Much research has been conducted about domestic violence using heterosexual women samples. This study investigated how heterosexual and lesbian women make attributions about domestic violence, as well as their myth endorsement behaviors. It also looked at the effect of participants’ egalitarianism on their victim blaming behaviors and the effect of their own victimization on their perpetrator blaming behaviors. Analyses were also conducted to examine the relationship between attribution behaviors and myth endorsement behaviors. ANOVA results indicated that heterosexual and lesbian women tend to exhibit similar patterns in the attributions of blame behaviors, though heterosexual women engaged in greater victim blame and situational blame than did lesbian women. ANCOVA results suggested a relationship between egalitarianism and victim blaming behaviors, but not between victimization history and perpetrator blaming behaviors. Pearson correlation analyses showed that relationships did exist between some attributions and myths, though not between all of them. Finally, ANOVA results indicated that heterosexual and lesbian women engage in similar myth endorsement behaviors, with heterosexual women endorsing myths more than lesbian Heterosexual and Lesbian Women’s ix women. Strengths, limitations, directions for future research, and implications for practice are also discussed. / Department of Counseling Psychology and Guidance Services

The current study sought to extend knowledge on effectiveness of Electronic Response Systems (ERS) or “clickers” in a college classroom by comparing student assessment performance between two sections (n = 41 & 42) of a Biblical Studies course in a small evangelical university. Student characteristics were virtually identical in the classes, taught by the same instructor. In one section, the instructor used ERS two to four times a week to administer quizzes or start discussions. Results showed no statistically significant evidence of improved performance in the ERS class, measured on a wide variety of assignment, quiz, and exam scores, including pre-test/post-test improvement in knowledge. Gender, prior GPA, and other demographic differences did not interact with the manipulation. It was speculated that use of ERS may have failed to make a difference in the current study because the system was not used frequently enough or for engaging activities, or because the use of ERS in a small class may not have provided benefits beyond the usual class experience. Interestingly, however, a student survey given at the beginning and end of the semester showed that students in the ERS class significantly improved their opinion of the system, indicating that they felt they had performed better as a result of using the clickers. (Students’ opinions in the control class declined.) Thus, students believed that ERS had improved their performance, although objectively it had not. It was concluded that relying on student opinions on the benefits of ERS may be misleading. / Department of Educational Studies

Young women today are anticipating involvement in both career and family. The competing demands of family and work often result in work-family conflict. A survey was administered to 124 female college students exploring the importance they place on work and family roles, the expectations they have for combining these roles, and their attitudes toward planning for multiple roles. Identity theory provides a foundation for understanding the choices women make regarding their anticipated participation in work and family roles. The results suggest that although college women are expecting to have demanding careers and involved family lives, they are not planning realistically in order to facilitate the combining of career and family roles with a minimum of conflict.

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The problem of this study was to determine the relationship of double sex standards to achievement and to selected personality variables of female college students. The following hypotheses were formulated: Hypothesis 1 Women with low acceptance of double sex standards will be found to have a higher grade-point average than will women with high acceptance of double sex standards. Hypothesis 2 Women with low acceptance of double sex standards will have greater internal locus of control than will women with high acceptance of double sex standards. Hypothesis 3 Women with high acceptance of double sex standards will be more influenced by powerful others than will women with low acceptance of double sex standards. Hypothesis 4 Women with high acceptance of double sex standards will show a greater tendency to believe that chance controls their lives than will women with low acceptance of double sex standards. Hypothesis 5 Women with high acceptance of double sex standards will have a greater fear of negative evaluation than will women with low acceptance of double sex standards. Hypothesis 6 Women with low acceptance of double sex standards will show more motivation to succeed than will women with high acceptance of double sex standards. The testing of hypotheses resulted in rejection of Hypothesis 1 and Hypothesis 6, and acceptance of the remaining four hypotheses. The conclusions, limited to the subjects included in the study, are that women who differ greatly on the subject of equality between the sexes do not differ in their scholastic achievement or in their motivation to succeed. In terms of the variable of locus of control, it is concluded that in the two groups studied women who show high support for equality between the sexes are more internal and women who show low support for equality are more external as a group. Lastly, the conclusion can be made that women in the group who reject equality between the sexes are more fearful of receiving negative evaluations of their behavior.

No description available.

