Дисертації: "Female college students"

1

Penney, Lauren. "Female College Students' Experiences with the Freshman 15." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193262.

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Discourses surrounding the idea of the Freshman 15 are prevalent within the press and popular media. While college weight gain and eating and exercise practices have been attended to through the collection of survey data, to date no one has linked these trends to wider social and economic processes or contextualized them within the lives of college students. This thesis provides a description of the ways in which 22 college women came to anticipate and experience weight gain during their freshman year of college, as well as the practices they adopted that contributed to weight changes. I analyze this interview data through a discussion of the concept of risk, personal responsibility, and ideas about the female body, while pointing to broader political economic pressures that are changing the ways in which universities provide dining and recreation services to students.

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2

Martinez-Metcalf, Rosario. "Concerns of Hispanic Women Who Attend Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331036/.

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This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.

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3

Lawson, Kathryn Collier Burkhart Barry R. "Evaluation of rape prevention programming for female college students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/LAWSON_KATHRYN_7.pdf.

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4

Barcus, Sonja Marie. "Body cathexis and the ideal female figure of black and white college females." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722174.

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The body cathexis and "ideal" female figure for Black college females and White college females were investigated. The Body Cathexis Scale was administered to determine students' level of satisfaction with their bodies. Self reports of each student's ideal female measurements were also examined. It was hypothesized that Black college females tend to possess greater satisfaction with their body image than White college females. Black college females were hypothesized to report less restrictive measurements for what they believe would make up the ideal female figure than White college females. Results showed that some significant differences were found between Black and White college females. Of the 46 items on the Body Cathexis Scale, significant differences between Black and White college females were found on seven items with five indicating higher satisfaction of Black college females and two indicating that White college females had higher satisfaction. Of the five measurements of ideal female figure, only one differed significantly with the Black college females possessing a less restrictive measurement. Thirty-nine items on the Body Cathexis Scale and four on the ideal female figure measurements showed no significant difference. Therefore, the hypothesis of Black college females being more satisfied with their bodies and reporting less restrictive ideal female figure measurements than White college females was not supported.
Department of Counseling Psychology and Guidance Services

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5

Peritore, Nicole Rachael. "FACTORS RELATING TO HPV BEHAVIORS OF FEMALE COLLEGE STUDENTS." UKnowledge, 2012. http://uknowledge.uky.edu/khp_etds/2.

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This study examined the knowledge, sources of information, reasons for and against Gardasil® uptake, and possible relationships between unhealthy behaviors and vaccination for undergraduate college females at a public university. Utilizing an online survey, 2400 random students were emailed as well as recruited through online classes. The final sample size was 516 females. The study determined how many participants had been vaccinated and their rationale for or against vaccination. The majority of study participants were knowledgeable about HPV and Gardasil®. The primary sources of information about HPV and Gardasil® were doctors and television; however parents and friends were also common sources of information. Predictors for HPV inoculation included race, the belief that the vaccine would protect against HPV, alcohol use, and engagement in anal intercourse. Over 50% of participants had received at least one dose of Gardasil®, and 82% had completed the series. The most common rationale for not getting the vaccine, or not completing the vaccination series, was concern about side effects. The most common rationale for completing the vaccination or intending to complete the series was protection from cervical cancer. In conclusion, there is a continued need provide health education about HPV and HPV vaccination for college females.

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6

Shaverdi, Amber Mishala. "Female and male student leadership characteristics : differences & similarities /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423545.pdf.

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7

Klitzky, Julie A. "Nutrition knowledge and eating behaviors among male and female collegiate athletes and non-athletes." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1399186.

