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University of Colorado
1.
Truong-Vu, Kim-Phuong.
Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine.
Degree: MA, 2018, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/62 
► The HPV vaccine is highly effective in providing protection against the human papillomavirus (HPV). Targeting young adolescents to initiate on-time vaccinations is crucial in curtailing…
(more)
▼ The HPV vaccine is highly effective in providing protection against the human papillomavirus (HPV). Targeting young adolescents to initiate on-time vaccinations is crucial in curtailing HPV and HPV-related morbidity and mortality. To date, no study has examined the timing of initiating the HPV vaccine—never or late, relative to on-time vaccinations—or how differences in timing among populations may be due to gender and race/ethnicity intersecting to affect HPV vaccine uptake. To address this gap, this study used an intersectional and biopower-focused approach to examine how gender, race/ethnicity, and their intersections predict age-specific probabilities of initiating HPV vaccinations. Multinomial logistic regression—with on-time vaccination as the base outcome—was used to examine the timing of initiating HPV vaccinations. Data from the 2011-2016 National Health and Nutrition Examination Survey (NHANES) was used to study this relationship. Results show that overall and within each status group, respondents have yet to initiate the HPV vaccine. Additionally, gender and the intersection of gender and sexuality were significant predictors of the timing of initiating the HPV vaccine, especially for females and Asian Americans. Policy makers and healthcare officials interested in increasing HPV vaccine uptake should provide culturally sensitive information to parents and young adolescence that balances advocating the overall benefits of the vaccine for both genders, while addressing sexuality in the context of HPV vaccinations, to emphasize the importance of uptake before the exposure of HPV.
Advisors/Committee Members: Stefanie Mollborn, Jason Boardman, Richard Rogers.
Subjects/Keywords: gender; hpv; intersectionality; race/ethnicity; vaccine; Gender and Sexuality; Sociology
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APA (6th Edition):
Truong-Vu, K. (2018). Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/62
Chicago Manual of Style (16th Edition):
Truong-Vu, Kim-Phuong. “Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine.” 2018. Masters Thesis, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/62.
MLA Handbook (7th Edition):
Truong-Vu, Kim-Phuong. “Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine.” 2018. Web. 14 Apr 2021.
Vancouver:
Truong-Vu K. Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine. [Internet] [Masters thesis]. University of Colorado; 2018. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/62.
Council of Science Editors:
Truong-Vu K. Gender and Racial/Ethnic Disparities in the Timing of Initiating the HPV Vaccine. [Masters Thesis]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/socy_gradetds/62
University of Colorado
2.
Steinberg, Hillary.
Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions.
Degree: MA, 2018, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/63
► Research on chronic conditions and their impact on individual identity often center on biographical disruption or the idea of a bifurcation of “before and after”…
(more)
▼ Research on chronic conditions and their impact on individual identity often center on biographical disruption or the idea of a bifurcation of “before and after” identities. Moreover, little research examines identity formation in young adults with chronic health conditions despite the growth of this population. This thesis focuses on young adults’ narrative identities, both in terms of how young adults describe the transition to adulthood and how cultural ideals of young adulthood and actors from institutions influence how they describe themselves. Using 22 in-depth qualitative interviews, this study reveals how young adults either distance themselves from their conditions or move to acceptance through the narratives they tell about their health, feelings, and behaviors. These positions influence how they create identities, becoming either “risk-takers” or “caretakers.” These identities have implications for decisions as illustrated here by the choices interviewees make to demonstrate their health as a status. This research suggests that identity confirmation by others forms an integral part of the nexus of health and the life course, shaping how adolescents make the transition into young adulthood and take on health identities. Identity confirmation from others gives some young adults with chronic conditions room to integrate their conditions into their narrative identities. This study reveals the social nature of young adult identities, and the importance of health to them, precisely because it uses cases of young adults who must transition to adulthood in alternative ways.
Advisors/Committee Members: Leslie Irvine, Stefanie Mollborn, Lori Peek.
Subjects/Keywords: childhood; chronic conditions; health; identity confirmation; narrative identity; young adulthood; Disability and Equity in Education; Social Psychology; Sociology
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APA (6th Edition):
Steinberg, H. (2018). Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/63
Chicago Manual of Style (16th Edition):
Steinberg, Hillary. “Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions.” 2018. Masters Thesis, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/63.
MLA Handbook (7th Edition):
Steinberg, Hillary. “Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions.” 2018. Web. 14 Apr 2021.
Vancouver:
Steinberg H. Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions. [Internet] [Masters thesis]. University of Colorado; 2018. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/63.
Council of Science Editors:
Steinberg H. Taking Care and Taking Risks: Identity Formation in Young Adults with Chronic Health Conditions. [Masters Thesis]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/socy_gradetds/63
University of Colorado
3.
Smith, Marshall David.
Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship.
Degree: PhD, Sociology, 2011, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/7
► This dissertation examines the experiences of fifty-one young people who were adolescents as high-speed Internet access became widely available in the United States. The…
(more)
▼ This dissertation examines the experiences of fifty-one young people who were adolescents as high-speed Internet access became widely available in the United States. The data are drawn from semi-structured, open-ended interviews with thirty-nine women and twelve men. Interviews covered topics related to sexual socialization. These included formal sexual education experiences in school, informal interactions with peers, early sexual experiences, and information from media. Sexual scripting theory frames both the data collection and data analysis of this research. While participants describe a wide and predictable variety of sources of sexual information including movies, television, books, magazines, family, friends, and personal experience, the majority reported the Internet served a central role in how they learned about sexuality. As the Internet is a relatively new source of information about sexuality, and one that has been minimally researched in this capacity, in my analysis I emphasize the role of the Internet in sexual socialization. Despite popular concerns around adolescent use of such technology, the majority of participants reported positive experiences with the Internet as a source of sexual information. Participants reported accessing sexually explicit material as well as accurate sexual information on the Internet. The Internet was described as a relatively safe and easy means of accessing sexual information specific to their concerns and readily available in the absence of other sources. I place the findings within the cultural context of moral panics regarding teen sexuality and technology as well as emergent theories and debates about citizenship in order to fully understand the key social and theoretical implications of the experiences of these young people.
Advisors/Committee Members: Joyce Nielsen, Stefanie Mollborn, Isaac Reed.
Subjects/Keywords: adolescence; citizenship; education; internet; moral panics; sexuality; Community-Based Learning; Health Communication; Sociology
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APA (6th Edition):
Smith, M. D. (2011). Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/7
Chicago Manual of Style (16th Edition):
Smith, Marshall David. “Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship.” 2011. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/7.
MLA Handbook (7th Edition):
Smith, Marshall David. “Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship.” 2011. Web. 14 Apr 2021.
Vancouver:
Smith MD. Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/7.
Council of Science Editors:
Smith MD. Adolescents Learning About Sex - Broadband Internet Access, Sexual Education, Moral Panics and Youth Citizenship. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/socy_gradetds/7
University of Colorado
4.
Knight, Kelly Evelyn.
Assortative Mating and Partner Influence: Problem Behavior across the Life Course.
Degree: PhD, Sociology, 2011, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/13
► Why do individuals select romantic partners who use drugs, are criminals, or have mental health problems, a choice that eventually puts them and their…
(more)
▼ Why do individuals select romantic partners who use drugs, are criminals, or have mental health problems, a choice that eventually puts them and their children at increased risk for negative developmental outcomes? Theoretically, assortative mating and partner influence are both plausible explanations. Results from a systematic literature review found that the research is split. All cross-sectional, retrospective studies except one supported assortative mating over partner influence. In contrast, all prospective studies supported partner influence. Studying the problem behaviors of romantic couples across the life course is challenging and differences in findings likely result from a number of methodological obstacles. The aim of this study was to use dyadic data from the Rochester Youth Development Study and the Rochester Intergenerational Study to examine these competing hypotheses. Partial correlations and actor-partner interdependence models estimated social homogamy, partner similarity, assortative mating, contagion, and partner influence effects. Heterotypic associations, different types of romantic relationships, and gender differences were also explored. Although social homogamy and partner similarity on problem behavior is evident, little support for assortative mating, except on drug use, and virtually no support for partner influence is found using the Rochester data. Findings do indicate, however, that a comprehensive explanation of partner similarity requires a refined consideration of heterotypic problem behaviors across the life course.
Advisors/Committee Members: Stefanie Mollborn, Terence P. Thornberry, Jason Boardman.
Subjects/Keywords: Assortative Mating; Life Course; Mate Selection; Partner Influence; Problem Behavior; Criminology; Sociology
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APA (6th Edition):
Knight, K. E. (2011). Assortative Mating and Partner Influence: Problem Behavior across the Life Course. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/13
Chicago Manual of Style (16th Edition):
Knight, Kelly Evelyn. “Assortative Mating and Partner Influence: Problem Behavior across the Life Course.” 2011. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/13.
MLA Handbook (7th Edition):
Knight, Kelly Evelyn. “Assortative Mating and Partner Influence: Problem Behavior across the Life Course.” 2011. Web. 14 Apr 2021.
Vancouver:
Knight KE. Assortative Mating and Partner Influence: Problem Behavior across the Life Course. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/13.
Council of Science Editors:
Knight KE. Assortative Mating and Partner Influence: Problem Behavior across the Life Course. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/socy_gradetds/13
University of Colorado
5.
Everett, Bethany.
Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations.
