The present study investigated the applicability of the theory of reasoned action (Ajzen & Fishbein, 1980) to attitudes toward lesbians and gay men. Specifically, the investigation sought to examine individuals' intentions to request or not to request a new, heterosexual roommate given that they have been assigned a gay (or lesbian) roommate. The purpose of the investigation was to test the mediating role of respondents' perceptions of the expectations of important persons in their lives (termed subjective norm) and their attitudes toward the specific behavior of requesting a new roommate (termed attitude toward the act). An alternative to the Ajzen-Fishbein model was tested to determine whether the variables of acquaintance with a member of the target group, sex, and attitude toward the target predict request. Phase One assessed the modal beliefs and the normative beliefs of 98 students in a university population through self-report data gathered in a free response format. Phase Two investigated the relationship between the attitudes and subjective norm of 238 university students and their intention to request a new roommate with a questionnaire format developed from the responses in Phase One. The AjzenFishbein variables mediated the variables of acquaintance with a gay or lesbian, sex of the respondent, and a general attitude toward the target when predicting the request of a heterosexual roommate. / Department of Psychological Science

The purpose of this study was to determine how international graduate students rate their health and their Sense of Coherence scores using Antonosky's 29- item "Orientation to Life Questionnaire" and to identify associations between international graduate students self-rated health status, Sense of Coherence scores, Sense of Coherence sub-scores, and biometric measures. The study found that international graduate students at Ball State University rate their health as "very good" and report having a high Sense of Coherence score and sub-scores. Additionally, positive associations between international graduate student's self-rated health and Sense of Coherence scores and sub-scores were identified. However, no significant correlations were found between international graduate students' self-rated health and their biometric measures. / Fisher Institute for Wellness and Gerontology

Previous research has explored the benefits of structured teambuilding interventions in the team sport environment (Voight & Callaghan, 2001). Structured teambuilding has a positive effect on cohesion, and the link between cohesiveness and successful athletic performance has been well documented (Carron, Colman, Wheeler, & Stevens, 2002), but little research has been carried out in terms of student-athlete enjoyment of their athletic experience based on the incorporation of structured teambuilding as part of the training environment. This study was designed to examine the effect of structured teambuilding on athlete satisfaction in NCAA Division III men's and women's soccer. One hundred and eleven student-athletes from six NCAA Division III soccer teams participated. Sixty-five student-athletes played for teams that used structured teambuilding (STB). Forty-six student-athletes played for teams that did not use structured teambuilding (NSTB). Students indicated average playing time per game and completed the Athlete Satisfaction Questionnaire (ASQ) (Riemer & Chelladurai, 1998) at the conclusion of his or her regular season, but prior to any post-season competition. A 2 (use of team building) x 3 (playing status) ANOVA revealed significant main effects for use of team building, F(1, 105) = 9.34,p < .003, and playing status, F(2, 105) = 9.10, p = < .001. Post-hoc analysis revealed significant differences in 8 of the 15 subscales of the ASQ: individual performance, ability utilization, personal treatment, training and instruction, team social contribution, and personal dedication. STB studentathletes recorded significantly higher satisfaction when compared with their NSTB counterparts. Implications for the use of structured teambuilding as a tool for team development, drawing particular attention to the satisfaction of players, are discussed. / School of Physical Education

The purpose of this Q study was to learn the racial culture attitudes of public relations managers in charge of making decision for recruiting, hiring, communicating internally, managing clients.Twenty-one public relations managers from midwestern states: Illinois, Wisconsin, Minnesota, Michigan, Indiana, and Missouri sorted Q statements according to their philosophical beliefs concerning racial diversity in the workplace. In analyzing the Q sorts, three viewpoints were revealed; Color Blind Managers, Politically Correct Managers, and Diversity Managers."Color Blind Managers" believed that everyone should be treated equally, with no special treatment or laws that would give more help to one race over another. "Politically Correct Managers" believed equal opportunity laws and policies were discriminatory and unfair; yet conformed to orthodox liberal opinions which were sensitive to racial causes. "Diversity Managers" understood the importance of incorporating diverse cultures into everyday decision-making and still felt equal opportunity laws were needed to help society become color blind.All three factors supported equal opportunity for all individuals, but the means to creating diversity and equal opportunities were different across the factors. / Department of Journalism

The purpose of this thesis is to determine how to make archaeology more accessible to teachers and students as well as how best to relay realistic information about archaeology to students in a fun and engaging way while de-emphasizing the digging aspect of the discipline. There has been much discussion within the archaeological community as to whether simulated or school-yard digs are appropriate for students as they often walk away with the impression that archaeology equals digging. While many within the archaeological community agree that archaeology should be covered within the school curricula, most want the archaeological process involving method and theory emphasized. However, teachers are unfamiliar with the archaeological process and often focus on the digging aspect as it provides a hands-on learning experience for their students. / Department of Anthropology