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The purpose of the study was to determine if there is a difference in nutrition knowledge and eating behaviors among collegiate male and female athletes and non-athletes. Although a vast majority of research has looked at female athletes, to date there has been limited research comparing athletes and non-athletes, specifically investigations involving males.A sample of male and female collegiate athletes and non-athletes completed an online questionnaire. The questions were formulated based the 2005 Food Guide Pyramid as well as factual nutrition knowledge questions. Once the survey was completed, the data was analyzed using the Pearson Correlation and ANOVA.A total of 1,252 participants completed the survey with a little over 78% being female. Only 7.2% (n=90) of the participants reported they were members of a collegiate sports team. The overall mean score for nutrition knowledge was 11.42 ±2.30 for all participants, representing a correct score of only 57%. Athletes had a mean score of 11.15 +2.55 and non-athletes with a mean score of 11.44 +2.28 showing no statistical difference. When comparing gender, females had a mean nutrition knowledge score of11.56 ±2.31 and males had a mean score of 10.90 ±2.22. Although females had a higher average knowledge score than males, this was not found to be statistically different.Eating behaviors were assessed using the 2005 Food Guide Pyramid. Males ate significantly more meals/day and servings of vegetables, grains, dairy and meats, nuts and beans than their female counter part. When looking at eating behaviors of athletes and non-athletes, very few statistical differences occurred. Athletes ate significantly more meals per day (3.29 ±.69) than non-athletes (2.65 ±.70). Similarly, athletes consumed significantly more (3.00 ±.74) cups of fruit per day than non-athletes (2.68 ±.59). No statistical differences were found between athletes and non-athletes for the amount of vegetables, grains, dairy, meats, nuts, and beans and fast food consumed.
Department of Family and Consumer Sciences

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8

Meckel, Gamine Beth. "Approximating an image : beauty among female university students /." View online, 1985. http://repository.eiu.edu/theses/docs/32211130497960.pdf.

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9

Christovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.

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Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
B.S.
Bachelors
Sciences
Psychology

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10

Kruto, Diane. "Nutrition knowledge, interests, and dietary practices of female college athletes /." View online, 1993. http://repository.eiu.edu/theses/docs/32211998880835.pdf.

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11

Benson, Shakiera. "Intimate Partner Violence Among Male and Female U.S. Community College Students." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/4593.

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Intimate partner violence affects a significant portion of college-aged individuals, but researchers know little about how the intersection of age, race, class, and gender influence intimate partner violence among community college students in the United States. In this quantitative correlational study, I examined the relationship between intimate partner violence and gender, race, age, class, marital status, and past abuse among community college students using the intersectionality theory. I used the Abusive Behavior Inventory and a demographic survey to collect data via a convenience sample of the target population of men (n = 220) and women (n = 330) attending a community college or recent graduates. Multiple linear regression analysis indicated although no demographic variables were related to the frequency of psychological violence, lower age and higher socioeconomic status were related to increased frequency of physical violence. Individuals aged 18-24 were more likely than other groups to experience physical violence (t = -2.73, p = .008), and individuals with higher income levels (larger than $50,000) were more likely than individuals in other socioeconomic statuses to experience physical violence (t = 1.99, p = .049). The implications for positive social change include generating data regarding the potential predictive demographic factors that influence intimate partner violence, which may help professional's complete interventions that address intimate partner violence among community college students. More targeted interventions could reduce the rate of intimate partner violence and the long-term effects of intimate partner violence, particularly among the unexpected populations affected by intimate partner violence, as I indicated.

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12

Howell, Lisa Norton. "The lived experiences of female science majors at a two-year college." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/lisa_n_howell/Howell_Lisa_N_200701_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Delores D. Liston. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 92-98)

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13

Simms, Jennifer E. "Disordered eating patterns and parenting styles among female college students /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998781345.pdf.

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14

McKenzie, Brenda L. "Leadership Identity Development in Traditional-aged Female Undergraduate College Students: A Grounded Theory." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428585168.

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15

Woodard, Steven P. "Discourses, campus-based social networks, and career maturation : a case study analysis of African American female college students /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7831.

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16

Sparkman, Lila Gillis. "Comparison of Reasons for University Attendance Between Traditional and Non-Traditional Female Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277742/.

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17

Markle, Gail. "Work and Family Conflict: Expectations and Planning Among Female College Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4546/.