Degree: PhD, Sociology, 2012, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/17
► This dissertation investigates disparities in access and utilization of health care, substance abuse and dependence, and mental health by sexual orientation during the transition…
(more)
▼ This dissertation investigates disparities in access and utilization of health care, substance abuse and dependence, and mental health by sexual orientation during the transition from adolescence to young adulthood. In addition to using nationally representative longitudinal data, I employ a series of innovative statistical techniques including generalized linear models, propensity score matching, and multi-level models to examine the relationship between multiple indicators of sexual orientation, health behaviors, and health outcomes. In sum, this research highlights the importance of victimization, the social environment, and the process of identity change as key factors in the creation of health disparities by sexual orientation. Additionally, this work highlights the need for more health prevention efforts to target both-sex oriented persons and female sexual minority populations. The findings presented in this dissertation underscore the significance of sexual orientation as an understudied sociodemographic characteristic with important implications for understanding health disparities in the United States.
Advisors/Committee Members: Richard G. Rogers, Jason Boardman, Stefanie Mollborn.
Subjects/Keywords: Health Disparities; Mental Health; Sexual Orienation; Substance Abuse; Sociology
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APA (6th Edition):
Everett, B. (2012). Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/17
Chicago Manual of Style (16th Edition):
Everett, Bethany. “Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations.” 2012. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/17.
MLA Handbook (7th Edition):
Everett, Bethany. “Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations.” 2012. Web. 14 Apr 2021.
Vancouver:
Everett B. Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/17.
Council of Science Editors:
Everett B. Sexual Minority Status and Health: Investigating Health Disparities Among Vulnerable Subpopulations. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/socy_gradetds/17
University of Colorado
6.
Harris, Pavla.
Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education.
Degree: PhD, Sociology, 2012, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/18
► Nationalist attitudes and nationalism have long been of interest to social scientists yet studies have been inconclusive on many of their aspects. My research…
(more)
▼ Nationalist attitudes and nationalism have long been of interest to social scientists yet studies have been inconclusive on many of their aspects. My research examines national identity from a new perspective and provides outlines of relationships that exist between education, national identity, economic development in the world, and other country-level characteristics. National identity is operationalized in several different ways: first as national pride and a national pride scale, then separately as the ethnic and the civic components of national identity, and as combined national identity. I also consider additional macro-structural variables: human development, democracy, ethnic, linguistic, and religious homogeneity, and the values-related variables of levels of self-expression and secularity. I combine the micro and macro approaches to national identity by considering individual level characteristics (focusing on education) that are associated with national identity, and macro-level ones that might influence how micro-structural factors determine national identity. I theorize that in developed countries national identity decreases with higher levels of education but that in developing countries the levels of national identity are higher among the more educated. I use the fifth wave of the World Values Survey with 57 countries at all levels of development with data collected in 2005-2008. Matching the individual-level survey data with aggregate measures of economic development and political and cultural factors allows for multilevel analyses with cross-level interactions that link national identity and education in varied societal contexts. The results support my hypotheses and suggest that people's national identity is influenced by micro- and macro-structural factors, and that the levels of economic development, human development, and democracy have a facilitating effect on the negative influence of education on national identity that pushes this relationship even more into the negative territory for wealthier, more developed countries. The results for country-level variables related to culture are mixed but in their majority support my hypotheses and are theoretically explainable. Finally, I test my hypotheses by examining how people's education influences preferences for restrictive immigration policies across the countries of the world. This is a more practical application of the abstract concepts investigated in my dissertation. On the individual level, education decreases the preferences for restrictive immigration policies; on the country-level, it increases preferences for restrictive immigration policies, and on the micro/macro level higher economic development facilitates the negative influence of education on the preferences for restrictive immigration policies. These results confirm the links between education, national identity, and attitudes toward immigration. More research is needed, especially with regard to cultural factors (e.g., religion) influencing national identity on cross-national…
Advisors/Committee Members: Fred Pampel, Janet Jacobs, Stefanie Mollborn.
Subjects/Keywords: collective identity; education; immigration; national identification; national identity; national pride; Social Psychology; Sociology
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APA (6th Edition):
Harris, P. (2012). Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/18
Chicago Manual of Style (16th Edition):
Harris, Pavla. “Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education.” 2012. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/18.
MLA Handbook (7th Edition):
Harris, Pavla. “Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education.” 2012. Web. 14 Apr 2021.
Vancouver:
Harris P. Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/18.
Council of Science Editors:
Harris P. Worldwide Patterns and Determinants of National Identity: The Varied Influence of Education. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/socy_gradetds/18
University of Colorado
7.
Lawrence, Elizabeth M.
School Influences on Parents’ Educational Expectations.
Degree: MA, Sociology, 2012, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/19
► This study seeks to determine the social origins of parents' educational expectations for their children and explore how the effects of sociodemographic background characteristics…
(more)
▼ This study seeks to determine the social origins of parents' educational expectations for their children and explore how the effects of sociodemographic background characteristics differ across schools. Using data from the Early Childhood Longitudinal Study - Kindergarten (ECLS-K) and a multilevel approach, the results indicate that race, socioeconomic status (SES), child academic abilities, and school composition are all important predictors of parental educational expectations of 8th grade children. Having higher SES, being black or Hispanic, and attending a school with a high percentage of minority students all increase parental expectations. Furthermore, the positive effect of having higher levels of parental education or household income is weakened by attending a school with a higher level of students coming from a minority racial background. This study demonstrates that school effects extend beyond the child and that researchers should continue to explore family-school interactions.
Advisors/Committee Members: Stefanie Mollborn, Fred Pampel, Richard Rogers.
Subjects/Keywords: families; parental expectations; race; schools; SES; Education; Sociology
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APA (6th Edition):
Lawrence, E. M. (2012). School Influences on Parents’ Educational Expectations. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/19
Chicago Manual of Style (16th Edition):
Lawrence, Elizabeth M. “School Influences on Parents’ Educational Expectations.” 2012. Masters Thesis, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/19.
MLA Handbook (7th Edition):
Lawrence, Elizabeth M. “School Influences on Parents’ Educational Expectations.” 2012. Web. 14 Apr 2021.
Vancouver:
Lawrence EM. School Influences on Parents’ Educational Expectations. [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/19.
Council of Science Editors:
Lawrence EM. School Influences on Parents’ Educational Expectations. [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/socy_gradetds/19
University of Colorado
8.
Asquith, Rachel Ann.
Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums.
Degree: MS, Museum and Field Studies, 2012, University of Colorado
URL: https://scholar.colorado.edu/cumuse_gradetds/1
► By understanding the satisfaction of its visitors, a museum can best serve its audience. By promoting its products and presenting a space that is…
(more)
▼ By understanding the satisfaction of its visitors, a museum can best serve its audience. By promoting its products and presenting a space that is appealing, and comfortable, a museum becomes a place where the public wants to visit and wants to participate. This project examines which institutional attributes most influence visitor satisfaction in museums by analyzing two large questionnaire data sets; one collected onsite at the Smithsonian Institution in Washington D.C. and one collected online from respondents in the United States.
Advisors/Committee Members: John P. Kociolek, Kathleen Tinworth, Stefanie Mollborn.
Subjects/Keywords: satisfaction; audience; participation; Smithsonian; poll; Museum Studies
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APA (6th Edition):
Asquith, R. A. (2012). Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/cumuse_gradetds/1
Chicago Manual of Style (16th Edition):
Asquith, Rachel Ann. “Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums.” 2012. Masters Thesis, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/cumuse_gradetds/1.
MLA Handbook (7th Edition):
Asquith, Rachel Ann. “Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums.” 2012. Web. 14 Apr 2021.
Vancouver:
Asquith RA. Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums. [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/cumuse_gradetds/1.
Council of Science Editors:
Asquith RA. Elements of Visitor Experience that Affect Visitor Satisfaction in U.S. Museums. [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/cumuse_gradetds/1
University of Colorado
9.
Bacon, Emily J.
Understanding Neighborhood Influences on the Hispanic Health Paradox.
Degree: PhD, 2018, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/60
► In my dissertation research I dive deeper into the “Hispanic Health Paradox” – a pattern wherein Hispanic individuals often exhibit better health than other race/ethnic…
(more)
▼ In my dissertation research I dive deeper into the “Hispanic Health Paradox” – a pattern wherein Hispanic individuals often exhibit better health than other race/ethnic groups, even though they generally have lower socioeconomic standing. I examine the role Hispanic neighborhoods may play in the Hispanic Health Paradox by using electronic health records from over 150,000 adults in Denver,
Colorado to document health differences between Hispanic and non-Hispanic groups. I find that Hispanic neighborhoods in Denver are associated with diverse health patterns, including higher rates of obesity but lower rates of depression. Hispanic neighborhoods also have lower rates of health inequality between Hispanic and non-Hispanic white residents compared to other types of neighborhoods. To understand these diverse findings and the literature more broadly, I propose a neighborhood health heterogeneity framework. I argue that multilevel intersectionality and cultural heterogeneity may be some of the mechanisms through which the same neighborhoods can produce diverse health outcomes for residents. I also test new statistical measures of Hispanic neighborhoods, and test the effects of measurement, geography, and spatial contiguity on my findings.
Advisors/Committee Members: Jason Boardman, Jane Menken, Richard Rogers, Stefanie Mollborn, Fernando Riosmena.
