores student perceptions of textbook images. My data show that compartmentalization of gender and race into certain themes still occurs within some textbooks. Specifically, white men were more likely to be depicted as hard workers and contributors to the field than any other race and gender. Despite these results, students seemed mixed on the importance of textbook images with many students focused on the extent their textbook was useful for class.

No description available.

This qualitative study explored the experiences of self-identified White students currently enrolled at a predominantly White institution who were cross- racially involved for at least ten weeks in a multicultural association, club, or organization that had students of color as the racial majority. This study also examined students' consciousness of Whiteness and the development of students' White identities based on their cross-racial experiences. Utilizing a sample of 4 students in concert with a review of relevant literature, the principal findings of this research are that cross-racially involved students have heightened awareness of difference based on race, including their own White racial identity. Although racial tension exists between individuals' White identities and the collective organization’s multicultural identity, White students who were more deeply involved in multicultural organizations indicated that they (a) had a higher sense of belonging with their peers of color, (b) became more conscious of their Whiteness both inside and outside of their multicultural organizations to a certain degree, and (c) desired to more completely understand their ethnic heritage. Findings from this study can contribute towards literature on the development of racial justice allies in college. In order to influence racial justice ally development at a predominantly White institution, findings from this research suggest that student affairs administrators should encourage White students to engage in multicultural organizations so they can understand how their Whiteness "shows up" for others including the impact of privilege and oppression in a multicultural society. / Graduation date: 2012

Digitized by Kansas State University Libraries

The present study was undertaken to determine the relationships between characteristics of a Negro college environment and the value systems of its student body. The study also investigated relationships between a Negro college and non-Negro colleges based upon characteristics of the college environment and value systems of the college population.

The purpose of this study was to assess college students' attitudes toward pregnancy and women in the work force following the passage of the Family Medical Leave Act of 1993. Data were obtained from 347 students at a university in North Texas during the spring semester of 1997. Gender, age, employment status, parental status, and citizenship were independent variables hypothesized to influence attitudes toward pregnant working women. Gender was significant for the following factors: pregnant women as employees (p<.001), emotional stereotypes (p<.001), choosing family or career (p<.001), and physical limitations (p<.001). Those students 17-19-years-old had a more negative attitude toward pregnant women choosing work over family (p<.001) than did the older students.

The problem with which this study is concerned is the association between systematic exposure to information about computers and attitude changes to computers among students who are non-computer majors. The experimental design includes a semester length course in introduction to computers at a small community college in Texas. The study has a twofold purpose. The first is to determine the pre-instruction direction and valence of attitudes of non-computer majors towards computers. The second is to determine the post-instruction direction and valence of attitudes of non-computer majors towards computers. A questionnaire was used to measure attitudes of students towards computers as a pre-test and post-test. The test results were encoded for computer statistical analysis. To determine the valence of changes in attitudes, chi-square tests were applied for each statement of the questionnaire with combinations between pre-test and post-test and each of the variables: gender, age, student performance, and instructor. To determine changes of direction in attitudes, a phi coefficient was applied for each statement of the questionnaire. The following conclusions may be drawn from the data collected for this study. 1. Based upon gender, age, student performance, and the variable of instructor, there was a significant difference in the valence of changes in attitudes towards computers. 2. Based upon gender, age, student performance, and the variable of instructor, there was no difference in the direction of change in attitudes towards computers.

Although men are more likely to experience traumatic events, the risk of developing Posttraumatic Stress Disorder is at least twice as high in women than in men after exposure to comparable traumas. These findings are more consistent in response to some types of trauma (e.g., assaultive violence) than others (e.g., natural disaster). There has been very little systematic study of the sources of these gender differences. This study began to explore the contribution of gender-related beliefs about appropriate responses to trauma by investigating the impact of victim sex and trauma type as well as participant sex, sex-role orientation, and personal trauma history on attitudes towards victims. Ninety-three male and 179 female students were administered the Bem Sex Role Inventory, the Trauma History Questionnaire, and a vignette measure of attitudes towards victims. Participants evaluated male victims significantly less favorably than female victims, and females had more positive attitudes towards victims than males. Feminine sex-typed and androgynous women rated victims more favorably than masculine sex-typed men and women. The interaction between sex of victim and trauma type was not significant. A positive relation was observed between personal trauma exposure and attitudes towards male victims among male participants only. These findings contribute towards a theoretical understanding of gender and PTSD, and also have important clinical applications.