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Young women today are anticipating involvement in both career and family. The competing demands of family and work often result in work-family conflict. A survey was administered to 124 female college students exploring the importance they place on work and family roles, the expectations they have for combining these roles, and their attitudes toward planning for multiple roles. Identity theory provides a foundation for understanding the choices women make regarding their anticipated participation in work and family roles. The results suggest that although college women are expecting to have demanding careers and involved family lives, they are not planning realistically in order to facilitate the combining of career and family roles with a minimum of conflict.

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18

Speer, George B. (George Blake). "Factors or Criteria Used by Female Basketball Players in Selecting a College." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278835/.

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This study was an attempt to identify the factors that female basketball players consider important in their selection of a college to attend. A questionnaire was sent to all scholarship-granting junior colleges and Division I National Collegiate Athletic Association universities in the State of Texas during the 1991 spring semester. Students from 11 junior colleges and 11 Division I universities replied to the survey. The findings of this study are based on data collected from the 244 subjects' responses to a four-page, paired-comparison questionnaire. According to the junior college basketball players, the availability of scholarships and the opportunity to play were the two most important factors in their sleection of a college. Six other factors that were considered important to the junior college players' selection of a college were parental influence, the head coach, degrees offered, high school coaches' influence, geographical location of the university, and the style of ball played. The availability of scholarships was the most important factor in Division I female basketball players' selection of a university. Five other factors considered to be significant by Division I female players were the opportunity to play, the geographical location of the university, the degrees offered, the university facilities, and the head coach. A high positive correlation was found between the rankings of the junior college and the Division I female basketball players.

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19

Goldberg, Rebecca M. "Psychological warfare the media and relational aggression among female college students /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024756.

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20

Rydin-Gray, Sofia. "Binge eating antecedents among female college students an ecological momentary assessment study /." Connect to this title online, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1166198533.

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21

Rackham, Krista K. "Female students in the context of Bible college retention as seen through motivation factors /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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22

Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.

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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.

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23

Aycock, Kristen J. "Coping Resources, Coping Styles, Mastery, Social Support, and Depression in Male and Female College Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/60.

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Depression is one of the most commonly-diagnosed disorders in college counseling centers (Adams, Wharton, Quilter, & Hirsch, 2008), so effective diagnosis and treatment are paramount to providing adequate care to college students. Treatment direction may depend on gender, however. Not only do males and females experience depression at different rates (Kessler et al., 2003), but there also is some evidence that factors predict depression differently by gender (Tamres, Janicki, & Helgeson, 2002). Specifically, the literature suggests that the choice of coping strategies may be gender-related; that perceived control is higher in males, yet more important to females; that social connectedness in particular may be valued more strongly and used more frequently as a coping style by females than males; and that coping resources seem to mitigate the harmful effects of stressful events. Consequently, it seems important to examine the relationships of coping resources, coping styles, mastery, and social support to the experiences of depression. The purpose of this study was to gain a clearer understanding of the predictors of depression and methods for coping with depression in college students and to determine how these differ by gender. Results demonstrated gender differences in the experiences of many variables studied as well as the prediction of depression. High levels of perceived stress factored in as an important predictor of depression for both genders. Prediction models of best fit for females also included low mastery and low social support, while few coping resources along with high perceived stress appeared to be the most important factors in depression prediction for males. Mastery was also found to moderate the relationship between social support and depression for males. Results have implications for increasing college students’ abilities to cope with depression, thus reducing the negative academic, psychological, and physiological effects of depression.

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24

Ihekwaba, Remigus Herbert. "A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035954.

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25

Fretz, Amelia. "The relationship between anorexic-like symptoms and sexuality among female college students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045635.