Subjects/Keywords: hispanic health paradox; neighborhood health; social epidemiology; ethnic; diversity; Community-Based Research; Medicine and Health Sciences
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APA (6th Edition):
Bacon, E. J. (2018). Understanding Neighborhood Influences on the Hispanic Health Paradox. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/60
Chicago Manual of Style (16th Edition):
Bacon, Emily J. “Understanding Neighborhood Influences on the Hispanic Health Paradox.” 2018. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/60.
MLA Handbook (7th Edition):
Bacon, Emily J. “Understanding Neighborhood Influences on the Hispanic Health Paradox.” 2018. Web. 14 Apr 2021.
Vancouver:
Bacon EJ. Understanding Neighborhood Influences on the Hispanic Health Paradox. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/60.
Council of Science Editors:
Bacon EJ. Understanding Neighborhood Influences on the Hispanic Health Paradox. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/socy_gradetds/60
University of Colorado
10.
Alzen, Jessica Lynn.
Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.
Degree: PhD, 2017, University of Colorado
URL: https://scholar.colorado.edu/educ_gradetds/116
► Research on teacher learning and teacher change indicates that it is not unreasonable to expect teachers at all stages of their careers to change…
(more)
▼ Research on teacher learning and teacher change indicates that it is not unreasonable to expect teachers at all stages of their careers to change in their practices. However, measures of such change traditionally take the form of self-reflection and observation following teacher preparation programs (Grossman, Valencia, Evans, Thompson, Martin, & Place, 2000) or survey responses following professional development activities (Garet, Porter, Desimone, Birman, & Yoon, 2001). Even though observation protocols historically serve as the method for measuring teacher practices generally, they have yet to be used to understand change in teacher practices over time due to data limitations. Recent changes in teacher evaluation systems initiated more frequent and consistent teacher observations (Doherty & Stevens, 2015), so change in teacher practices as measured by observation protocols might soon be of greater interest to researchers and school leaders alike. Fortunately, the Measures of Effective Teaching (MET) project provides sufficient data for beginning to understand longitudinal changes in teacher practices. The two key contributions of this project are first, an application of hierarchical linear models to estimate growth over time in teacher observation scores and second, a careful investigation of the conditions that maximize the reliability of those growth estimates. The findings of this study suggest that teacher observation scores may change by about half of a standard deviation during a two-year time span for a few teachers, but most will show much more modest rates of growth. Further, the reliability of the growth parameter estimates can reach as high as 0.5, but the number and spacing of observation occasions as well as number of raters required to reach such levels of reliability may be too high for practical use in some districts. The HLM estimates in this study make an initial contribution to the research literature regarding the modeling of growth in observation scores over time. The reliability investigation provides practical information about observation system designs with the potential to yield maximally reliable estimates of growth. The former analysis gives context for future work regarding growth in observation scores while the latter informs decision-makers regarding the best choices in designing observation systems if longitudinal growth estimates are a target measure of interest.
Advisors/Committee Members: Derek C. Briggs, Allison Atteberry, Lorrie Shepard, Benjamin Shear, Stefanie Mollborn.
Subjects/Keywords: hierarchical linear modeling; observation protocol scores; teacher evaluation; education; analysis; Applied Statistics; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development
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APA (6th Edition):
Alzen, J. L. (2017). Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/116
Chicago Manual of Style (16th Edition):
Alzen, Jessica Lynn. “Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/educ_gradetds/116.
MLA Handbook (7th Edition):
Alzen, Jessica Lynn. “Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.” 2017. Web. 14 Apr 2021.
Vancouver:
Alzen JL. Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/educ_gradetds/116.
Council of Science Editors:
Alzen JL. Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/116
University of Colorado
11.
Guillermo, Steffanie.
Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces.
Degree: PhD, 2017, University of Colorado
URL: https://scholar.colorado.edu/psyc_gradetds/147
► The objective of the current research was to examine perceiver- and stimulus- driven moderators of preferential attention to racial outgroup versus ingroup faces. Existing research…
(more)
▼ The objective of the current research was to examine perceiver- and stimulus- driven moderators of preferential attention to racial outgroup versus ingroup faces. Existing research finds that White participants demonstrate preferential attention to Black versus White faces. Importantly, some of this work suggests that perceiver variables, like motivation, and stimulus properties, like color, are associated with preferential attention to race. The first set of studies examined the effects of expectancies on attention to race in the absence (Study 1) and presence (Study 2) of color cues that were diagnostic of race. Results showed that awareness of race, alone, did not moderate preferential attention to Black versus White faces. However, there was evidence that awareness of race, along with a race diagnostic color cue, was associated with preferential attention to the outgroup color cue. The final study manipulated the visual salience of Black relative to White faces and examined how low-level, visual cues moderate the effects of race on attention (Study 3). We found that greater attention to Black versus White faces emerged more strongly over the course of the task, even when the Black faces were less visually salient than the White faces. Collectively, the proposed studies aim to provide a broader, more comprehensive understanding of both perceiver- and stimulus-driven processes moderating attention to race.
Advisors/Committee Members: Joshua Correll, Tiffany Ito, Leaf Van Boven, Lewis Harvey, Stefanie Mollborn.
Subjects/Keywords: perceiver-driven; stimulus-driven; racial faces; attention; color cue; Cognitive Psychology; Social Psychology
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APA (6th Edition):
Guillermo, S. (2017). Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/147
Chicago Manual of Style (16th Edition):
Guillermo, Steffanie. “Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/psyc_gradetds/147.
MLA Handbook (7th Edition):
Guillermo, Steffanie. “Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces.” 2017. Web. 14 Apr 2021.
Vancouver:
Guillermo S. Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/psyc_gradetds/147.
Council of Science Editors:
Guillermo S. Perceiver- and Stimulus-Driven Effects on Preferential Attention to Racial Outgroup Faces. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/psyc_gradetds/147
University of Colorado
12.
Sullivan, Aimee E.N.
Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls.
Degree: PhD, Psychology & Neuroscience, 2013, University of Colorado
URL: https://scholar.colorado.edu/psyc_gradetds/49
► BACKGROUND: Early-onset bipolar disorder (BD), typically defined as illness onset occurring prior to late adolescence, is associated with a broad range of significant psychosocial…
(more)
▼ BACKGROUND: Early-onset bipolar disorder (BD), typically defined as illness onset occurring prior to late adolescence, is associated with a broad range of significant psychosocial impairments. The current study sought to characterize social functioning among patients who had previously participated in a randomized controlled trial of family focused treatment.
METHODS: Thirty BD subjects (mean age = 19.07; female = 62%) and 30 healthy adolescent controls (mean age = 17.50; female = 60%) completed interviews and a battery of questionnaires assessing social functioning and psychiatric symptoms. BD participants’ current data were compared to social functioning, affective symptom, and family functioning data collected during intake assessments for the treatment study.
RESULTS: BD participants reported poorer social functioning than controls across all study measures. Levels of depression predicted use of social skills; social functioning was otherwise independent of concurrent affective symptoms. Intake measures of social functioning did not predict current social impairment; teen- and parent-reported family cohesion at study intake significantly predicted current social skill use. Finally, depression at study intake, and not prior measures of social functioning, predicted current depression.
CONCLUSIONS: Those with early-onset BD lag behind their healthy peers in social functioning, suggesting the importance of interpersonal impairment as a treatment target with this population. Future longitudinal studies are needed to gain a more precise understanding of the relationship between social functioning and family variables.
Advisors/Committee Members: David Miklowitz, Sona Dimidjian, Erik Willcutt, Charles Judd, Stefanie Mollborn.
Subjects/Keywords: Bipolar Disorder; Family Functioning; Social Functioning; Psychology; Social Psychology
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APA (6th Edition):
Sullivan, A. E. N. (2013). Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/49
Chicago Manual of Style (16th Edition):
Sullivan, Aimee E N. “Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/psyc_gradetds/49.
MLA Handbook (7th Edition):
Sullivan, Aimee E N. “Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls.” 2013. Web. 14 Apr 2021.
Vancouver:
Sullivan AEN. Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/psyc_gradetds/49.
Council of Science Editors:
Sullivan AEN. Social Functioning in Patients with Early-Onset Bipolar Disorder and Healthy Controls. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/psyc_gradetds/49
University of Colorado
13.
Sennott Winchester, Christie Amber.
Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa.
Degree: PhD, Sociology, 2013, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/22
► This dissertation examines family formation patterns in rural, post-apartheid South Africa, focusing on changes in the timing and union context of first births, and…
(more)
▼ This dissertation examines family formation patterns in rural, post-apartheid South Africa, focusing on changes in the timing and union context of first births, and shifts in young women's fertility preferences and future projects. I use longitudinal data from households in the Agincourt Health and Demographic Surveillance System from 1993-2010. I also use qualitative data collected from women aged 18-79 in Agincourt via in-depth interviews, focus group discussions, observations, and conversations with key informants from January-June 2010. My findings demonstrate that South Africa's unique context of low fertility and high AIDS mortality has contributed to changes in the timing and union context of first births. Overall very few women enter unions by age 35 (10%). The majority of first births remain nonmarital, yet women today more often postpone first births beyond the teenage years and have their first births while married. Women with nonmarital births face several disadvantages as they move through early adulthood including being: less likely to marry; more likely to enter unstable unions; more likely to get divorced or separated; and more likely to die than women without nonmarital births. Qualitatively, I identify an empirical puzzle: Why do young women who desire children fail to consider the risk of contracting HIV, despite extremely high HIV prevalence in Agincourt? I draw on sociological theories of hope, aspirations, and future projects, to argue that uncertainty about one's current and future HIV status alongside new access to antiretroviral treatment allows women to construct idealized futures free from HIV. Even though HIV serves as the backdrop to life for young South African women, they maintain hope in their ability to obtain the modern life trajectories and goals they have constructed drawing on discourses provided by the new democratic government. My findings also document generational shifts in fertility preferences. For older women, having a large family produced status and respect. Conversely, young women desire to limit their family size and instead gain status by educating their children and acquiring modern consumer goods. I draw on the Theory of Conjunctural Action to document factors at multiple levels of society that have facilitated these changes.
