There is no abstract available for this thesis.

There is no abstract available for this thesis.

The purpose of this study was two-fold: 1) To measure the relationship between female graduate students' perceptions of dependence upon faculty members and the types of sexual harassment experienced and the types of management strategies employed to deal with the harassment, and 2) to collect descriptive data on sexual harassment of females in graduate school.The population consisted of 1400 female graduate students selected at random from four Indiana universities. A 15 item questionnaire containing questions pertaining to sexual harassment experiences, power-dependence relationships, management strategies, and attitudes toward sexual harassment was utilized. Two null hypotheses were tested using the computer program MULTIQUAL: Log Linear Analysis of Nominal or Ordinal Data by the Method of Maximum Likelihood.A total of 729 participants (52%) returned the questionnaire. Of those questionnaires returned, 1.14 (15.6%) reported some form of sexual harassment. Based on questionnaire items designed to measure the dependence of students upon faculty, respondents were assigned to one of two levels of dependence, considerable or slight.No significant differences were found in the interaction between the levels of dependence and the types of sexual harassment experienced by respondents. Also, the interaction between the levels of dependence and the management strategies used to deal with the harassment was not found to be significant.An examination of the differences in percentage response (or main effects) indicated that significant differences existed between the levels of dependence, and among the frequencies of occurrence of the types of sexual harassment and the types of management strategies reported. These findings suggested that:1. Female graduate students in relationships of considerable dependence experienced sexual harassment in significantly greater numbers than students in relationships of slight dependence (78.5% versus 21.5%).2. The types of sexual harassment most frequently experienced were: Anti-female remarks, leering and ogling (56.1%); requests for sexual activity (23.4%); and touching (20.6%).3. The management strategies most frequently reported were: Ignoring (43%); withdrawal or avoidance (37.4%); and refusing requests with or without explanation (19.6%).

The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education. / Department of Educational Studies

This study investigated the correlation between fear and knowledge of AIDS and changes in sexual behavior. A review of the literature showed students with more knowledge and fear of contracting AIDS made changes in their sexual behavior to help prevent becoming infected. Subjects who participated in this study were undergraduate student volunteers in the Counseling Psychology Research Pool. The subjects were given two questionnaires to complete. The first questionnaire consisted of thirty questions.It assessed their general knowledge of AIDS by asking them to respond with a "yes* or "no" to the statements. In the second questionnaire, the first eleven questions assessed their fear of contracting AIDS by asking the subjects to respond to an agree/disagree continuum from one through seven. The final four questions asked the subjects to respond to changes they have made in their sexual behavior because of the possibility of contracting AIDS. The continuum ranged from " not at all" through "a great deal." ThePearson product moment statistic was used to determine correlations.There was a significant correlation (.001) between fear of AIDS and changes in sexual behavior, but there was not a correlation between knowledge of AIDS and changes in sexual behavior. AIDS is not prevalent at this university, so the students were not as fearful of contracting the disease as students might have been in high incidence environments and as a result did not take necessary precautions. / Department of Counseling Psychology and Guidance Services

By analyzing data collected over a two-year time period from first-year students at eight private colleges and universities across the state of Indiana, this study analyzed the extent to which the self-reported educational and personal needs of African American students differed from those of Caucasian students. This study further measured how these students spent their time during their first year and examined the data based on racial classification. Finally, the study investigated how the two racial groups of students expressed satisfaction with their college choice at the end of one year of enrollment.Institutions were selected which had the largest number of African American students among the private colleges in the state of Indiana. Comparisons using descriptive statistical methods were made between African American and Caucasian students. These students completed two identical survey instruments at the same eight institutions. Two standardized instruments were used: the College Student Needs Assessment Survey (CSNAS), and the College Student Experiences Questionnaire (CSEQ). Students completed the needs assessment instrument during the first two months of their freshman year and took the CSEQ at the end of that year.The literature reflected that although more African Americans are enrolling in higher education, graduation rates remain lower than those of Caucasians. Numerous retention programs have been developed at higher educational institutions across the nation. These are specifically tailored toward meeting the perceived academic and social needs of African American students. However, uncertainty exists regarding how such needs may be different from those of Caucasian students.The findings suggest that African American students arrive at college with a generally higher level of self-reported academic needs than do Caucasian students based on a direct comparison between the two groups' responses on the CSNAS. However, statistical comparisons between the two groups on the CSEQ revealed relatively few areas on which the two racial groups differed significantly in how they spent their time while at college. The data revealed a statistically significant difference between the two groups regarding their overall satisfaction with their first year of college.Implications from this study concluded that to reflect changing demographics in society, higher education must become more inclusive. Furthermore, individual campuses need to place a priority upon addressing the apparent difference in the academic needs of the students who arrive to begin their higher educational experience. Administrators must be willing to make difficult choices in order to make equal educational opportunity a reality on college campuses rather than a mere slogan. / Department of Educational Leadership

