The objectives of this research were (a) to identify three new criteria to measure the assertive verbal behavior of low income Black, Hispanic, and Caucasian women; (b) to contrast the assertiveness ratings obtained using these new culturally appropriate criteria with those obtained using traditional criteria (i.e. those typically used in the measurement of assertiveness--developed predominantly on White, middle class samples). A sample of 115 low income women completed the Simple Rathus Assertiveness Schedule and items pertaining to rights to act assertively. Additionally, they participated in six videotaped role-plays; within the role-plays the gender and familiarity of the other person and the difficulty of the situation were varied. A panel of key informants reviewed these videotapes and selected a representative sample of interviews for content analysis. The results of the content analysis formed the basis of the new criteria to assess assertive verbal content. Additionally, voice tone ratings were re-calibrated. / The new criteria differ from the mainstream criteria in that they detail specific courses of action to specific situations that are in themselves passive, assertive, and aggressive strategies. The groups agreed the most in terms of what constituted appropriate action when dealing with a child and disagreed the most when dealing with an aggressive male friend. Overall, the non-Hispanic groups were more likely to regard references to consequences and obligations as appropriate. The Caucasian group had the largest range of responses including more aggressive tactics. The Black group had fewer types of aggressive acts, however their range of assertive acts included behaviors that the other groups defined as aggressive. The Hispanic group took a more deferential approach, placing more emphasis on correctly addressing the other individual and adopting good manners when speaking. / Generally, the culturally appropriate criteria produced either the same or higher assertion ratings in contrast to the mainstream criteria. Through the development of the new criteria and an examination of their content, lessons for the development of culturally competent practice are noted. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 1129. / Major Professor: Dianne Harrison Montgomery. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77386 |
| Contributors | Yoshioka, Marianne R. M., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 258 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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