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Reproductive traits are often thought of as fixed, genetically determined properties. However, such traits are often dynamic, exhibiting different expression patterns depending on context. Both internal state and external environment can have a strong effect on how traits are expressed. Variation in these factors across the lifetime of an individual should select for flexibility in trait expression, rather than fixation.My dissertation work examines how mating behavior and testes size respond to several previously unexplored contextual factors, using Rhagoletis juglandis, the walnut fly, as a model system. For mating behavior, I predicted that differences in female reproductive state (egg load) and experience with host resource would impact mating decisions. For testes size, I predicted that social environment (sex ratio) and changes in resource environment would determine testes size.Behavioral observations of flies showed that a large egg load increased the likelihood of copulation, while prior experience with host fruit decreased copulation time. These results are the first to distinguish effects of experience on physiological state from other effects of experience in the context of mating behavior.Manipulation of the sex ratio revealed that males develop larger testes when reared in an environment with many potential competitors. This is the first study to show that that allocation to a male reproductive organ can change depending on the sex ratio. My studies showed that resource environment is also important in determining testes investment patterns. When adult males are deprived of protein, they develop smaller testes. A stable isotope analysis of testes further confirms that resource environment is important for testes development. Males rely more on nitrogen derived at the larval stage than at the adult stage, but adult carbon sources are a large component of testes mass.In sum, this dissertation demonstrates the importance of context in the expression of reproductive traits. Recent research has shown that such traits can respond more dynamically to context than previously thought, but this area of research is young. My results help provide a greater understanding of the processes shaping the evolution of reproductive traits.

Changes in breastfeeding practices have been accompanied by profound changes in the daily context within which women make infant-feeding decisions. The availability and promotion of breast milk alternatives, the transmission of breastfeeding knowledge and skills, and the individual and societal value placed on breastfeeding and breast milk are all issues that need to be considered. In this seminar, Aleck will provide a brief history of breastfeeding trends and policies. He will suggest that a historical understanding of the relationship between socio-cultural trends and breastfeeding patterns is essential to informing current policy development and advocacy in the area of infant feeding. Finally, he will examine the context of policy development in the twenty-first century, including the possible challenges presented by international free trade agreements, questions about federal/provincial responsibility for breastfeeding promotion, the relationship between women’s productive and reproductive work, and the need to redefine breastfeeding success at a policy level.

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.

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)