While a growing body of literature exists examining how intersecting social identities and structural organizations shape the on-campus hookup script, research examining the impact of technology on the hookup culture has been virtually nonexistent. Addressing this gap, this study adds to a current body of literature on the hookup culture and online dating by exploring how a diverse sample of young women and non-binary, femme individuals understand and negotiate interpersonal sexual scripts through the mobile dating app Tinder. Ultimately, findings from 25 in-depth interviews reveal how Tinder has shaped the sexual scripts of young adult dating into a "hybrid hookup script." Unlike the traditional college hookup culture, which centers the hookup script on fraternity parties, sexual dancing, and drinking, the hybrid hookup script reintroduces traditional dating practices, such as formal dates, into the modern sexual scripts of young adults. Specifically, the hybrid hookup script maintains the traditional gendered expectation that men initiate conversations and dates, while incorporating the patterns of drinking and the expectation of non-relational sex central to the on-campus hookup culture. Nearly all participants engaged in the hybrid hookup script to some extent; yet, women of color were overrepresented among those who eventually opted out of Tinder altogether. In particular, experiences of sexual and racial harassment created an environment in which women of color felt racially objectified and fetishized. As a result, the majority of women of color indicated that they deleted the app and did not intend to go back. Overall, results underscore how the Tinder app may be operating to rearticulate existing hierarchies of gender and race.

No description available.

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to. / AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.

Tang, Mun Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 473-493). / Abstracts in English and Chinese; appendices in Chinese. / Abstract --- p.i / 摘要 --- p.iii / Acknowledgments --- p.iv / Table of Contents --- p.vi / List of Figures and Tables --- p.xiii / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Literature Review on Adolescent Development with Particular Reference to Poor Adolescents --- p.11 / Chapter 2.1 --- Theories of adolescent development --- p.11 / Chapter 2.1.1 --- Micro theories --- p.11 / Chapter 2.1.2 --- Macro theories --- p.15 / Chapter 2.1.3 --- Ecological model --- p.17 / Chapter 2.1.3.1 --- Introduction --- p.17 / Chapter 2.1.3.2 --- Application to understand the development of adolescents experiencing adversity ´ؤ Resilience Model --- p.18 / Chapter 2.1.3.2.1 --- Definitions of resilience with specific to children and adolescents --- p.18 / Chapter 2.1.3.2.2 --- Models of resilience --- p.20 / Chapter 2.1.4 --- Summary --- p.22 / Chapter 2.2 --- Existing findings on the development of adolescents growing up in poor families --- p.22 / Chapter 2.2.1 --- Poor adolescents perceive poverty --- p.23 / Chapter 2.2.1.1 --- Conceptualization of beliefs about causes of poverty --- p.23 / Chapter 2.2.1.2 --- Review of previous studies --- p.29 / Chapter 2.2.1.3 --- Limitations --- p.34 / Chapter 2.2.2 --- Development of adolescents experiencing poverty --- p.38 / Chapter 2.2.2.1 --- Development of poor adolescents in their present lives --- p.38 / Chapter 2.2.2.1.1 --- Psychological well-being and magnitude of having behavioral problems --- p.38 / Chapter 2.2.2.1.2 --- Educational outcomes --- p.45 / Chapter 2.2.2.1.3 --- Limitations --- p.52 / Chapter 2.2.2.2 --- Perceptions of future lives --- p.56 / Chapter 2.2.2.2.1 --- Review of previous studies --- p.56 / Chapter 2.2.2.2.2 --- Limitations --- p.64 / Chapter 2.3 --- Directions for future research --- p.69 / Chapter Chapter Three --- Research