Advisors/Committee Members: Jane Menken, Sanyu Mojola, Stefanie Mollborn, Enid Schatz, Kathleen Kahn.
Subjects/Keywords: Family; Fertility; HIV/AIDS; Marriage; South Africa
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APA (6th Edition):
Sennott Winchester, C. A. (2013). Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/22
Chicago Manual of Style (16th Edition):
Sennott Winchester, Christie Amber. “Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/22.
MLA Handbook (7th Edition):
Sennott Winchester, Christie Amber. “Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa.” 2013. Web. 14 Apr 2021.
Vancouver:
Sennott Winchester CA. Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/22.
Council of Science Editors:
Sennott Winchester CA. Modern Desires: Family Formation Patterns in the Context of HIV/AIDS in Post-Apartheid Rural South Africa. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/socy_gradetds/22
University of Colorado
14.
Thacker Thomas, Devon Gray.
Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?.
Degree: PhD, Sociology, 2013, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/23
► Prior to the 1970s, society viewed intimate partner violence as a "private issue." As society's awareness of intimate partner violence grew, intimate partner violence…
(more)
▼ Prior to the 1970s, society viewed intimate partner violence as a "private issue." As society's awareness of intimate partner violence grew, intimate partner violence emerged as an increasingly significant social problem. In the late 1970s and early 1980s, policy reform occurred in the form of mandatory arrest and pro-arrest policies, which offered police officers little discretion. The resulting "must arrest" requirement in mandatory arrest laws significantly impacts the lives of women arrested as perpetrators of intimate partner violence and police officers faced with making arrest decisions. I rely primarily on semi-structured interviews with both groups, supplementing this data with participant observation and official statistics, to examine: (1) how mandatory arrest laws are understood and experienced; (2) what consequences these laws generate; and (3) how the groups negotiate the consequences resulting from the laws. The analysis clearly reflects the pervasive effects of mandatory arrest laws on the daily lives of those most affected by them. The individuals in this study reported constructing, reconstructing, and working to make sense of who they are within the context of these laws. Additionally, this research demonstrates the importance of gender on the experiences of women arrested for a predominately male perpetrated crime as the female defendants in this study faced negotiating the consequences of arrest on their identities as "good women." Finally, this research points to the effectiveness of mandatory arrest laws as a short-term solution, but challenges their effectiveness in the long-term. Respondents from both groups overwhelmingly acknowledged that the challenges and complexities mandatory arrest introduces into relationships dissuades people from contacting police, because, for these people, the costs of arrest under mandatory arrest laws outweigh the benefits. Therefore, while mandatory arrest laws initially appear to decrease offender recidivism, in actuality, these laws prompt a return to re-privatization of intimate partner violence as people choose not to involve the state.
Advisors/Committee Members: Sara Steen, Amy Wilkins, Tim Wadsworth, Stefanie Mollborn, Janet Jacobs.
Subjects/Keywords: female defendants; intimate partner violence; mandatory arrest laws; police officers; Sociology
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APA (6th Edition):
Thacker Thomas, D. G. (2013). Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/23
Chicago Manual of Style (16th Edition):
Thacker Thomas, Devon Gray. “Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/23.
MLA Handbook (7th Edition):
Thacker Thomas, Devon Gray. “Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?.” 2013. Web. 14 Apr 2021.
Vancouver:
Thacker Thomas DG. Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/23.
Council of Science Editors:
Thacker Thomas DG. Mandatory Arrest Laws for Intimate Partner Violence: The Scales or the Swords of Justice?. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/socy_gradetds/23
University of Colorado
15.
Morningstar, Elizabeth Ann.
Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood.
Degree: PhD, Sociology, 2013, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/25
► This dissertation is a qualitative study of the stories young adult children tell about growing up with a parent with a diagnosed mood disorder.…
(more)
▼ This dissertation is a qualitative study of the stories young adult children tell about growing up with a parent with a diagnosed mood disorder. Using 50 in-depth interviews with young adults between the ages of 19 and 34, I explore how children of parents with a mood disorder, who describe feeling invisible and/or misunderstood, rely on a specific set of cultural stories that emphasize white, middle-class ideals to make sense of their childhoods and the consequences of their parents' illness. When they compare their own experiences to these narrow ideals, my respondents describe "lost" childhoods and feelings of "growing up too fast." They use these interpretations of their childhood to explain their choices and behaviors as they transition to adulthood. The stories they tell simultaneously empower and constrain my respondents as they seek to emphasize the maturity and independence that they gain, while also discussing the often-negative impact of their parents' illness on their relationship and childbearing decisions. I include data collected from cross-gender sibling pairs to explore how children who grow up in the same household may not only have different experiences but vastly different ways of interpreting them and the role that gender plays in this process. Finally, I discuss the implications of this study for how we understand children of parents with a mental illness and the importance of examining the role that culture plays in shaping how individuals interpret and talk about their families.
Advisors/Committee Members: Amy C. Wilkins, Sanyu Mojola, Stefanie Mollborn, Jane Menken, Sona Dimidjian.
Subjects/Keywords: Family; Gender; Mental Health; Mood Disorders; Transition to Adulthood; Sociology
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APA (6th Edition):
Morningstar, E. A. (2013). Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/25
Chicago Manual of Style (16th Edition):
Morningstar, Elizabeth Ann. “Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/25.
MLA Handbook (7th Edition):
Morningstar, Elizabeth Ann. “Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood.” 2013. Web. 14 Apr 2021.
Vancouver:
Morningstar EA. Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/25.
Council of Science Editors:
Morningstar EA. Transitions in Turmoil? Young Adult Children of Parents with Mood Disorders and the Transition to Adulthood. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/socy_gradetds/25
University of Colorado
16.
Kahl, Kristina Noelani.
The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement.
Degree: PhD, Sociology, 2013, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/29
► This research examines how a faith-based simple living organization and its members, Simple Livers, navigate and give meaning to the idea of living a…
(more)
▼ This research examines how a faith-based simple living organization and its members, Simple Livers, navigate and give meaning to the idea of living a simple lifestyle within the context of their religious faith. Analyzing data from four years of participant observation, interviews, and textual analysis of organizational documents and drawing from symbolic interaction and social movement literature, especially the literature on lifestyle movements, I describe the ways Simple Livers produce and negotiate individual and organizational identities situated within systems of religion, race, class, gender and emotions. I examine the interplay of emotions with Christian and voluntary simplicity ideologies, which creates an over-conforming moral self, a distinctive identity that is rooted in the belief that a Simple Liver should be more moral than the general population. I also discuss participants’ boundary work and describe an intragroup boundary crisis, a situation that occurs when groups cannot create or maintain an organizational identity because of conflicting inclusive and exclusive boundaries at the individual level.
Advisors/Committee Members: Leslie Irvine, Stefanie Mollborn, Janet Jacobs, Ross Haenfler, Patti Adler.
Subjects/Keywords: lifestyle movement; social movement; organization identity; Sociology
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APA (6th Edition):
Kahl, K. N. (2013). The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/29
Chicago Manual of Style (16th Edition):
Kahl, Kristina Noelani. “The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/29.
MLA Handbook (7th Edition):
Kahl, Kristina Noelani. “The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement.” 2013. Web. 14 Apr 2021.
Vancouver:
Kahl KN. The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/29.
Council of Science Editors:
Kahl KN. The Crisis of Social Change for Simple Livers: How a Faith-Based Organization and its Members Affect the Voluntary Simplicity Movement. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/socy_gradetds/29
University of Colorado
17.
Alexander, Kari Bane.
Emergent Religious Mobility: Evidence from a Recent Young Cohort.
Degree: PhD, Sociology, 2014, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/30
► This dissertation investigates religious mobility among a recent cohort of young adults in the U.S. This population is of interest because their behaviors indicate…
(more)
▼ This dissertation investigates religious mobility among a recent cohort of young adults in the U.S. This population is of interest because their behaviors indicate whether trends in affiliation and mobility among the entire adult population are likely to continue. Using a national-representative longitudinal dataset, I examine the frequency of switching from the religious affiliation of adolescence, the prevalence of being unaffiliated, and the degree to which individuals engage in multiple switching. Patterns of mobility between affiliations are estimated using log-multiplicative modeling techniques, and three explanations of religious mobility are tested to determine which one best fits the observed patterns. In addition, logistic regression is used to estimate the probability of unaffiliated adolescents claiming religious affiliations by young adulthood. In sum, this research finds that switching frequencies appear to be increasing over time; the prevalence of being unaffiliated is higher now than at any time in U.S. history; and the degree of multiple switching suggests greater overall religious mobility than previously thought. The patterns of mobility confirm that the recent trends of switching away from mainline Protestantism and switching into evangelical and non-denominational Protestantism is continuing. Three explanations regarding religious switching patterns are examined – the secularization thesis, the strong rational choice model, and the weak rational choice model. Of the three, the weak rational choice model, which allows for the possibility of social influences and constraints on the choice process, best describes religious switching patterns. The findings from this research improve our understanding of overall religious mobility, in general, and the religious choice to affiliate, in particular. Further, this dissertation underscores the importance of treating religious choices as socially embedded phenomena.
