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Showcase Sociology

How Attachment May Influence Social Media Usage: Examining Use, Cyber-friends, and Platforms

How Attachment May Influence Social Media Usage: Examining Use, Cyber-friends, and Platforms

Primary author: Jordyn Randall
Faculty sponsor: Stacey Hust

Primary college/unit: Edward R. Murrow College of Communication
Category: Business, Communication, and Political Sciences
Campus: Pullman

Abstract:

Attachment is formed in infancy and has significant impact on how adults form interpersonal relationships. There are three main levels of attachment: secure, anxious, and avoidant. People who are securely attached typically had a wholesome childhood and will be better at forming relationships. Social media can have a negative impact on social skills and impact interpersonal relationships depending on how social media is used and the frequency of use. There is minimal research on how attachment styles may influence social media usage. This study aims to identify the role of attachment in how emerging adults use social media by frequency, number of friends online, and number of platforms. Additionally, the importance of childhood home status in determining attachment styles and influence on social media frequency of use. A sample of 240 undergraduate students completed an online survey asking them about demographic information, their social media usage, their parental attachment, and their peer attachment. The sample was made of more females (64%) and was predominantly White (69.5%). Results show that peer attachment was significant for high social media usage for four major social media platforms and number of online friends when childhood home status was calculated as a moderator. Parent attachment was non-significant for all analyses. This could be due to two-thirds of the participants coming from nuclear families and they had secure attachment to their parents. Possible implications for this are the importance of childhood home status and how the home status may impact relationship formation for emerging adults.

‘We’re Here to Help’: Students of Color Experiences and Satisfaction with Health and Emergency Services at Washington State University

‘We’re Here to Help’: Students of Color Experiences and Satisfaction with Health and Emergency Services at Washington State University

Primary author: Brianne Posey
Faculty sponsor: Patricia Maarhuis

Primary college/unit: Cougar Health Services/Health Promotion
Category: Physical and Social Sciences

Campus: Pullman

Abstract:

Background: People of color may face barriers to care services. Some of these barriers stem from financial and geographic disadvantage, while other barriers stem from negative experiences with practitioners and staff. Patient satisfaction with care services is an important factor in retention. Previous studies have concluded that patient experiences and satisfaction scores significantly predict whether a patient maintains a continuing relationship with a practitioner. Research Objectives: Researchers sought to examine the self-reported experiences and satisfaction scores of minority students at Washington State University. Data: A survey questionnaire was distributed to 200 students of color regarding their experiences and satisfaction with four Washington State University, Pullman campus and community emergency and health care services: 1) Cougar Health Services Medical Clinic (CHS), 2) Counseling and Psychological Services (CAPS), 3) Washington State University Police Department (WSU PD), 4) Pullman Police Department (Pullman PD). Analysis: Quantitative descriptive analysis was performed along with qualitative thematic analysis. Results: Participant experiences such as friendly staff, trauma informed interviewing, and culturally respectful and inclusive language were associated with higher satisfaction scores and students being more likely to return. Oppositely, experiences such as long wait times, incorrect diagnosis, and high cost of treatment were associated with lower satisfaction scores and students being less likely to return. Conclusion: This study provides data about factors important to patient satisfaction with care services for a selected group of college students. Recommendations for improving satisfaction among students of color are provided.

An Exploratory Study of Dress within the LGBTQ+ Community.

An Exploratory Study of Dress within the LGBTQ+ Community.

Primary Author: Lauren Summers

Faculty Sponsor: Jihyeong Son

 

Primary College/Unit: Agricultural, Human and Natural Resource Sciences

Category: Agricultural and Natural Resource Sciences

Campus: Pullman

 

Abstract:

 

Dress is the lens for identity classification of gender/sexual orientation, religion, tribe, profession etc. A study on dress identification scheme used by the LGBTQ+ group is scant, and the complexity within the community regarding gender identity speculation needs to be investigated. The purpose of this study was to understand how LGBTQ+ people use dress as a symbol to communicate their identity within the community. The symbolic interaction theory introduced by Cooley (1902) and Mead (1934)explains the formation of communicative symbols and the interactivity of social members of society. The qualitative research method was used in order to gather a holistic understanding of the community’s use of dress as a symbol and appearance management. Five participants were interviewed face to face or via phone call. The interview data were transcribed and thematic analysis revealed that members of the LGBTQ+ use certain dress techniques such as belt loops, piercings, hairstyles/cuts, and rainbow pins as symbols of their gender identity and identifying others who are a part of their LGBTQ+ community. The study also revealed that members are influenced by the symbols used in their interaction with each other and depending on what symbol is being used it can either positively or negatively affect how those in the community interact with each other. However, the participants expressed that the symbolic use of dress by the community is non-discriminatory and felt no pressure to conform within the community.

