In this dissertation I seek to answer the research question of who are those people that have the ability and motivation to facilitate other people’s creative thinking. Actors who are in the creator’s social environment, such as her coworkers and family members, can potentially enhance the creator’s level of creativity. Although these contacts can be active collaborators of the creator’s thinking processes and can eventually have a significant impact on organizational creativity, so far their role in organizational life has been overlooked by researchers. Consequently, in my dissertation I develop a theory of “creativity catalysts”, and define a creativity catalyst as an employee who helps to improve the usefulness and novelty (i.e. creativity) of the ideas and products produced by another employee (i.e. the creator) through direct interpersonal interaction with the creator. I examine two aspects of serving as a catalyst to another’s creativity: the intensity of a creativity catalyst’s contribution and the span of a creativity catalyst’s contribution. Intensity of contribution is conceptualized as the extent to which the creativity catalyst can improve the output generated by the creators to be more novel and useful. Span on the other hand, is the number of people that perceive an individual as a catalyst for her own creative performance. To answer the research question, I develop and empirically test a theory of creativity catalysts by integrating a social capital theory lens (i.e. structural social capital and relational social capital) with a stable motivational orientation (i.e., learning goal orientation). First, I argue that a catalyst’s relational social capital (i.e., quality of relationships with her coworkers) in the organizational communication network determines her motivation to take the role of a creativity catalyst. Second, I argue that the catalyst’s structural social capital (i.e., the extent to which she can connect with the disconnected others in her network structure) underlines her ability to contribute to others’ creativity. Integrating these two arguments, I hypothesize that the catalyst’s relational social capital (i.e., the motivation to become a creativity catalyst) interacts with her structural social capital (i.e., the ability of a creativity catalyst) in predicting both the intensity and span of the catalyst’s contribution to her coworkers’ creativity. Second, I hypothesized that learning goal orientation, a stable motivational orientation, interacts with the situational motivational characteristic of relational social capital in predicting both the span and intensity of a catalyst’s contribution to her coworkers’ creativity. To test my hypotheses, I first ran a pilot study on a sample of full-time MBA students in order to validate the creativity catalyst measure; and then tested my hypothesized model on employees from two companies, using multiple data sources over multiple phases of data collection. Consequently, I found support for both of these interaction hypotheses on the intensity and span of a creativity catalyst’s contribution to her coworkers’ creativity. Theoretical and practical implications of these findings, and future research directions are discussed.

This dissertation is an auto/ethnographic account, which examines food, close personal friendships, and community. The research combines autoethnography with ethnographic observations and personal/group interviews conducted within the Seminole Heights neighborhood of Tampa, Florida. The observations are of a weekly dinner event referred to by most attendees as Family Dinner. I am one of the founders of this event; the participants of this study are neighbors (or were at some point in time) as well as past and present attendees of the weekly dinner. The purpose of this research is to illustrate how food can be a tool to build community. In the Seminole Heights neighborhood, food acts as a communicator/builder of community and produces (a) nourishment for close personal bonds, and (b) sustainment of social capital. The nourishment and sustainment are made possible through (c) interaction. While there are many works of literature that discuss the topics of food, bonds, social capital, and interaction, little has been written on how these aspects function synergistically to create community. Using literature that speaks to food, close personal bonds, social capital, and interactions, I examine how these key aspects integrate with the ideas of community and their relationship to community building. I specifically address how people form community around the sharing of food and social interactions. In order to do so, I explore the role food plays in nourishing this community and look at how people experience and participate in community through the sharing of food. There are three areas comprising my research. 1. First, the observations describe the interactions of the community. 2. Secondly, the interviews give a sense of the weekly dinners from participants who still attend, who no longer live close enough to continue attending, and who have stopped attending for reasons other than their proximity to the neighborhood. 3. Lastly, the weaving of ethnography with autoethnography allows for a reflexive view of what these dinners mean, not only to myself, but also to those who participated in this research project. This study focuses on what constitutes community according to participants--their conceptions of community. In Addition, it illustrates the role food plays in nourishing community, and the participant's role in sustaining community.