Questions and Research Design --- p.77 / Chapter 3.1 --- Research questions --- p.77 / Chapter 3.2 --- Proposal for a qualitative research approach --- p.79 / Chapter 3.3 --- Research design --- p.81 / Chapter 3.3.1 --- Sample --- p.87 / Chapter 3.3.2 --- Data collection --- p.92 / Chapter 3.3.3 --- Data analysis --- p.95 / Chapter 3.3.3.1 --- Reliability of the findings --- p.99 / Chapter 3.3.3.2 --- Validity of the findings --- p.100 / Chapter Chapter Four --- Findings --- p.106 / Chapter 4.1 --- Perceived economic disadvantage experienced by their families --- p.107 / Chapter 4.1.1 --- Beliefs about the causes of their families in need for financial support from the Government --- p.108 / Chapter 4.1.1.1 --- Individualistic causes --- p.108 / Chapter 4.1.1.1.1 --- Causes in relation to parents --- p.108 / Chapter 4.1.1.1.2 --- Causes in relation to mother --- p.109 / Chapter 4.1.1.1.3 --- Causes in relation to father --- p.110 / Chapter 4.1.1.1.4 --- Causes in relation to children --- p.111 / Chapter 4.1.1.2 --- Societal causes --- p.115 / Chapter 4.1.1.3 --- Fatalistic causes --- p.117 / Chapter 4.1.1.4 --- Summary --- p.119 / Chapter 4.1.2 --- Perceptions of being a CSSA recipient --- p.119 / Chapter 4.1.2.1 --- Personal views --- p.120 / Chapter 4.1.2.2 --- Perception shaped by mother --- p.125 / Chapter 4.1.2.3 --- Perceptions related to peers --- p.126 / Chapter 4.1.2.3.1 --- Perceptions related to peers' financial circumstances --- p.126 / Chapter 4.1.2.3.2 --- Perceptions related to peers' reactions towards their financial backgrounds --- p.127 / Chapter 4.1.2.3.3 --- Perceptions related to the level of closeness with peers --- p.129 / Chapter 4.1.2.4 --- Perceptions related to the views of general public --- p.129 / Chapter 4.1.2.4.1 --- Views of general public influenced by the Government --- p.130 / Chapter 4.1.2.4.2 --- Views of general public influenced by the media --- p.130 / Chapter 4.1.2.4.3 --- Views of general public influenced by with or without personal experiences of receiving CSSA or personal contacts with CSSA recipients --- p.133 / Chapter 4.1.2.4.4 --- Views of general public influenced by the dominant societal ideologies --- p.134 / Chapter 4.1.2.5 --- Perceptions related to CSSA claim procedures --- p.138 / Chapter 4.1.2.6 --- Perceptions related to special policy for CSSA recipients --- p.139 / Chapter 4.1.2.7 --- Perceptions related to attitudes of staff in CSSA unit --- p.140 / Chapter 4.1.2.8 --- Summary --- p.141 / Chapter 4.1.3 --- Perceived quality of life under the CSSA and the related factors --- p.142 / Chapter 4.1.3.1 --- Perceived quality of life under the CSSA --- p.143 / Chapter 4.1.3.1.1 --- Primary school --- p.143 / Chapter 4.1.3.1.2 --- Secondary school --- p.145 / Chapter 4.1.3.1.3 --- University --- p.146 / Chapter 4.1.3.2 --- Perceived quality of life under the CSSA in relation to mothers' financial management --- p.150 / Chapter 4.1.3.2.1 --- Ways of monitoring family finance --- p.150 / Chapter 4.1.3.2.2 --- Ways of fulfilling unmet needs --- p.151 / Chapter 4.1.3.3 --- Perceived quality of life under the CSSA in relation to self financial management --- p.153 / Chapter 4.1.3.3.1 --- Being self-disciplined of spending money --- p.153 / Chapter 4.1.3.3.2 --- Saving money --- p.155 / Chapter 4.1.3.3.3 --- Doing part-time jobs and summer jobs --- p.157 / Chapter 4.1.3.4 --- Perceived quality of life under the CSSA in relation to other sources of financial support --- p.161 / Chapter 4.1.3.4.1 --- Financial support from relatives --- p.161 / Chapter 4.1.3.4.2 --- Financial support from non-relatives --- p.163 / Chapter 4.1.3.5 --- Summary --- p.166 / Chapter 4.1.4 --- Comments on the staff in the CSSA unit --- p.166 / Chapter 4.1.4.1 --- Positive comments --- p.166 / Chapter 4.1.4.1.1 --- Attitudes --- p.167 / Chapter 4.1.4.1.2 --- Performance --- p.167 / Chapter 4.1.4.2 --- Negative comments --- p.169 / Chapter 4.1.4.2.1 --- Attitudes (from personal experiences) --- p.169 / Chapter 4.1.4.2.2 --- Attitudes (from mothers' experiences) --- p.171 / Chapter 4.1.4.2.3 --- Performance --- p.172 / Chapter 4.1.4.3 --- Summary --- p.176 / Chapter 4.1.5 --- Comments on the CSSA scheme --- p.177 / Chapter 4.1.5.1 --- Positive comments --- p.177 / Chapter 4.1.5.1.1 --- Nature of the CSSA scheme --- p.177 / Chapter 4.1.5.1.2 --- Strict policy for preventing abuse of the scheme --- p.179 / Chapter 4.1.5.2 --- Negative comments --- p.180 / Chapter 4.1.5.2.1 --- Amount of support in the CSSA scheme --- p.180 / Chapter 4.1.5.2.2 --- Policy on the CSSA scheme --- p.183 / Chapter 4.1.5.2.3 --- Claim procedures in the CSSA scheme --- p.187 / Chapter 4.1.5.3 --- Summary --- p.191 / Chapter 4.1.6 --- Circumstances of women in economic disadvantaged and female-headed families --- p.192 / Chapter 4.1.6.1 --- Struggles on financial adversity --- p.192 / Chapter 4.1.6.2 --- Consequences of receiving financial support from the Government --- p.194 / Chapter 4.1.6.2.1 --- Influences on self-image --- p.194 / Chapter 4.1.6.2.2 --- Influences on psychological state --- p.195 / Chapter 4.1.6.3 --- Pressure of taking up the parental roles --- p.197 / Chapter 4.1.6.4 --- Summary --- p.199 / Chapter 4.1.7 --- Recommendations for improvement in the CSSA service --- p.200 / Chapter 4.1.7.1 --- Staff training --- p.200 / Chapter 4.1.7.2 --- Quality of the service --- p.201 / Chapter 4.1.7.3 --- Other recommendations --- p.204 / Chapter 4.1.7.4 --- Summary --- p.195 / Chapter 4.1.8 --- Recommendations for improvement the policy in the CSSA scheme --- p.207 / Chapter 4.1.8.1 --- Subvention policy --- p.207 / Chapter 4.1.8.1.1 --- Subvention for students --- p.207 / Chapter 4.1.8.1.2 --- Subvention for households --- p.209 / Chapter 4.1.8.1.3 --- "Subvention for children, elderly, disabled and chronic illness patients" --- p.211 / Chapter 4.1.8.2 --- Claim procedures --- p.214 / Chapter 4.1.8.3 --- Employment-related policy --- p.216 / Chapter 4.1.8.3.1 --- Employment-related policy for single parents --- p.216 / Chapter 4.1.8.3.2 --- Employment-related policy for general able-bodied CSSA recipients --- p.219 / Chapter 4.1.8.4 --- Other recommendations --- p.222 / Chapter 4.1.8.5 --- Summary --- p.224 / Chapter 4.1.9 --- Service gaps for economic disadvantaged and single-parent families --- p.225 / Chapter 4.1.9.1 --- Services for CSSA families --- p.225 / Chapter 4.1.9.1.1 --- Emotional support services --- p.225 / Chapter 4.1.9.1.2 --- Household support services --- p.227 / Chapter 4.1.9.2 --- Services for women in economic disadvantage and marital disruption --- p.229 / Chapter 4.1.9.2.1 --- Employment-related support services --- p.229 / Chapter 4.1.9.2.2 --- Counseling services --- p.230 / Chapter 4.1.9.3 --- Services for the single-parent families --- p.232 / Chapter 4.1.9.3.1 --- Emotional support services --- p.232 / Chapter 4.1.9.3.2 --- Public education --- p.233 / Chapter 4.1.9.4 --- Summary --- p.234 / Chapter 4.1.10 --- Overall summary of Section 4.1 --- p.235 / Chapter 4.2 --- Perceived past lives --- p.237 / Chapter 4.2.1 --- Area 1: Perceived quality of life before receiving the CSSA --- p.237 / Chapter 4.2.2 --- Area 2: Reactions towards economic disadvantage --- p.241 / Chapter 4.2.2.1 --- Feelings about living under the CSSA --- p.241 / Chapter 4.2.2.2 --- Perceived influences of economic disadvantage in their past lives --- p.246 / Chapter 4.2.2.2.1 --- Experienced different from those of their peers --- p.246 / Chapter 4.2.2.2.2 --- Influenced on their study plans --- p.248 / Chapter 4.2.2.3 --- Summary --- p.253 / Chapter 4.2.3 --- Area 3: Views on mother's employment status --- p.253 / Chapter 4.2.4 --- Area 4: Perceptions of one's roles in the family --- p.257 / Chapter 4.2.5 --- Area 5: Perceived source of influences on one's development --- p.265 / Chapter 4.2.5.1 --- Aspect 1: Family backgrounds --- p.266 / Chapter 4.2.5.1.1 --- Experiences of economic disadvantage --- p.266 / Chapter 4.2.5.1.2 --- Single-parent family Other people --- p.278 / Chapter 4.2.5.1.3 --- Summary --- p.289 / Chapter 4.2.5.2 --- Aspect 2: Significant others --- p.290 / Chapter 4.2.5.2.1 --- Mother --- p.290 / Chapter 4.2.5.2.2 --- Other people --- p.298 / Chapter 4.2.5.2.3 --- Summary --- p.304 / Chapter 4.2.5.3 --- Aspect 3: Beliefs --- p.304 / Chapter 4.2.5.4 --- Summary --- p.306 / Chapter 4.2.6 --- Overall summary of Section 4.2 --- p.307 / Chapter 4.3 --- Perceived experiences of their present lives --- p.309 / Chapter 4.3.1 --- Area 1: Meanings of becoming a university student --- p.309 / Chapter 4.3.1.1 --- Familial meanings --- p.309 / Chapter 4.3.1.2 --- Personal meanings --- p.313 / Chapter 4.3.1.3 --- Summary --- p.326 / Chapter 4.3.2 --- Area 2: Perceived differences with the peers in university --- p.326 / Chapter 4.3.3 --- Area 3: Economic circumstances --- p.333 / Chapter 4.3.3.1 --- Personal financial circumstances --- p.334 / Chapter 4.3.3.2 --- Perceived meanings of with or without financial support from the Government to their families --- p.347 / Chapter 4.3.3.3 --- Summary --- p.350 / Chapter 4.3.4 --- Area 4: Perceptions of one's roles in the family --- p.351 / Chapter 4.3.5 --- Overall summary of Section 4.3 --- p.357 / Chapter 4.4 --- Perceived future lives --- p.359 / Chapter 4.4.1 --- Expected lives after graduation and the related contributory factors --- p.359 / Chapter 4.4.1.1 --- Area 1: Work --- p.359 / Chapter 4.4.1.2 --- Area 2: Life style --- p.369 / Chapter 4.4.1.3 --- Area 3: Economic circumstances --- p.372 / Chapter 4.4.1.4 --- Area 4: Marriage --- p.380 / Chapter 4.4.1.5 --- Area 5: Spouse --- p.383 / Chapter 4.4.1.6 --- Area 6: Quality of relationship in future family --- p.389 / Chapter 4.4.1.6.1 --- Marital relationship --- p.389 / Chapter 4.4.1.6.2 --- Parent-child relationship --- p.392 / Chapter 4.4.1.7 --- Summary --- p.396 / Chapter 4.4.2 --- Feelings about their future lives --- p.397 / Chapter 4.4.3 --- Overall summary of Section 4.4 --- p.403 / Chapter 4.5 --- Summary of the findings and findings deserving special attention --- p.404 / Chapter Chapter 5 --- Discussion and Recommendation --- p.423 / Chapter 5.1 --- Discussion of nine aspects of findings --- p.423 / Chapter 5.1.1 --- Aspect 1 -- Role of education in life --- p.423 / Chapter 5.1.2 --- Aspect 2 -- Absence of father as the main cause of economic hardship --- p.425 / Chapter 5.1.3 --- "Aspect 3 -- Being a ""good child""" --- p.427 / Chapter 5.1.4 --- Aspect 4 -- Difficult growth trajectory --- p.430 / Chapter 5.1.5 --- Aspect 5 -- Poverty: Blessing in disguise --- p.434 / Chapter 5.1.6 --- Aspect 6 -- Family of origin's influence on expectations of future life --- p.437 / Chapter 5.1.7 --- Aspect 7 -- Five protective factors in development --- p.440 / Chapter 5.1.8 --- Aspect 8 -- Mothers experiencing economic disadvantage: Long-suffering women guarding their children --- p.443 / Chapter 5.1.9 --- Aspect 9 -- Balanced view of the CSSA scheme --- p.446 / Chapter 5.1.10 --- Summary --- p.452 / Chapter 5.2 --- Theoretical contributions and implications of the present findings --- p.455 / Chapter 5.3 --- Practical implications and recommendations of the present findings --- p.459 / Chapter 5.4 --- Limitations of this study --- p.461 / Chapter Chapter Six --- Conclusion --- p.463 / Chapter 6.1 --- Summary of findings --- p.463 / Chapter 6.2 --- Evaluation of the quality of this qualitative study --- p.468 / Chapter 6.3 --- Directions for further study --- p.470 / Bibliography --- p.473 / Appendix I: Written Consent Form --- p.494 / Appendix II: Interview Guide --- p.495