Advisors/Committee Members: Jason D. Boardman, Stefanie Mollborn, Joanne Belknap, Richard Rogers, Fernando Riosmena.
Subjects/Keywords: religious mobility; religious switching; sociology; Religion; Sociology of Religion
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APA (6th Edition):
Alexander, K. B. (2014). Emergent Religious Mobility: Evidence from a Recent Young Cohort. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/30
Chicago Manual of Style (16th Edition):
Alexander, Kari Bane. “Emergent Religious Mobility: Evidence from a Recent Young Cohort.” 2014. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/30.
MLA Handbook (7th Edition):
Alexander, Kari Bane. “Emergent Religious Mobility: Evidence from a Recent Young Cohort.” 2014. Web. 14 Apr 2021.
Vancouver:
Alexander KB. Emergent Religious Mobility: Evidence from a Recent Young Cohort. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/30.
Council of Science Editors:
Alexander KB. Emergent Religious Mobility: Evidence from a Recent Young Cohort. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/socy_gradetds/30
University of Colorado
18.
Newhart, Michelle Renee.
From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado.
Degree: PhD, Sociology, 2013, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/31
► As of 2012, Colorado is on the forefront of cannabis medicalization but medicalization remains incomplete. Between 2010 and 2012, Colorado created the most regulated…
(more)
▼ As of 2012,
Colorado is on the forefront of cannabis medicalization but medicalization remains incomplete. Between 2010 and 2012,
Colorado created the most regulated medical marijuana program in the United States. Over 100,000 patients, 2.5% of Coloradans, are now registered as medical marijuana patients. This dissertation examines the effects of incomplete medicalization among middle-aged medical cannabis patients in the state of
Colorado. It is a qualitative study based on interviews with 40 individuals aged 30-68 who each received a physician’s recommendation for medical cannabis use in
Colorado. Interviews were conducted between June 2011 and November 2012. This period immediately followed the rapid influx of patients into Colorado’s system, but preceded the passage of Amendment 64, the constitutional amendment that legalizes all adult use in the state. At the federal level, cannabis use remains illegal and punishable by law.
Medicalization is when a nonmedical issue comes to be defined and treated as medical. When medicalization is incomplete, the issue has not been fully integrated, institutionally or in terms of its cultural framing. Medical cannabis crosses into the formal system of biomedicine, but it straddles institutional boundaries between health care systems and their logics. Culturally, cannabis remains closely associated with recreational use and with stereotypes of its users. So long as medicalization is incomplete, claims that medical cannabis use and the medical patient identity are legitimate remain in contest with nonmedical frames.
Incomplete medicalization affects all aspects of the medical cannabis patient experience. This dissertation looks at how patients navigate the medical cannabis system, including how they manage doctor-patient interactions, establish medicalized routines of use, and integrate cannabis into the management of illness. It also examines how patients make sense of the medical cannabis patient identity. Cultural identity operates in the lifeworld. By looking at patients in midlife, I consider the significance of life course timing and close network ties for medical cannabis patients in
Colorado. I also consider how patients disclose illness and/or medical marijuana use to others, and how patients adopt a political position of pride to counteract stigma and stereotypes.
Advisors/Committee Members: Jane Menken, Amy Wilkins, Stefanie Mollborn, Mary Jo Neitz, Stefan Timmermans.
Subjects/Keywords: Baby Boomers; Life Course; Medical Cannabis; Medicalization; Medical Marijuana; Stigma; Alternative and Complementary Medicine; Family, Life Course, and Society; Health Policy
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APA (6th Edition):
Newhart, M. R. (2013). From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/31
Chicago Manual of Style (16th Edition):
Newhart, Michelle Renee. “From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado.” 2013. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/31.
MLA Handbook (7th Edition):
Newhart, Michelle Renee. “From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado.” 2013. Web. 14 Apr 2021.
Vancouver:
Newhart MR. From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/31.
Council of Science Editors:
Newhart MR. From Getting High to Getting Well: Identity and Legitimacy Issues among Midlife Medical Cannabis Patients in Colorado. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/socy_gradetds/31
University of Colorado
19.
Kleiber, Blair Vinson.
Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression.
Degree: PhD, Psychology & Neuroscience, 2014, University of Colorado
URL: https://scholar.colorado.edu/psyc_gradetds/66
► Postpartum depression (PPD) among adult women is a prevalent and impairing problem, with evidence suggesting risk of adverse consequences for mothers and their infants.…
(more)
▼ Postpartum depression (PPD) among adult women is a prevalent and impairing problem, with evidence suggesting risk of adverse consequences for mothers and their infants. Few studies have investigated the problems of PPD among adolescents; however, both the emergence during adolescence of increased risk for depression among girls compared to boys and the prevalence of adolescent pregnancy suggest that this is a topic worthy of increased attention. The present thesis examines correlates of adolescent PPD, as well as an intervention for low-income adolescent mothers with symptoms of PPD. Study 1 investigated the relationship between depressive symptom severity and potential individual vulnerability and social context factors among a sample of adolescent mothers (N=102). Results indicate that adolescent PPD symptoms are associated with the number of negative life events, perceived discrimination, deficits in social support, anxiety symptom severity, perceived stress, impaired bonding and deficits in interpersonal effectiveness and emotion regulation. The best fitting model from the stepwise regression analyses indicated that perceived stress and anxiety symptom severity were the best predictors of adolescent PPD symptom severity. Study 2 examined the feasibility and preliminary outcomes of a behavioral skills training group intervention, based on Dialectical Behavioral Therapy (DBT), among adolescents with PPD (N=24) recruited from both a public health parent education program and a specialty obstetrics clinic for adolescent mothers. Findings suggest the intervention was both feasible and associated with improvement in mental health and functional domains. Together these studies indicate that a number of domains are related to adolescent PPD symptoms, particularly anxiety symptom severity and perceived stress, and a DBT skills group may be effective in reducing symptoms of PPD, as well as other areas of difficulty for adolescent mothers.
Advisors/Committee Members: Sona Dimidjian, Soo Rhee, Joanna Arch, Bernadette Park, Stefanie Mollborn.
Subjects/Keywords: behavioral skills; intervention; Dialectical Behavioral Therapy; perceived stress; anxiety; Cognitive Behavioral Therapy; Psychology
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APA (6th Edition):
Kleiber, B. V. (2014). Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/66
Chicago Manual of Style (16th Edition):
Kleiber, Blair Vinson. “Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression.” 2014. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/psyc_gradetds/66.
MLA Handbook (7th Edition):
Kleiber, Blair Vinson. “Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression.” 2014. Web. 14 Apr 2021.
Vancouver:
Kleiber BV. Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/psyc_gradetds/66.
Council of Science Editors:
Kleiber BV. Postpartum Depression Among Adolescent Mothers: Examining and Treating Low-income Adolescents with Symptoms of Postpartum Depression. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/psyc_gradetds/66
University of Colorado
20.
Jackson, Kirsten.
Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.
Degree: PhD, Education, 2014, University of Colorado
URL: https://scholar.colorado.edu/educ_gradetds/40
► This study used in-depth, individual interviews to engage seven doctoral students and a paired member of their dissertation committee in discussions about qualitative research…
(more)
▼ This study used in-depth, individual interviews to engage seven doctoral students and a paired member of their dissertation committee in discussions about qualitative research transparency and the use of NVivo, a Qualitative Data Analysis Software (QDAS), in pursuing it. The study also used artifacts (an exemplary qualitative research article of the participant's choice and the student's written dissertation) to examine specific researcher practices within particular contexts. The design and analysis were based on weak social constructionist (Schwandt, 2007), boundary object (Star, 1989; Star & Griesemer, 1989) and boundary-work (Gieryn, 1983, 1999) perspectives to facilitate a focus on: 1) The way transparency was used to coordinate activity in the absence of consensus. 2) The discursive strategies participants employed to describe various camps (e.g., qualitative and quantitative researchers) and to simultaneously stake claims to their understanding of transparency.
The analysis produced four key findings. First, the personal experiences of handling their qualitative data during analysis influenced the students' pursuit of transparency, long before any consideration of being transparent in the presentation of findings. Next, the students faced unpredictable issues when pursuing transparency, to which they responded
in situ, considering a wide range of contextual factors. This was true even when informed by ideal types (Star & Griesemer, 1989) such as the American Educational Research Association (2006) guidelines that provided a framework for pursuing the principle of transparency. Thirdly, the QDAS-enabled visualizations students used while working with NVivo to interpret the data were described as a helpful (and sometimes indispensable) aspect of pursuing transparency. Finally, this situational use of visualizations to pursue transparency was positioned to re-examine, verify, and sometimes challenge their interpretations of their data over time as a form of self-interrogation, with less emphasis on showing their results to an audience. Together, these findings lead to a new conceptualization of
transparency in motion, a process of tacking back and forth between situated practice of transparency and transparency as an ideal type. The findings also conclude with several proposals for advancing a
transparency pedagogy. These proposals are provided to help qualitative researchers move beyond the often implicit, static, and post-hoc invocations of transparency in their work.
Advisors/Committee Members: Margaret Eisenhart, Susan Jurow, Kenneth Howe, Ben Kirshner, Stefanie Mollborn.