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Anorexia nervosa is an eating disorder that occurs almost exclusively in women, with its prominent features being caloric restriction, excessive exercise, and emaciation. Research has found that women with anorexia nervosa generally have less sexual experience and more negative sexual attitudes when compared to "normal" women. There has been little research, however, on the potential relationship between sexuality and anorexic-like symptoms among women who do not meet diagnostic criteria for an eating disorder. Therefore, this study employed a population of college women to investigate the hypothesis that anorexic-like symptoms would be related to less sexual experience and more negative sexual attitudes. The correlations that were obtained did not support the hypotheses. Results are discussed with regard to directions for future research.
Department of Psychological Science

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26

Rydin-Gray, Sofia H. "Binge eating antecedents among female college students: An ecological momentary assessment study." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1166198533.

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27

Luster, Jamie E. "Pubic hair grooming behavior and sexually transmitted infections among female college students." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152347541868076.

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28

Amo, Alexia. "DETERMINING OPTIMAL RESISTANCE LOADS DURING EXERCISE IN MALE AND FEMALE COLLEGE STUDENTS." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3734.

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Exercise is a crucial component in obtaining proper health and fitness objectives in young adulthood. Determination of an optimal resistance load for men and women may aid in physiological function and reduce the likelihood of injury. We tested 32 physically active men (n=14) and women (n=18) between ages 18-25 on Proteus Motion, USA. Proteus applies continuous three-dimensional magnetic resistance loads during exercise. Testing consisted of 2 repetitions of horizontal and vertical push and pull exercises comparing performance of the dominant and non-dominant arm. Each exercise was performed with a resistance of 7lb, 14lb, 21lb, and 28lb for a total of 32 repetitions. Proteus software calculates power, explosiveness, consistency, range of motion, and braking. Analysis of variance (ANOVA) with repeated measures tested differences in results at each resistance load. Power produced between sexes was similar in press motions but differed in pulls.

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29

Smith, Tona E. "Sexual assault : an examination of disclosure, reporting, and support among female university students /." View online, 2004. http://repository.eiu.edu/theses/docs/32211131200564.pdf.

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30

Brockett, Sheryl A. "Factors Influencing Attrition and Retention of Female Students in the College of Engineering." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/BrockettSA2002.pdf.

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31

Harper, Laurelyn. "The impact of macronutrient intake on body image among female college undergraduate students." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009harperl.pdf.

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32

Reeves, Leah. "Separate but equal? : the experiences of African American female graduate students in a college student affairs program /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524381.pdf.

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33

Ryan, Helen-Grace. "Class matters the experiences of female college students in a Greek-letter organization /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386718.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.
Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4598. Adviser: George Kuh.

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34

Vong, Diana. "Influence of media female image on the perception of college students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943962.

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35

Atari, Ahmed M. "The politics of culture : female Palestinian college students reading English literature : (an ethnography)." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413320.

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36

Cook, Joshua Evan. "Predictors of sexual coercion in a sample of male and female college students." Thesis, Kansas State University, 2010. http://hdl.handle.net/2097/7006.

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Master of Science
Department of Family Studies and Human Services
Sandra M. Stith
Sexual violence, and sexual coercion in particular, is an understudied field, but research is beginning to show that males and females alike are perpetrators of sexual violence. Research has looked at predictors of sexual violence in males, but little research has looked at predictors of sexual violence in females. Similarly, little research has examined predictors of sexual violence in the context of dating relationships; therefore, this study examined predictors of sexual coercion in males and females within dating relationships. Using a sample of 305 male and 363 female undergraduate students’ self-report surveys, hierarchical regression analyses were utilized to test the nature of the sexual coercion predictors. Seven variables (problems with alcohol, past child abuse, anger management skills, relationship satisfaction, acceptability of violence towards wives, acceptability of violence towards husbands, and sexual coercion victimization) served as the independent variables with sexual coercion perpetration as the dependent variables in all of the regression analyses. Using the Revised Conflict Tactics Scale (CTS2; Straus, Hamby, Boney-McCoy, & Sugarman, 1996) to assess sexual coercion perpetration, male and female students were found to exhibit a different set of significant predictor variables in the regression analyses; however, sexual coercion victimization was a significant predictor in both data. Sexual coercion victimization predicting sexual coercion perpetration in males and females suggests that sexual coercion is bilateral and part of a systemic cycle of violence. Clinical implications and recommendations for future research are provided.

