This study investigates the misuse of prescription stimulants among undergraduates for a variety of different purposes, including: academic, other instrumental, and recreational. This research is important as existing literature as well as national level surveillance data indicates a substantial increase in this type of prescription drug misuse, especially among young adults aged 18-25. Drawing from several theoretical frameworks, this research focuses on how academic strain, social norms, and gender influence prescription stimulant misuse among undergraduates. Roughly 900 quantitative surveys were collected that specifically address undergraduate prescription stimulant misuse. The results indicate that college students are at an increased likelihood of misusing prescription stimulants if they experienced academic impediments and/or grade strain during the past academic year. Additionally, the findings show that undergraduates who have accepting attitudes of prescription stimulant misuse and who have peers that misuse prescription stimulants are also at an increased likelihood of misusing prescription stimulants. Furthermore, males were at an increased likelihood of prescription stimulant misuse for academic purposes if they had experienced grade strain during the past academic year in comparison to their female counterparts. Female undergraduates, on the other hand, were four times more likely than male undergraduates to obtain prescription stimulants from their close friends for free.

Social norms are patterns of behavior expected within a particular society in a given situation. Social norms can be shared belief of what is normal and acceptable shapes and enforces the actions of people in a society. In the educational classroom, they are characteristics that constitute the classroom participation structure. Sociomathematical norms are fine-grained aspects of general social norms specifically related to mathematical practices. These can include, but are not limited to, a student-centered classroom that includes the expectation that the students should present their solution methods by describing actions on mathematical objects rather than simply accounting for calculational manipulations. For this action research study, my goal was to determine if the role of the teacher would influence the social and sociomathematical norms in a mathematics classroom and in what ways are sociomathematical norms reflected in students' written work. I focused specifically on students' mathematics journal writing and taped conversations. I discovered that students tended to not justify their work. Also, I discovered that my idea of justification was not really justification. I learned from this and was able to change my idea of justification. By encouraging the students to socialize in mathematics class, I found that the quality of their dialogue improved. Students readily discussed mathematical concepts within small groups and whole class discussions.

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The economics of information is a relatively new and important field of economics. This dissertation analyzes the role of information in three case studies within three different branches of economics: health economics, environmental economics, and finance and banking. First I analyze parental nutritional label usage and its effect of children's dietary outcomes (i.e. Health Eating Index and Body Mass Index). I show that parental usage of nutritional labels is associated with a better quality of their children's diet as well as an overall improvement in their health as measured by their Body Mass Index. Secondly, I study the behavioral effect of length of residency on water demand in the arid cities of Reno and Sparks in Nevada. In this case, I observe that social interaction among households affects their water usage. In particular, newcomers' watering behaviors are influenced by the prevailing social norms among neighbors that have lived in the arid area for a longer period of time. Finally, I compare the performance of local versus larger national and regional lending institutions in the years leading to the 2007 mortgage crisis. I find that local or community lenders have a significantly lower foreclosure rate during these years. Local lenders presumably base their origination decisions on an interpersonal relationship with their customers. This provides them with information that is not contained within the standard risk metrics generally used in loan applications. I discuss the policy implications of these results for each case study. / Ph. D.

Financial security in retirement is an important social issue, yet many affluent women may have behaviors, attitudes or perceptions that could be detrimental to their financial security—putting them at risk for poverty in their retirement years. A survey was developed and implemented in 2009 to investigate the behaviors, attitudes, and perceptions regarding financial management among affluent ($250,000 or more of household investable assets) United States women in their prime years (aged 50–69) to determine if Social Norms Theory could be applied to this population. Three hypotheses were tested: 1.) most affluent prime-of-life women have “healthy” financial behaviors and attitudes; 2.) the majority of women in this group misperceive the reality, underestimating the percent of their peers who have “healthy” financial behaviors and attitudes; and 3.) the minority of women who have unhealthy financial behaviors/attitudes will be more likely than those who have healthy behaviors/attitudes to misperceive their peers as having unhealthy financial behaviors and attitudes. The results determined that Social Norms Theory does apply to affluent women in their prime years and that a Social Norms Marketing approach may be useful.

Shirley Jackson's fiction continues to be placed within the gothic horror genre because of its supernatural and horror images. I contend the major focus of her work is her critique of the social norms constructed for women by an archaic and inauthentic patriarchial system of rules and domestic expectation for women that result in madness for the resisting female.

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