A plethora of studies have focused on transracial adoption. While these studies have looked at identity development and/or adjustment, they lacked the investigation into some possible causes to include feelings of belongingness as well as socioeconomic status. The current study explored the lack of cultural socialization and belongingness of people adopted into an environment culturally dissimilar from their birth culture. The nonexperimental, correlational design study examined the relationship between adjustment and identity development, and the impact of transracial adoption when considering socioeconomic status and skin tone. The New Immigrant Survey Skin Color Scale, Multiethnic Identity Measure, and Measure of Psychosocial Development test were administered to a purposeful sample of 119 adult transracial adoptees who were adopted prior to age 13.The analysis utilized both a linear regression and hierarchical linear regression. The results indicated there was a significant positive relationship between socioeconomic status and ethnic identity; however, socioeconomic status had no significant impact on psychosocial adjustment. The results also indicated that skin tone difference had no significant impact on the relationship between psychosocial adjustment and ethnic identity. This research can impact social change by guiding social services organizations, adoption agencies, and mental health professionals in their handling and process of transracial adoptions through providing resources both pre and post adoption to both the adoptee as well as the adoptive family.

There are more than 79 million people in the U.S. currently infected with human papillomavirus (HPV), with an estimated 14 million new infections annually. There is a lack of knowledge about the maternal socioeconomic influences and uptake of the HPV vaccine series. Infection with HPV can cause cervical cancer in women, and there are over 11,000 cervical cancer diagnoses in the U.S. responsible for 4000 deaths annually. Vaccination coverage to prevent HPV infection does not meet the Healthy People 2020 goals of an 80% vaccination rate in the U.S. In this study, associations were tested between maternal SES variables and uptake of the HPV vaccine in male and female adolescents ages 13-17 from 1,125 participants who lived within the estimation areas of New York City, New York and Houston, Texas in 2014. The health belief model was used as the theoretical framework for the study. This was a cross-sectional quantitative study using multiple logistic regression analysis of 4 maternal predictor variables. It was found that 3 of the variables (income, p > .05, education β = -.026, p > .05, and age β = -.096, p > .05) were not significantly related to uptake of the HPV vaccine series, whereas ethnicity was found to be significant (Non-Hispanic White β = .429, p = .029, Non-Hispanic Black β = .587, p = .002, and Non-Hispanic Other β = .586, p =.011). Hispanics were nearly 2 times more likely to be vaccinated than other groups. The potential social change implications of this research are that public health workers can use the findings to develop targeted interventions to increase HPV vaccination uptake and reduce the incidence of cervical cancer.

This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounted for the highest average percentage of dropouts (63%). In 2011, Caucasian students alone accounted for 81% of the total dropouts. In essence, the largest ethnic group not graduating in this rural school district was Caucasian students. In an effort to investigate the academic, social, and home factors (strains) that may have contributed to the high dropout rate of Caucasian students, a study was conducted at the high school. The study involved investigating perceptions of professional staff at the selected high school. Professional staff completed a survey that measured perceptions as to why Caucasian students dropped out a higher rate than other ethnic groups. The general research design answering the 2 research questions for this study was a explanatory mixed-methods research design utilizing quantitative and qualitative data collected sequentially. After calculating descriptive statistics from survey responses (means and frequency of occurrence), performing a chi-square goodness-of-fit test, and conducting focus-group interviews, the results of the study indicated that professional staff members at the selected high school perceived that academic and home and community setting strains, not social strains, were the greatest influence on why Caucasian students were not graduating at the same rate as non-Caucasian high school students at the selected rural high school.

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There is a growing interest in studying the influence of parental involvement on student achievement, as well as factors that influence parents' choices in being involved in their children's education. This study examined the relationships among socioeconomic status, parental involvement, and students' mathematics achievement in Jordan and the United States. It also investigated the reasons that motivate parental involvement in both Jordan and the United States. For data collection, a four-section instrument was distributed to parents/guardians of students in grades four, five, and six from Jordan and the United States in order to collect demographic information, socioeconomic status, parental involvement levels, mathematics achievement, and qualitative data about the nature of parental involvement and parents' reasons for being involved in their children's mathematical education. The study revealed no relationship between socioeconomic status and parental involvement in Jordan. In the United States, however, the study revealed a positive relationship between socio-economic status and parental involvement at home; only parents' education level had a statistically significant relationship with parental involvement at school. The study further revealed a positive relationship between parental involvement at home (PIH) and students' mathematics achievement (SMA) in both Jordan and the United States. Also, a positive relationship between parental involvement at school (PISC) and students' mathematics achievement (SMA) was observed in the Jordan sample. However, no relationship between PISC and SMA was found in the United States sample. Also, the findings revealed a positive correlation between SES and SMA for the United States sample. However, in the Jordan sample, a positive relationship existed between family income and SMA, and parents' education level and SMA, while no relationship was found between parents' employment status and SMA. Furthermore, the findings revealed a significant difference only between the correlation coefficients of PIH and SMA between Jordan and the United States. The findings of the qualitative data analysis did not particularly support the quantitative findings, but they did provide a clear understanding of parents' diverse reasons for why they chose to be involved in their children's education, such as social and economic gains for their children. It also showed what parents believed affected or influenced their ability or choices with regard to being involved in their children's education. In light of the findings, a number of recommendations were given for further research and practice, specifically with regard to curriculum development and the design of parent-school communication programs.