The subject of this study was academic cheating among college students. Academic cheating has been described as both epidemic and endemic. It is considered a significant problem because it is occurring on all college campuses with high frequency and because it undermines the foundation of the college as a learning institution. A review of the literature on cheating behaviors revealed percentages of self-reported cheating ranging from 23.7% to 98%.The present study explored the relationship between academic dishonesty and student backgrounds, along with student attitudes. A replication of the research previously done by Melody Graham, Jennifer Monday, Kimberly O'Brien, and Stacey Steffen, (1994) was conducted at Indiana Institute of Technology (IIT). The faculty and the students were included in the research study. Three main areas explored in the present study concerned the relationship of student background variables, perceptual differences between faculty and students, and faculty background variables to attitudes of cheating. More lenient attitudes toward cheating were found with the variables of race, religiosity, coming from urban areas, living in dorms or college apartments, majoring in business, and playing sports.The findings of the present study indicated that 94.81% of the student respondents had engaged in one of the seventeen cheating behaviors that were identified in the Graham et al. study. However, these seventeen cheating behaviors included some acts that were less serious than others. Also, it should be noted that many students engage is such behaviors infrequently. The seventeen behaviors along with an explanation of the tabulations for the 94.81% statistic, were included on pages 221-222 of the study. The severity rating of each behavior was listed in Table 7, page 134.A Synthesis Model of Cheating Decision Making was developed as an implication of the research conducted for the present study. This Model can assist faculty in understanding the cheating decision process of students. Also, students can use the Model to facilitate a self evaluation of their decisions. / Department of Educational Leadership

This study described a subculture of Muslim women who live and study in Middle Town, Indiana and who actively participate in the religious and social activities conducted by the Middle Town Islamic Center. Acting in response to negative stereotyping of this population, this study shines a light on the lives and learning of female Muslim adults in a small Midwestern city. The results of this particular study promoted understanding about female Muslim learners in the United States. Ethnographic techniques of in-depth, semi-structured interviews and participant observation techniques were used to gather the data, and member checking was also performed to ensure consistency. Doman analysis, as described by Spradley (1979), was the technique used to analyze the data. The data and analysis suggested some fundamental characteristics of this subculture, Middle Town Islamic Ladies. One major finding that could be inferred was the inconsistency between the experiences of the participants with negative stereotyping propagated by some U.S. media and some people in general. Women in this study tended to be very deliberate in defining their status as women and as learners by examining and referring to the most legitimate resources of Islam: The Qur’an and Hadith. The participants also understood that many interpretations of the Qur’an and Hadith about women are influenced by a patriarchal mindset to preserve cultural beliefs that men are superior to women. Such beliefs are inconsistent with what the Qur’an and Hadith prescribe. As most of the informants came from different countries, they reported that their cultural expectations influenced their learning styles and their lives in this city. This expectation generated some problems with their comfort in living and studying. However, their faith, their association with the Middle Town Islamic community, especially the Muslim women, family support (especially from their husbands), and harmonious relationships with professors facilitated smooth adjustments to the challenges. Finally, the findings in this study also introduced teaching strategies and training styles in higher education that would accommodate and emphasize students’ cross-cultural differences / Department of Educational Studies

The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.

The primary purpose of this study was to determine if a drug testing program could impact or change student drug use at the secondary education level. Secondary purposes were to 1) assess the perceptions of secondary education students toward licit and illicit drugs, drug use, and the newly implemented drug testing program, and 2) to examine why drug use may continue even after a drug testing program has been implemented. Data was collected through the use of questionnaires, discussion groups, and one-on-one interviews. Examination of the questionnaire data indicated that student drug use was not substantially deterred by the newly implemented drug testing program over a three to four month time period. Also, students' perceptions of the newly implemented drug testing program were mainly that of disagreement. Students commented that they felt the drug testing policy was implemented to "catch them" using drugs rather than "help them" with a possible drug addiction. One of the main reasons that the drug testing program did not have a great deterrent effect on student drug use, as suggested by the students, was that the odds were not high enough that they would be selected to be drug tested. In some instances, drug testing was not proving to be a deterrent to drug use, but rather a deterrent to participation in school activities. However, for some students, drug testing was proving to be a deterrent to drug use. As quoted from one of the discussion group members: "It's a step in the right direction." / School of Physical Education