Subjects/Keywords: CAQDAS; NVivo; Pedagogy; QDAS; Qualitative research; Transparency; Communication Technology and New Media; Education
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APA (6th Edition):
Jackson, K. (2014). Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/40
Chicago Manual of Style (16th Edition):
Jackson, Kirsten. “Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.” 2014. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/educ_gradetds/40.
MLA Handbook (7th Edition):
Jackson, Kirsten. “Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion.” 2014. Web. 14 Apr 2021.
Vancouver:
Jackson K. Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/educ_gradetds/40.
Council of Science Editors:
Jackson K. Qualitative Methods, Transparency, and Qualitative Data Analysis Software: Toward an Understanding of Transparency in Motion. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/educ_gradetds/40
University of Colorado
21.
Alzen, Jessica Lynn.
Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.
Degree: PhD, 2017, University of Colorado
URL: https://scholar.colorado.edu/educ_gradetds/94
► Research on teacher learning and teacher change indicates that it is not unreasonable to expect teachers at all stages of their careers to change…
(more)
▼ Research on teacher learning and teacher change indicates that it is not unreasonable to expect teachers at all stages of their careers to change in their practices. However, measures of such change traditionally take the form of self-reflection and observation following teacher preparation programs (Grossman, Valencia, Evans, Thompson, Martin, & Place, 2000) or survey responses following professional development activities (Garet, Porter, Desimone, Birman, & Yoon, 2001). Even though observation protocols historically serve as the method for measuring teacher practices generally, they have yet to be used to understand change in teacher practices over time due to data limitations. Recent changes in teacher evaluation systems initiated more frequent and consistent teacher observations (Doherty & Stevens, 2015), so change in teacher practices as measured by observation protocols might soon be of greater interest to researchers and school leaders alike. Fortunately, the Measures of Effective Teaching (MET) project provides sufficient data for beginning to understand longitudinal changes in teacher practices. The two key contributions of this project are first, an application of hierarchical linear models to estimate growth over time in teacher observation scores and second, a careful investigation of the conditions that maximize the reliability of those growth estimates. The findings of this study suggest that teacher observation scores may change by about half of a standard deviation during a two-year time span for a few teachers, but most will show much more modest rates of growth. Further, the reliability of the growth parameter estimates can reach as high as 0.5, but the number and spacing of observation occasions as well as number of raters required to reach such levels of reliability may be too high for practical use in some districts. The HLM estimates in this study make an initial contribution to the research literature regarding the modeling of growth in observation scores over time. The reliability investigation provides practical information about observation system designs with the potential to yield maximally reliable estimates of growth. The former analysis gives context for future work regarding growth in observation scores while the latter informs decision-makers regarding the best choices in designing observation systems if longitudinal growth estimates are a target measure of interest.
Advisors/Committee Members: Derek C. Briggs, Allison Atteberry, Lorrie Shepard, Benjamin Shear, Stefanie Mollborn.
Subjects/Keywords: hierarchical linear modeling; observation protocol scores; teacher evaluation; Educational Assessment, Evaluation, and Research; Statistics and Probability
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APA (6th Edition):
Alzen, J. L. (2017). Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/94
Chicago Manual of Style (16th Edition):
Alzen, Jessica Lynn. “Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/educ_gradetds/94.
MLA Handbook (7th Edition):
Alzen, Jessica Lynn. “Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices.” 2017. Web. 14 Apr 2021.
Vancouver:
Alzen JL. Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/educ_gradetds/94.
Council of Science Editors:
Alzen JL. Using Observation Protocol Scores to Make Inferences About Change in Teacher Practices. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/94
University of Colorado
22.
Humphrey, Jamie L.
Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents.
Degree: PhD, Geography, 2015, University of Colorado
URL: https://scholar.colorado.edu/geog_gradetds/79
► Behavioral and academic outcomes have been explored in relation to neighborhood contexts, but most research conducted on this population ignores time, space, and the…
(more)
▼ Behavioral and academic outcomes have been explored in relation to neighborhood contexts, but most research conducted on this population ignores time, space, and the multiple ecologies to which children belong. The vast majority of studies rely on cross-sectional data and limited conceptualizations of residential neighborhoods, which only characterize children's contexts at one point in time and grossly ignore other influential spatial contexts. Moreover, most studies only model home-school or home-neighborhood combinations. Given the high degree of correlation between home, school, and neighborhood characteristics, any analysis that omits one of these contexts runs the risk of overstating or misstating the effect of each. Further, few observational studies address the fact that families have agency in choosing where to live, leading to selection bias and threatening the validity of existing research on neighborhood effects. This dissertation uses nationally representative, longitudinal survey data, longitudinal propensity scores, and multiple conceptualizations of residential and school neighborhoods to address these gaps and analyze empirical and policy relevant questions about how, when, and to what degree neighborhood contexts affect child and early adolescent development. Results show that: (1) after controlling for multiple social ecologies as well as selection bias, residential and school neighborhood contexts exerted significant and direct effects on educational and behavioral outcomes, (2) both family and school contexts simultaneously mediated between residential neighborhood contexts and reading and math scores and internalizing and externalizing behaviors, (3) for reading and math scores, the mediating effect of family and school lessened over time whereas the direct effect of neighborhood increased over time, (4) school attendance zones represented the ideal local context for examining contextual effects on childhood development, and (5) neighborhoods more strongly influence educational outcomes for children with ADHD relative to their non-impaired peers. This dissertation has important implications for future studies examining neighborhood effects on child health, well-being and development. It speaks directly to the importance and impact of social and environmental contexts. Although researchers and policymakers generally focus on the school as the critical arena in which development occurs, I argue that the focus should be on a combination of child, family, school, and neighborhood.
Advisors/Committee Members: Elisabeth D. Root, Stefanie Mollborn, Fernando Riosmena, Seth Spielman, Allison Atteberry.
Subjects/Keywords: ADHD; Child/Adolescent; Education; Longitudinal; Neighborhood; Psychosocial; Health Policy; Human Geography; Social Psychology and Interaction
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APA (6th Edition):
Humphrey, J. L. (2015). Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/geog_gradetds/79
Chicago Manual of Style (16th Edition):
Humphrey, Jamie L. “Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/geog_gradetds/79.
MLA Handbook (7th Edition):
Humphrey, Jamie L. “Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents.” 2015. Web. 14 Apr 2021.
Vancouver:
Humphrey JL. Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/geog_gradetds/79.
Council of Science Editors:
Humphrey JL. Neighborhood Effects on Behavioral and Educational Trajectories of U.S. Children and Adolescents. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/geog_gradetds/79
University of Colorado
23.
Deyell, Tracy Anne.
Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System.
Degree: PhD, Sociology, 2015, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/42
► In this dissertation, I take a multi-method qualitative approach to examine one city's ("Elkgate") adult mental health system. Using a combination of observation and…
(more)
▼ In this dissertation, I take a multi-method qualitative approach to examine one city's ("Elkgate") adult mental health system. Using a combination of observation and in-depth and informal interviews of police officers, jail employees, private and public outpatient mental health clinicians and emergency room staff, and archival analysis of official forms and state and federal legislation, I consider this Elkgate's mental health system an amalgamation of correctional and medical organizations based on environmental necessity as opposed to organizational will. Beyond providing a detailed examination of one mental health system and identifying effective and strained inter-organizational interactions in place – an important contribution in the present political climate criticizing the "broken" mental health system nationwide – this research questions traditional beliefs surrounding health disparities and applies a multi-level analysis to examine and explain complaints and frustrations of professionals. For example, I analyze the benefits of Elkgate's public mental health services available to the poor and indigent over private services. Contextualizing the structure of care of these two service types within the role of a federal Act regarding patient information and privacy (Health Insurance Portability and Accountability Act), I also question how continuity of care may both positively and negatively affect patient care. This research also considers the consequences of poor inter-organizational integration across the system on consumer populations identified by professionals as disproportionately underserved. Combining organizational and intersectionality literatures, I propose that underserved populations in Elkgate's mental health system are the result of gaps between organizations that do not serve populations located at intersections of mental health who are both mentally ill and have other needs. I argue that this results in consumers who face greater disadvantage across multiple statuses. Finally, the timeliness of this research in terms of national and international interest in mental illness and systems of mental health, lends itself to significant policy implications presented in this dissertation for organizations involved in mental health, mental health systems and state and federal legislation.
Advisors/Committee Members: Stefanie Mollborn, Jennifer Bair, Sanyu Mojola, Patrick Krueger, Dayna Matthew.
Subjects/Keywords: Corrections; Healthcare systems; Homeless mental health; Institutional Ethnography; Institutions; Police; Community-Based Research; Criminology; Health Policy; Psychiatric and Mental Health
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APA (6th Edition):
Deyell, T. A. (2015). Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/42
Chicago Manual of Style (16th Edition):
Deyell, Tracy Anne. “Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/42.
MLA Handbook (7th Edition):
Deyell, Tracy Anne. “Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System.” 2015. Web. 14 Apr 2021.
Vancouver:
Deyell TA. Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/42.
Council of Science Editors:
Deyell TA. Mental Health in the United States Through the Lens of One City’s Mental Health System: Organizational Roles and Inter-Organizational Dynamics of a Multi-Institutional System. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/socy_gradetds/42
University of Colorado
24.
James-Hawkins, Laurie Elizabeth.
The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood.
