Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: Mildred L. Montag. Dissertation Committee: Margaret Lindsey. Includes bibliographical references.

Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 167-179.

Research demonstrates that sexual harassment, sexual assault, and eating disorders are pervasive gender-based social problems on college campuses. These phenomena can cause long- term psychological consequences, and negatively impact women’s ability to succeed in both academia and the workplace. Not only have the prevalence and effects of these issues been documented, a significant number of studies have found a relationship between various forms of victimization and eating disorders/symptoms. Research has shown that eating disorders may function as coping strategies for managing the psychological distress that often results from the trauma of sexual harassment and sexual assault. Although, this link has been identified, little research has examined why it might exist among various populations. The purpose of this study was to not only examine the relationships among sexual harassment, rape, and eating disorders, but also the cognitive and psychological processes that may influence this association. The cognitive processes included gender-role attitudes and rape myth acceptance and the psychological processes were depression, anxiety and posttraumatic stress. In addition, the study aimed to explore these phenomena among the traditional female dominated fields of teaching and nursing. Little is known about how these populations are effected by sexual harassment, sexual assault, and eating disorders. Analyses were conducted on self-report measures from 206 students enrolled in an undergraduate nursing and pre-service teaching program at the University of Kentucky. The test of a theoretical model, using a series of multiple regressions, suggests a positive relationship among sexual harassment, rape and eating disturbances for nursing and pre- service teaching college women students. Also, the findings indicated that this relationship is partially mediated by psychological distress. No moderation was found between rape myth acceptance and gender-role attitudes and psychological distress. These results indicate that effective training and prevention programs that address sexual harassment and sexual assault are needed as well as clinical strategies for the assessment and treatment of eating disorders and trauma.

The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.