Facebook is the dominant SNS for American students in the United States, and Renren.com is heavily used by Chinese students in China. Chinese international students in the United States are likely to use both the host and home SNSs to keep in touch with their friends in the host and home countries. The purpose of the study is to explore the similarities and differences between host and home SNS use among Chinese international students in the U.S. This study compares their use of Facebook and Renren.com with respect to intensity and patterns of use. It explores how these student sojourners in the U.S. use the two SNSs to build up and maintain their social networks and social capital and how their levels of acculturation to American host culture and maintenance of Chinese home culture are associated with their SNS use. Quantitative data collected through a survey of 212 Chinese international students at the University of Texas at Austin was analyzed to address these research questions. The findings suggest that Chinese international students use Renren.com more intensively than Facebook and prefer Renren.com to Facebook for the purposes of communication and information seeking. They are more likely to use Renren.com than Facebook to interact with Chinese friends whether in the U.S., in China, or in other parts of the world. The intensity of Facebook and Renren.com use were found to be positively associated with bridging social capital, but neither of the two is associated with bonding social capital. Only the intensity of Renren.com use was found to have a positive relationship with maintained social capital. Furthermore, the levels of acculturation to host culture are associated with the intensity of Facebook use, while the levels of maintenance to home culture are associated with the intensity of Renren.com use. / text

Social scientists have long held that the media has a profound effect on modern societies. However, the cultural production of motion pictures and television shows has largely been neglected as a topic of inquiry. The following dissertation seeks to fill this lacuna in the current research by offering a systematic, comprehensive, and comparative analysis of the industry known colloquially as "Hollywood." Specifically, this dissertation seeks to uncover the matrix of causal processes that filter the infinite array of potential television shows and motion pictures to the chosen few that are selected for production. This process is known as "development and green lighting." Drawing from 110 interviews with writers, directors, producers, agents, managers, studio executives, network executives, financiers, and assistants who had been involved in the development and green lighting process, I explore not just decision making but the social milieu within which those decisions were made. Over the course of three chapters, three distinct social processes are examined in turn: institutional scripts ("Formulas"), status ("Stars"), and social capital ("Relationships"). Throughout the thesis, a new approach to cultural production is carried out, based on an inductive methodology where micro-level social processes are examined in the context of macro-level struggles over legitimacy, power, and resources. / Sociology

College choice is often described as a three-stage developmental process where students progress through the following phases: predisposition, search and choice (Cabrera & La Nasa, 2000; Hossler & Gallagher, 1987). Existing research, however, suggests this model does not account for all aspects of Latina/os’ college choice experience (Hurtado, Kurotsuchi, Briggs, & Rhee, 1996; Perna, 2000), warranting further investigation. As such, in-depth phenomenological interviews (Seidman, 2006) were conducted with 20 Mexican American high school seniors from the South Texas Border, an area with postsecondary attainment rates below the state and national average (U.S. Census Bureau, 2008f), to gain a deeper understanding of their college choice experience. Guided by an integrated social capital and Chicana feminist conceptual framework, this study sought to uncover how the intersectionality of students’ social identities shaped their college choice process. Specifically, this study explored how students’ identities influenced their college aspirations and their access to college information, support and assistance via their social networks. Findings revealed that students negotiated among several social identities (generational college status, sibling identity, academic identity, class identity, racial/ethnic identity, co-curricular identity, regional identity) which influenced the development of their college aspirations and their ability to access college knowledge and support from their social networks in both positive and negative ways within the four main spaces (cultural/familial space, community space, school space, and cyberspace) they occupied on a daily basis. Students’ narratives further indicated that the individuals or entities in their social networks that were influential and/or considered sources of college knowledge and support included immediate and extended family members, various community members such as neighbors or members of students’ religious congregations, school personnel (counselors, teachers, co-curricular sponsors), higher education representatives and institutions, peers, and various college oriented websites found on the Internet. Students also noted, however, various challenges in navigating their college choice process that centered around: 1) parents’ limited college knowledge, 2) attending a local/regional institution or one outside the region, 3) combating negative educational stereotypes of Mexican Americans in general and those in the South Texas Border in particular, and 4) accessing adequate college information and assistance at school. / text

This study explored the contexts that immigrant Taiwanese mothers provided for their American born children concerning heritage language learning. Five immigrant Taiwanese mothers in central Texas participated in this study. To collect data, a qualitative approach was used including in-depth interviews, follow up interviews, supplemental interviews with other family members, and observations of the mothers and their children in different environments. The data was analyzed to answer two research questions: (1) What meanings do immigrant Taiwanese mothers attribute to their American-born children's heritage language? (2) What are the strategies that immigrant Taiwanese mothers describe themselves as using in relation to their American-born children's heritage language learning? This study demonstrated that because of the relative lack of heritage language teaching resources independent of the family, the mothers played an important role in teaching their children a wide variety of languages including Mandarin Chinese, Taiwanese, Spanish, Japanese, and Cantonese. Furthermore, the meanings that the mothers placed on heritage language could be categorized into cultural relationships, family bonds, social status within the immigrant community, relationship with American and global societies, and academic achievement and social success. The strategies the Taiwanese immigrant mothers used to teach heritage and home languages were diverse but could be analyzed by the concept of social capital and the theories of Lev Vygotsky. The mothers with more economic capital were able to use their social capital to allow one parent to stay at home teaching their children heritage language full-time. They were also able to purchase other people's time in the form of services and effectively use resources such as the Chinese school or travel to promote heritage language learning. Thus, they could actively pursue and establish goals for their children's heritage language learning. Mothers with less social capital were less able to provide an environment promoting early language learning and instead hoped for other resources in the future. The result was that mothers with more social capital were able to have their children excel in many languages including English, while mothers with less social capital not only had difficulty creating proficiency in heritage language but also in English. / text