Degree: PhD, Sociology, 2015, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/46
► This dissertation research examines attitudes and social norms about sexuality and contraceptive use (herein called the “psychosocial context”) in adolescence and emerging adulthood, using…
(more)
▼ This dissertation research examines attitudes and social norms about sexuality and contraceptive use (herein called the “psychosocial context”) in adolescence and emerging adulthood, using a life course perspective. Specifically, I use both quantitative and qualitative data to demonstrate how different psychosocial contexts in adolescence affect one’s outcomes, behaviors, and adaptation to new psychosocial contexts in emerging adulthood. I show that adolescent psychosocial contexts can be used to predict reproductive health outcomes and behaviors in emerging adulthood. In addition, I show how components of the psychosocial context impact the reasons women give to justify their own contraceptive risk-taking. I use a large scale, nationally representative sample from the National Longitudinal Study of Adolescent to Adult Health (Add Health), and interviews with 45 undergraduate women on a
university campus to explore these issues.
My findings demonstrate the power of early psychosocial contexts in influencing later behavior, and show that a life course perspective is important when examining the influence of psychosocial contexts on behavior and outcomes. Specifically, using Add Health, I show that Wave I norms and attitudes about sex and contraceptive use are predictive of later reproductive outcomes and behaviors in emerging adulthood, ages 18-24. I measure the psychosocial context in adolescence using factor analysis, by creating groupings of attitudes and norms at different levels of influence (i.e. individual, peer, family, community). I then use the identified factors in a latent class analysis to generate classes with similar psychosocial context profiles at Wave I. Wave I class membership (ages 15-18) is predictive of reproductive, sexual and contraceptive outcomes at Wave III (age 18-24). Classes are significantly predictive of outcomes controlling for socio-demographic factors such as socio-economic status, and race/ethnicity.
Qualitatively I use 45 women’s narratives from interviews conducted on the “Mountain University” campus to explore possible mechanisms connecting Wave I norms to Wave III outcomes. I find that women talk about different sources of attitudes and norms in adolescence and describe how the attitudes and norms coalesced into concrete views about their sexuality and contraceptive behaviors. Women’s adolescent views of sexuality and contraceptive use in turn led to their enacting specific strategies to deal with transitions in normative environment, such as the transition to college and the predominant hookup, or causal sex, culture, although women were largely unaware of enacting these strategies. Finally, I look at how the elements of the psychosocial context influence (norms and attitudes) women to use “I just wasn’t thinking” as an excuse for contraceptive risk taking within a cultural context that calls for women to be primarily responsible for pregnancy prevention, but also for their happiness and sexual satisfaction of their partner.
Overall, I use a life course…
Advisors/Committee Members: Stefanie Mollborn, Jane Menken, Amy Wilkins, Sanyu Mojola, Paula Fomby.
Subjects/Keywords: attitudes; contraceptive use; emerging adulthood; life course; sexuality; social norms; Family, Life Course, and Society; Gender and Sexuality
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APA (6th Edition):
James-Hawkins, L. E. (2015). The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/46
Chicago Manual of Style (16th Edition):
James-Hawkins, Laurie Elizabeth. “The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/46.
MLA Handbook (7th Edition):
James-Hawkins, Laurie Elizabeth. “The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood.” 2015. Web. 14 Apr 2021.
Vancouver:
James-Hawkins LE. The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/46.
Council of Science Editors:
James-Hawkins LE. The Longitudinal Influence of the Psychosocial Context: Sexuality and Contraceptive Use in the Transition to Adulthood. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/socy_gradetds/46
University of Colorado
25.
Lawrence, Elizabeth M.
Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors.
Degree: PhD, Sociology, 2015, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/47
► Among U.S. adults, college degree earners live much healthier lives than those with less education, but we know little about why. This dissertation examines…
(more)
▼ Among U.S. adults, college degree earners live much healthier lives than those with less education, but we know little about why. This dissertation examines how, why, and for whom college degrees influence health behaviors, such as smoking, diet, exercising, maintaining of healthy weight status, and drinking. Theories posit that college degrees may exhibit: “transformative” effects if college degrees influence health behaviors independent of selection, “sorting” effects if health behavior advantages are due to selection, “conditional reproduction” if groups of historical advantage receive the greatest benefits, or “conditional equalizing” if groups of historical disadvantage have greater benefits. Three research questions characterize the study’s objectives: (1) Does education improve health behaviors or is the association spurious? (2) Does education have the same benefits for the health behaviors of all social groups? (3) If education does improve health behaviors, how does it do so? The National Longitudinal Study of Adolescent to Adult Health (Add Health) provides longitudinal data on education and health behaviors across adolescence and young adulthood for a cohort of individuals born 1977-1984. The methods include propensity score approaches to estimate causal effects and test for heterogeneity. This study affirms multiple functions of education: it sorts individuals, improves well-being, and stratifies the population into classes. Very little evidence supports the assertion that benefits of college degrees are conditional. College degrees improve health behaviors for all college graduates, leaving those without degrees lagging behind. A sociological understanding of why social groups engage in different behaviors can contribute to efforts in reducing social inequality and improving population health.
Advisors/Committee Members: Stefanie Mollborn, Fred Pampel, Richard G. Rogers, Liam Downey, Fernando Riosmena.
Subjects/Keywords: Education; Health behaviors; Life course; Race/ethnicity; Socioeconomic status; United States; Demography, Population, and Ecology; Educational Sociology; Inequality and Stratification
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APA (6th Edition):
Lawrence, E. M. (2015). Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/47
Chicago Manual of Style (16th Edition):
Lawrence, Elizabeth M. “Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/47.
MLA Handbook (7th Edition):
Lawrence, Elizabeth M. “Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors.” 2015. Web. 14 Apr 2021.
Vancouver:
Lawrence EM. Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/47.
Council of Science Editors:
Lawrence EM. Does Education Equalize or Reproduce Inequality? Effects of College Degrees on Health Behaviors. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/socy_gradetds/47
University of Colorado
26.
Long, Andrew Bowen.
Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory.
Degree: PhD, 2018, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/83
► This dissertation examines the relational, cultural, and institutional discourses that shape divorced, nonresidential fathers’ experiences around fathering and coparenting through Baxter’s (2011) most recent conception…
(more)
▼ This dissertation examines the relational, cultural, and institutional discourses that shape divorced, nonresidential fathers’ experiences around fathering and coparenting through Baxter’s (2011) most recent conception of relational dialectics theory. The data in this dissertation consisted of interviews with divorced, nonresidential fathers who took a court-mandated coparenting class, interviews with facilitators of coparenting classes, and the documents within these classes. The use of contrapuntal analysis (Baxter, 2011) revealed (1) the existence of an institutional discourse of “prescribed” coparenting, (2) changing enactments of fathering and a discursive tension between “old” and “new” discourses of fathering expectations, and (3) an intersection between “prescribed” coparenting and the relational discourses of individualism and community. The results of this dissertation advance the study of divorced, nonresidential fathering and relational dialectics theory by stating the importance of examining relational, cultural, and institutional discourses as part of relational experience.
Advisors/Committee Members: Cindy H. White, David Boromisza-Habashi, Bob Craig, Stefanie Mollborn, Karen Tracy.
Subjects/Keywords: institutional discourse; divorced; father; nonresidential; relational dialectics theory; Communication; Social and Behavioral Sciences
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APA (6th Edition):
Long, A. B. (2018). Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/83
Chicago Manual of Style (16th Edition):
Long, Andrew Bowen. “Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory.” 2018. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/comm_gradetds/83.
MLA Handbook (7th Edition):
Long, Andrew Bowen. “Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory.” 2018. Web. 14 Apr 2021.
Vancouver:
Long AB. Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/comm_gradetds/83.
Council of Science Editors:
Long AB. Changing Roles, Relationships, and Institutional Discourse: Divorced, Nonresidential Fathers and Relational Dialectics Theory. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/comm_gradetds/83
University of Colorado
27.
Pruitt, Allison Scott.
Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis.
Degree: PhD, 2019, University of Colorado
URL: https://scholar.colorado.edu/socy_gradetds/75
► Since the 1960s, an increasing number of women have entered the paid labor force. However, occupations still remain deeply sex segregated (Heilman 2012; Rudman and…
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▼ Since the 1960s, an increasing number of women have entered the paid labor force. However, occupations still remain deeply sex segregated (Heilman 2012; Rudman and Phelan 2010; Sweet and Meiksins 2008; Charles and Grusky 2004). Ashcraft and her coauthors (2012) argue that once reason segregation is so persistent is because occupations have identities that tie the work being done in a given job to an image of a gendered and raced ideal worker. This creates a tension, where occupations are under pressure to have a diverse workforce while still claiming a distinct occupational identity (Ashcraft et al. 2012). This research explores how women resolve that tension and how they frame their sense of inclusion in male-dominated jobs. I present three case studies (high tech, funeral directing, and cannabis) of jobs that represent Kanter’s (1977) spectrum of segregation in occupations. I draw on 79 interviews with women working in these careers to address how the relative gender composition of occupations impacts how women are able to frame their belonging in occupations that have historically excluded women. I discuss how gender is both a reason for women’s exclusion in these occupations, as well as how they argue for their inclusion. My research shows that viewing ways that women both challenge and maintain the gender order through a “both/and” lens (Luft and Ward 2009; Hill Collins 2000) can help us understand women’s employment in male-dominated occupations. This research contributes to our understanding of gender transgressions and identifies the limitations of the transformative impact of women’s participation in male-dominated jobs.