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37

Stolz, Tinamarie Suzanne. "Gendered Holiness: The Characteristics Female College Students Assign to Holy Men and Women." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1513160164272978.

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38

Vietla, Samitha. "THE DIFFERENCE BETWEEN STRESS AND DIETARY INTAKE IN MALE AND FEMALE COLLEGE STUDENTS." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586460539155269.

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39

Gregg, Anna. "Media's impact on male and female college age students perspective of body image." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008gregga.pdf.

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40

Krajewska, Sylvia. "The relationship of feminine gender role stress and anorexia in female college students /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1592.html.

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Thesis (M.A.)--Central Connecticut State University, 2000.
Thesis advisor: Carol Ford. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 44-47).

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41

Pacheco, Michele Hazel. "A qualitative study of Hispanic female college students, indirect experience of domestic violence." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1397.

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The purpose of this study was to investigate the attitudes, perceptions, and coping skills of college Hispanic women who have witnessed domestic violence committed against a family member, a close friend, or have experienced it personally. An interview was conducted to examine the women's attitudes toward the culture's role in the occurence of domestic violence.

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42

Reyna, Yolanda Smith Al. "A study of the relationship between selected background/psychosocial variables and the persistence of Hispanic female community college students." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5148.

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43

Jarrell, Camille Laperouse. "Spirituality as a Validating Factor and Intrinsic Motivator to Persistence: A Study of Nontraditional Female Students in Community/Technical Colleges." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1021.

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While traditional theories are useful in the study of persistence in some nontraditional students, many nontraditional female students are at high risk of not successfully persisting towards their educational goals. The purpose of this study was to explore the perceptions and experiences of spirituality, as a validating factor and an intrinsic motivator to persist, in nontraditional female students in community and technical colleges. A hermeneutic phenomenology research design was used with the "lived experiences" of these women articulated through their own voices. Although the study did not have a rigid set of fixed procedures, van Manens (1990) suggested activities for human science research were followed. Individual interviews, as well as two focus group interviews, were conducted to gather the data. A purposeful research sampling approach was used to select the participants from a community college and a technical college in the southern United States. The conceptual framework that informs this study is that of Sharon Daloz Parks' (2000) theories of faith development in the college years. In regards to persistence, Rendon's (2000) model of Academics of the Heart framed the validating environment that nurtured the nontraditional womenâ€Ÿs motivation to persist towards their educational goals. This framework reconnects the intellect with the spirit. In this study, it was found that spirituality was an internal validating factor for these nontraditional female students and this intrinsic motivation supports them in their persistence to achieve their goals. From the study emerged five major themes: spiritual development/growth, challenges, validation, support and perseverance. Supportive environments in educational settings may nurture and affirm this spirituality that exists in the increasing numbers of nontraditional female students attending our colleges today. These findings make a contribution to the present literature in that the results of the study provide insight as to how programs may be modified for nontraditional female students to support them in their persistence in an educational setting. In understanding where the students are on their continuum of developing spirituality, administrators, faculty, and support staff, could better provide the environments that are needed to nurture the growth of this internal validating factor and intrinsic motivator of spirituality.

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44

Jones, Tunisa La'Sure. "Factors that influence individual differences in female sexual response in a college-aged population." Click here to access thesis, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/tynisa_l_jones/jones_tynisa_l_200801_ms.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of William D. McIntosh. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 64-71) and appendix.

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45

Chetty, Candice. "Storying the career development of black South African female university students." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021056.

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Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).

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46

Mahrt-Washington, Catherine. "Gender, and other variables, affecting graduation outcomes and the future of science : male vs. female students 1995-2003, Rochester Institute of Technology's College of Science /." Online version of thesis, 2008. http://hdl.handle.net/1850/7933.