Nicaragua has undergone several major upheavals in the last three decades that have fundamentally shaped and reshaped society. The Sandinista government (1979-1990) ended with the election of Violeta Chamorro in 1990 that ushered in 16 years of neoliberal government. In 2006 former president and leader of the current Sandinista Party, Daniel Ortega, was reelected to the presidency. At every step, education has been an essential component of the struggle to shape the state according to certain ideological precepts. Each administration has produced its own educational reforms that are ostensibly in the name of improving quality, but more precisely about developing schools consistent with the philosophy of the ruling classes. In this study, I seek to examine the Nicaraguan educational system as a site of multiple global and local processes that interact to produce lived experiences for teachers and students in and out of the classroom. In examining the most recent iteration of educational reforms and their effects in the communities of San Marcos, Estelí and Bluefields, I ask the questions: What role or function does education play in society? How does it “work” to (in most cases) normalize certain values, ideas and beliefs? And what forms do resistance and acquiescence to these processes take in an educational system like that of Nicaragua that has numerous internal and external forces attempting to condition it in contrasting ways? Major themes that emerge from the research include the prominence of social, historical and geographical factors that people use to fashion their language and perceptions of the world and the dominant influence of local power relations in conditioning people’s behaviors and actions. Analysis of responses to the current educational reform efforts demonstrates that local social connections and networks are paramount to studies of ideology and hegemony. The overriding message from Nicaragua is that chronic underfunding and constant reform have weakened the ability of the educational system to disseminate ideas, beliefs and values, particularly when they run counter to those of other powerful institutions in society. / text

Research on high school dropouts has largely focused on dropout prevention and the identification of risk factors that contribute to leaving school early. While the long-term prognosis of dropouts is often very poor, some individuals manage to change course and return for additional education later in life. In this exploratory qualitative study, five individuals who successfully returned for additional education and continued on to higher education were interviewed. Self-Determination Theory was used to analyze the data, which were examined for the decision-making processes that led to the changes in direction, and the factors that contributed most to facilitating their transitions. Overall, the participants followed similar stages of growth, and ultimately arrived at a turning point that resulted in their new directions. Several themes emerged from their stories, including the need for sufficient social capital, the significance of family and friends, the importance of taking responsibility, and overcoming previous negative experiences.

Current school reforms under No Child Left Behind (NCLB, 2001) call for effective leadership from federal and state levels and across the school district from the superintendent to the school level to improve student learning. Part of the complexity of NCLB is greater superintendent accountability for increased student learning, which necessitates new conceptions of superintendent leadership behaviors.An unexplored area of educational research involves elementary principals' and superintendents' perceptions of superintendents' leadership behaviors and perceptions of superintendents' leadership behaviors for Dynamic Indicators of Basic Early Literacy Skills (DIBELS) implementation. Additionally, an unexplored area of educational research is the comparison of elementary principals' perceptions of superintendent leadership behaviors with superintendents' self-reported leadership behaviors. The purpose of this study was to examine principals' and superintendents' perceptions of superintendents' leadership behaviors for DIBELS implementation.This mixed methods comparative case study used Q-methodology, and principals' and superintendents' interviews. Field observations and document analysis enriched the descriptions and understandings of superintendent leadership in this study.Findings indicated superintendents set defensible directions and influenced principals to implement DIBELS. Superintendents provided a leadership support network for principals comprised of mid-level district administrators. The relationships in this network, coupled with supports and resources in the network, gave principals access to social capital for DIBELS implementation.

A qualitative study using an action research methodology was conducted to observe what value a national community of practice (CoP) had for the resiliency of Canada's geographically dispersed, non-profit, environmental education (EE) network leaders. Research suggests that North America's non-profit sector faces a looming leadership crisis as its executive leaders are subjected to escalating anxiety, burnout, and feelings of isolation (Cornelius, Moyers, & Bell, 2011). Peer support networks, alternately known as a CoP, have been proposed as a potential means of sustaining such beleaguered executives. This research reveals that Canadian EE leaders found value in a CoP as a forum for networking and relationship building, as a medium for professional development, and as a source of support and inspiration. This thesis recommends the establishment of a national CoP for Canada's EE network leaders and outlines recommendations to inform the creation of such a community.