Advisors/Committee Members: Leslie J. Irvine, Rachel Rinaldo, Stefanie Mollborn, Patricia A. Adler, Wendy DuBow.
Subjects/Keywords: gender; occupations; sex segregation; Sociology
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APA (6th Edition):
Pruitt, A. S. (2019). Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/75
Chicago Manual of Style (16th Edition):
Pruitt, Allison Scott. “Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis.” 2019. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/socy_gradetds/75.
MLA Handbook (7th Edition):
Pruitt, Allison Scott. “Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis.” 2019. Web. 14 Apr 2021.
Vancouver:
Pruitt AS. Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/socy_gradetds/75.
Council of Science Editors:
Pruitt AS. Managing the Inclusivity-Exclusivity Dialectic: a Comparison of Women in Tech, Funeral Directing, and Cannabis. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/socy_gradetds/75
University of Colorado
28.
Katz, Holen Elizabeth.
Effects of Chronic and Situational Accessibility on Inattentional Blindness.
Degree: PhD, Psychology & Neuroscience, 2012, University of Colorado
URL: https://scholar.colorado.edu/psyc_gradetds/32
► Inattentional Blindness (IB) refers to the phenomenon that people often fail to notice unexpected, yet obvious, events when they are focused on another task.…
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▼ Inattentional Blindness (IB) refers to the phenomenon that people often fail to notice unexpected, yet obvious, events when they are focused on another task. The consequences of IB can be deadly when it contributes to attentional error in high-risk situations. In this research, four studies investigated strategies for increasing noticing of unexpected events, specifically through enhancing the chronic and situational accessibility of those events. Studies 1 – 3 explored the degree to which priming unexpected events increased the likelihood that they would be noticed. Study 4 employed different types of warning to situationally increase attention to the unexpected. In addition, all four studies manipulated chronic accessibility of the unexpected event and examined the relationship between increased chronic and situational accessibility.
The results of the four studies indicate that events that are more chronically accessible are significantly more likely to be noticed than events that are not chronically accessible. Explicitly warning individuals that something unexpected was to appear also increased the likelihood that it would be noticed, whereas more subtle warnings were ineffective. Finally, the priming techniques used in this research generally did not increase noticing of unexpected events. The implication of these findings are discussed in the context of how they might apply to reducing attentional error in health care settings.
Advisors/Committee Members: Irene V. Blair, Angela Bryan, Leaf Van Boven, Sona Dimidjian, Stefanie Mollborn.
Subjects/Keywords: accessibility; inattentional blindness; notice; priming; social psychology; warning; Social Psychology
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APA (6th Edition):
Katz, H. E. (2012). Effects of Chronic and Situational Accessibility on Inattentional Blindness. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/32
Chicago Manual of Style (16th Edition):
Katz, Holen Elizabeth. “Effects of Chronic and Situational Accessibility on Inattentional Blindness.” 2012. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/psyc_gradetds/32.
MLA Handbook (7th Edition):
Katz, Holen Elizabeth. “Effects of Chronic and Situational Accessibility on Inattentional Blindness.” 2012. Web. 14 Apr 2021.
Vancouver:
Katz HE. Effects of Chronic and Situational Accessibility on Inattentional Blindness. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/psyc_gradetds/32.
Council of Science Editors:
Katz HE. Effects of Chronic and Situational Accessibility on Inattentional Blindness. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/psyc_gradetds/32
University of Colorado
29.
Huibregtse, Brooke M.
Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors.
Degree: PhD, Psychology & Neuroscience, 2017, University of Colorado
URL: https://scholar.colorado.edu/psyc_gradetds/129
► Previous studies suggest that risky sexual behaviors (RSB) are highly correlated with impulsive behaviors such as substance use disorders, antisocial behavior, and novelty seeking. The…
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▼ Previous studies suggest that risky sexual behaviors (RSB) are highly correlated with impulsive behaviors such as substance use disorders, antisocial behavior, and novelty seeking. The comorbidity of these latter behaviors is well described by an underlying heritable factor termed behavioral disinhibition (BD). To better understand the nature of this correlation, this dissertation explores the extent to which this overlap is genetic or environmental in nature. Multivariate biometrical models with twin and adoptive samples are used in Chapters II and III to assess developmental trends in substance use behaviors and to explore the shared etiology between sex under the influence of drugs and alcohol and number of lifetime sexual partners. Chapter II included an in depth review of issues regarding measuring and defining RSB, with the goals of improving an instrument for measuring sexual behavior, improving the interpretation of several RSB variables, and selecting an optimal phenotype for use with genome wide methods. Finally, Chapter V used several genome-wide approaches to explore the genetic architecture of number of lifetime sexual partners and to test the genetic overlap with measures BD related diseases and traits (e.g. smoking, psychiatric, personality), and other fitness phenotypes.
Advisors/Committee Members: Michael C. Stallings, John K. Hewitt, Matthew C. Keller, Stefanie Mollborn, Soo H. Rhee.
Subjects/Keywords: Risky Sexual Behaviors (RSB); Behavioral Disinhibition (BD); Multivariate biometrical models; drugs and alcohol; Genetics; Psychology; Quantitative Psychology
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APA (6th Edition):
Huibregtse, B. M. (2017). Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/129
Chicago Manual of Style (16th Edition):
Huibregtse, Brooke M. “Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors.” 2017. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/psyc_gradetds/129.
MLA Handbook (7th Edition):
Huibregtse, Brooke M. “Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors.” 2017. Web. 14 Apr 2021.
Vancouver:
Huibregtse BM. Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/psyc_gradetds/129.
Council of Science Editors:
Huibregtse BM. Genetic and Environmental Overlap Between Behavioral Disinhibition and Risky Sexual Behaviors. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/psyc_gradetds/129
University of Colorado
30.
Feldman, Zachary.
Empirical Studies in Family and Education Policy.
Degree: PhD, Economics, 2015, University of Colorado
URL: https://scholar.colorado.edu/econ_gradetds/55
► The first chapter evaluates the effectiveness of state arrest legislation to deter domestic violence. Mandatory arrest laws, recommended arrest laws, protective order laws, and…
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▼ The first chapter evaluates the effectiveness of state arrest legislation to deter domestic violence. Mandatory arrest laws, recommended arrest laws, protective order laws, and primary aggressor laws are evaluated using homicide and suicide rates by state and year. This paper corrects the law classification and law enactment date specification errors in the current literature and allows for a broader look at domestic violence by using suicide rates in addition to the previously used homicide rates. I find that mandatory arrest laws, recommended arrest laws, and primary aggressor laws have no effect on homicide rates and that protective order laws show significant lowering of homicide rates, though only in one of two age groups. Using suicide rates, while recommended arrest laws increase suicide among women by an estimated 8-20%, the more common mandatory arrest laws have no significant effect. Additionally, there is limited evidence for a protective effect of primary aggressor laws and no significant effect of protective order law.
The second chapter examines the effect of new student inflow into Arkansas following hurricanes Katrina and Rita. Over sixty thousand people fled Hurricanes Katrina and Rita in 2005 and came to Arkansas. School aged children were quickly registered and enrolled in local schools. Using this inflow of displaced students, I examine the effect of the inflow of these displaced students on incumbent students in Arkansas. Arkansas was the only state bordering Louisiana not affected by either Hurricane Katrina (Mississippi) or Hurricane Rita (Texas) allowing for an evaluation of incumbent students unaffected by the hurricanes. Additionally, unlike previous research which fits one model for all years post Katrina (giving an average over the two years post Katrina), I fit a separate model for one and two years post Katrina allowing me to test for short term disruption. I find a decrease in attendance one year post Katrina. The effect is largest in K-6th grades among white students and among male students. The effect is found state wide as well as in the subset of counties along major highways. The drop in attendance is short lived with no significant effect two years post Katrina.
The third chapter examines the effect of new student inflow following court mandated school consolidation. In this paper I examine the effect of peer group composition of student outcomes. I exploit the court mandated consolidation of Arkansas school districts with fewer than 350 students. The influx of new students changes the peer group composition of incumbent students and has two important characteristics. First, the new students and incumbent students are very similar demographically. The consolidated schools are in nearby and similar districts. Second, other than the change in school, new students have undergone a relatively minor disruption to their lives. They are living in the same home with the same family, friends, and neighbors. These two attributes allow for an examination of the effects of…
Advisors/Committee Members: Terra McKinnish, Francisca M. Antman, Brian C. Cadena, Jeffrey S. Zax, Stefanie Mollborn.
Subjects/Keywords: Domestic Violence; Education; state arrest legislation; student demographics; school district; consolidation; Education Economics; Labor Economics; Regional Economics
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APA ·
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APA (6th Edition):
Feldman, Z. (2015). Empirical Studies in Family and Education Policy. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/econ_gradetds/55
Chicago Manual of Style (16th Edition):
Feldman, Zachary. “Empirical Studies in Family and Education Policy.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 14, 2021.
https://scholar.colorado.edu/econ_gradetds/55.
MLA Handbook (7th Edition):
Feldman, Zachary. “Empirical Studies in Family and Education Policy.” 2015. Web. 14 Apr 2021.
Vancouver:
Feldman Z. Empirical Studies in Family and Education Policy. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2021 Apr 14].
Available from: https://scholar.colorado.edu/econ_gradetds/55.
Council of Science Editors:
Feldman Z. Empirical Studies in Family and Education Policy. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/econ_gradetds/55
. 
Open Access Theses and Dissertations