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Pisesnakornkit, Asaya. "Relationship Between Acceptance of Sexual Double Standard Among Male and Female Students and Attitude Toward Sexual Harassment Involving Instructor and Student." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5811/.

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The study assessed the relationship between acceptance of sexual double standard and attitude toward sexual harassment among students (N = 426, 141 males and 285 females). A principal components factor analysis with varimax rotation extracted 4 harassment factors: student blame, professor blame, reactions, and feelings about harassment. Controlling for marital status, age, race, and sexual double standard, one-way ANOVA revealed that gender significantly (p=.0001) affected attitude toward sexual harassment. Males reported less sensitivity toward harassment than females. Multiple regression analyses indicated that as acceptance of sexual double standard increases, sensitivity to sexual harassment decreases (p=.001), controlling for marital status, age, race, and gender. Controlling for marital status, age and race, two-way ANOVA revealed an interaction effect between gender and sexual double standard for student blame (p<.0001) and professor blame (p<.0044), where males reported higher levels of blame for both groups under the low sexual double standard condition.

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48

Wilson, Leanne S. (Leanne Sue). "The Development and Validation of the College Student Attitude Toward Female Victims of Domestic Violence (CSAVDV) Scale." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278253/.

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The purpose of this study was to develop and validate the College Student Attitude Toward Female Victims of Domestic Violence Scale. Procedures used were a 12-day test-retest for reliability, experts assessment for face validity, and a principal component factor analysis for construct validity. Cronbach's alpha for test-retest reliability was .86.

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Silver, Vivian M. "Socialization factors and career aspirations of female and male students : a comparative study of students at Dawson College, Montreal." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63226.

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Arnone, Jacqueline M. "Celiac Disease| Examination of Executive Function and Social Phobia among Female College-Aged Students." Thesis, Kean University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10980971.

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Problem Statement: This study compares traditional age female college students (18–25) diagnosed with celiac disease (CD) to age matched controls on measurements of executive function (EF) and social phobia (SP). Although previous research in this area has been mixed, a preponderance of the evidence from these studies suggests that CD impacts cognitive functioning as a whole; executive functioning in particular. However, most of the literature in this area focuses on age groups outside of the normal traditional college age range. No research to date has examined executive functioning or social phobia among 18–25-year-old female college students with CD. Bronfenbrenner’s Bio-Ecological Systems Theory will be utilized in understanding the relationships among and between the various interacting systems with the developing person with CD.

Purpose: The purpose of this study is to compare traditional age female college students (18–25) diagnosed with celiac disease (CD) to age matched controls on measures of executive function and social phobia.

Research Questions: Do female college students aged 18–25 with CD differ between age-matched controls on levels of EF? Do female college students aged 18–25 years old with CD experience different levels of SP than age matched controls? Do female college students aged 18–25 with CD that are adherent to a gluten-free diet (GFD) differ on their scores on measures of EF than those participants who do not adhere to a GFD? Do female college students aged 18–25 with CD have lower GPAs than age-matched healthy controls? Do female college students aged 18–25 years old with CD that are adherent to a GFD have higher GPAs than those female college students aged 18–25 with CD, who do not adhere to a GFD?

Methodology: This study employed a quasi-experimental, cross-sectional design. The relationship between the dependent variables (DVs) EF and SP with the independent variables (IVs) participants with CD and age-matched healthy controls and the covariate variables (adherence to a GFD and GPA) will be examined using independent t-tests and between subjects analysis of variance (ANOVA). Predictor variables (IVs/covariate variables) associated with the DVs at a statistically significant level (p < .05) will be entered into the final multivariate analysis of variance (MANOVA).

Findings: CD significantly affected Working Memory, Planning Organization, and Organization of Materials in measures of EF among participants with CD compared to age-matched healthy controls. CD significantly affected levels of social phobia in CD participants compared to the control group in situations involving interactions with the opposite sex and interaction with strangers. Self-report GPAs among CD participants had a significantly lower mean than the control group.

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