The present study examines the impact of socio-demographic and attitudinal characteristics of pastors and laypersons on the implementation process. The research is based on the hypothesis that implementation of social action programs is related to the importance given to these programs by members of an organization. The findings reveal that different sets of socio-demographic characteristics are influential regarding the importance given to programs by pastors and laypersons. Additionally, the results show that the attitudinal characteristics have greater impact on pastors' perception of social action programs than that of laypersons. The priority in the implementation process of social programs is proven to be identical with the overall perception of the importance of these programs. / Department of Sociology

The primary purpose of this study was to examine the leadership behaviors of Indiana female school superintendents from the perspectives of the superintendents themselves along with members of their school boards. The Kouzes and Posner Leadership Practices Inventory was employed to determine how 30 leadership behaviors are perceived from both groups and how closely their perceptions correlated.Through research findings, the following issues formed the basis for this study:(a) A demographic profile of female superintendents in Indiana; (b) a demographic profile of school board members from Indiana districts in which there was a female superintendent; (c) the extent to which the 30 leadership behaviors were observed and/or practiced; (d) the school board opinions regarding each of the leadership behaviors and whether or not each was considered important.Survey research procedures were used for this study. The survey instrument was adapted from the 2000 Kouzes and Posner Leadership Practices Inventory (LPI) that is normally administered to a staff of people including bosses and subordinates. Using the LPI for gathering input from superintendents and school board members is a unique method for this instrument, as the study is designed to be used with leaders and their employees - not the leader and his or her superiors. The study was not used as any type of evaluative procedure and the results were reported as aggregate data. The LPI was reformatted to make it a more reader-friendly survey. This was accomplished by creating a box with the five-point Likert scale for each of the thirty questions. To the left of each of the 30 items, each school board member was to place a check beside any behavior he or she considered an important leadership trait. Demographic questions for superintendents and for school board members that were relevant to the study were developed from the background research. The demographic profiles indicated that both groups were much like the national average, predominantly white and married with an average age of both groups in the early fifties.Board members and female superintendents were closely aligned in their perceptions of her leadership behaviors. However, superintendents rated themselves slightly higher in the behaviors than their school boards. The null hypothesis was rejected in that differences were discovered between the means of female school superintendents and members of school boards as to their perceptions of the five subscales in all except Encouraging the heart.The final facet of this study was to collect input from the members of the school boards as to the importance of the thirty leadership behaviors. The board member was instructed to place a check beside its description for each of the descriptions that he or she felt was an important leadership trait. The most highly regarded behavior, according to school board members was: Treats people with dignity and respect (62%). Other leadership behaviors that were marked frequently included: Follows through on promises and commitments (57%), Sets personal example of expectations from others (55%), closely followed by Develops cooperative relationships with the team (54%). / Department of Educational Leadership

Surveys were used to explore the perceptions of teachers and school psychologists about school psychological services in the state of Indiana. Respondents were 114 school psychologists (30.48% return rate) and 375 teachers of various specialties (32.89% return rate). Data was analyzed using descriptive and comparative statistics with attention given to the influence of demographic variables (e.g., years of experience, specialty area). Results indicated that school psychologists' primarily engage in testing and related activities despite their aspirations to engage in a broader range of roles. In addition, the school psychologists expressed a desire to work less with students referred for testing and increase their time involvement with other student groups. Demographic variables had a minimal impact on their perceptions. In contrast, teachers' perceptions often varied as a function of demographic variables, such as their grade level and specialty area (e.g., regular or special education). Several significant differences existed between what teachers perceived to be happening and what they would prefer regarding school psychologists' roles and student groups served. For example, regular education and special education elementary teachers and special education secondary teachers preferred to see school psychologists engage in a broader range of functions including counseling and direct intervention with students. These results have implications for advocating for role changes in school psychology. First, this knowledge might be used to inform school psychology training programs about the nature of practice and the need to include a balanced number of courses in testing, consultation, and intervention. Second, findings might be used by individual practitioners to assist them in understanding the perceptions and needs of teacher groups with whom they work and tailoring their practice to address those teachers' expectations. / Department of Educational Psychology

The purpose of this qualitative study was to determine how participation in learning communities in colleges and universities affected the behaviors of faculty and residence life staff regarding student learning. Learning communities have been identified as instruments of curricular reform in higher education that focus institutional energies toward student learning. Several studies have documented the benefits that learning communities provide to students, and to a more limited extent, faculty members. However, information was lacking in the literature regarding how partcipation in learning communities affected the interaction between residence life staff members and faculty members.Purposive sampling was used to identify respondents in this study. Faculty and residence life staff members from five public, Midwestern universities with residentially-based learning communities were identified by the researcher. A semi-structured format was used to interview all respondents in their respective offices at their respective universities.The findings suggest that faculty and residence life staff who participate in learning communities have greater understanding and appreciation of one another's roles, are more likely to communicate with one another about specific student concerns, and coordinate in-class and out-of-class activities. Learning community models that are structured in such a manner that residence hall directors and faculty members regularly meet and are working with the same group of students appeared to foster the greatest degree of collaboration, cooperation, and communication between faculty and residence life staff. Additionally, the findings of this study support previous studies (Astin, 1996; Clark, 1987; Kirp, 1997) which indicated that the research orientation of a university can have negative effects upon teaching. / 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