 

The effect of mindsets and ex-offenders’ redemptive narratives on managers’ willingness to consider hiring ex-offenders

The effect of mindsets and ex-offenders’ redemptive narratives on managers’ willingness to consider hiring ex-offenders

Primary Author: Eunjeong Shin

Faculty Sponsor: Jerry Goodstein

 

Primary College/Unit: Carson College of Business

Category: Business, Communication, and Politial Sciences

Campus: Pullman

 

Abstract:

Principal Topic

The United States has been one of the most punitive countries with the highest rate of incarceration. Previous research has suggested that employers play an essential role in reintegrating ex-offenders back to the community as they offer job opportunities. This paper aims to investigate managers’ mindsets that influence their willingness to consider hiring ex-offenders. I explored two categories of managers’ mindsets – justice mindsets (punitive and restorative mindsets) and fixed vs. growth mindsets – and how ex-offenders’ use of redemptive narratives moderate the relationships between managers’ mindsets and their hiring decisions.

 

Method

We collected data from 251 U.S. managers from various industries through Amazon M-Turk. All participants were randomly assigned to read one of the two versions of the scenarios (either high or low redemptive narrative) and were then asked to indicate their willingness to consider hiring the applicant with a 7-points Likert scale. I adopted the existing justice mindsets and fixed vs. growth mindset scale to measure managers’ mindsets. We used SPSS hierarchical regression analysis to analyze the data.

 

Results / implications

The results indicated that all four mindsets significantly influenced the managers’ hiring decision, supporting our hypotheses. Managers with punitive or fixed mindset were less willingness to consider hiring ex-offenders while managers with restorative or growth mindset were more willingness to consider hiring ex- offenders. The moderating effect of redemptive narrative was not supported. Interestingly, however, contrary to our expectation, high usage of ex-offender’s redemptive narratives was negatively related to managers’ willingness to consider hiring the applicant.

 

Diverse Parents’ Perspectives and Roles in Supports for Children with Challenging Behavior

Diverse Parents’ Perspectives and Roles in Supports for Children with Challenging Behavior

Primary Author: Kathryn Sheridan Stiefel

Faculty Sponsor: Don McMahon

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

 

PRINCIPAL TOPIC

Responding to the needs and concerns of parents of children with challenging behavior is critical for collaboration across stakeholders. However, in the growing body of research on behavior challenges in youth, the perspectives and roles of parents in discipline and intervention are not always clearly stated. The purpose of this systematic literature review is to explore the themes of the extant research literature at the intersection of “challenging behavior” and “parent roles” across differing regions and cultures.

 

METHOD

To determine patterns across the research literature, data was extracted from eight selected articles included in this systematic review. In total, five overarching themes were identified, including: a lack of diversity in research, culturally responsive practices, required elements for sustainable interventions, behavior modification and management strategies, and the importance of community.

 

RESULTS

The implications of this review may be helpful for parents seeking treatment and/or interventions for their family, or for educational stakeholders that would like to learn more about parents’ perspectives and perceptions of a variety of effective supports at the family and community level. Moving forward, it is the goal of the researcher to capture wider representation of parents’ perspectives and roles. Next steps in this research will include expanding the base of journals searched and search criteria utilized. Additionally, incorporating perspectives of the children in these families with challenging behavior is recommended, so that these children at the heart of this research can be represented in determining the most effective supports for themselves and their families.

 

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Exploring the Effectiveness of Academic Probation/Reinstatement Interventions on Academic Success Behaviors and Strategies of Undergraduate Students

Primary Author: Katie Reilly

Faculty Sponsor: Olusola Adesope

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

PRINCIPAL TOPIC

Undergraduate students who are on academic probation/reinstatement due to falling short of expected GPA standards set by colleges and universities are at high risk of dropping out or being dismissed. To retain these students and to support students at-risk of academic failure, many colleges and universities have focused on providing interventions to increase retention and academic success. The goal of this pilot study was to examine the impact of academic support interventions that possibly contribute to the academic success and retention of students who are not meeting WSU academic standards.

 

METHOD

This study sought to answer the following research questions: 1) What are the overall impacts of academic probation interventions on the academic success strategies and behaviors of students on academic probation? and 2) Which intervention(s) have the most significant impact on the academic success strategies and behaviors of students on academic probation? Using an experimental within-subjects design, this study investigated the impact of three support interventions: an academic success course, academic coaching, and workshops.

 

RESULTS AND IMPLICATIONS

Initial results showed increases in positive academic success behaviors and strategies for all three interventions, however academic coaching interventions saw higher gains in academic success strategies and behaviors than students enrolled in an academic success course or students assigned to workshops. While research has mostly focused on impacts academic success courses have on supporting students on academic probation/reinstatement, this study suggests that research should begin exploring additional methods of support that may ultimately be more constructive to this special population.